SAIACS faculty are currently going through a workshop on Education conducted by GATE. According to the GATE website, there is a four year curriculum for the workshops. I’m going to quote the GATE Curriculum in verbatim for reference. Source:

GATE’s Workshop Curriculum

GATE offers a series of four annual workshops. We refer to them as workshops because the room in which we meet becomes a “shop” in which, together, we work to understand the implications of our theological commitments for the way we plan educational programs and the ways we teach. As a GATE team, we bring to the workshops a robust integration of biblical theology, grounded theory, and educational research in human cognition, the psychology of learning, and organizational change. Our methodology in the workshops is to set a context in which faculties can interact with theory, theology, and their cultural and institutional realities in ways that facilitate and encourage institutional change.

Theological and Philosophical Foundations for Transformational Education / Year 1

This workshop engages the participants in a discovery process to determine how factors such as the characteristics of entering students, the nature of the church, and the realities of their own cultures impact the designs and outcomes of educational experiences. Special emphasis is given to introducing relevant biblical/theological categories as well as modeling established educational practices. Faculties set institutional and individual goals for the year ahead.

Teaching Methods for Transformational Education /Year 2

In this workshop participants explore classroom methodology that leads to life transformation rather than the mere processing of information. Participants discover that designing educational experiences that promote transformational learning involves more than just organizing and delivering content. Special attention is given to the wide variety of methods used by Jesus as well as the purposes he had for using different approaches. In this and each succeeding workshop, faculties report on how well they achieved their goals from the previous year and set institutional and individual for the year ahead.

Leadership that Transforms Education / Year 3

This workshop considers how administrative practices such as leadership styles, decision making, personnel management, and conflict resolution impact the learning of students in a school. Participants examine the values that inform these practices and what students are learning through this hidden or implicit curriculum of the school. Biblical metaphors for leadership and leadership development are discussed with a view to making appropriate changes in practice for given situations.

Developing Curriculum for Transformational Education / Year 4

The final workshop addresses the school’s curriculum and how it should be shaped based upon the ministry context that its graduates will encounter. Participants consider how the state of the local church, the local culture, as well as biblical and cultural requirements for church leaders impact the school’s curriculum design. A key component of this workshop is the creation of a ministry profile describing the skills and character traits necessary for ministry in the local context. The workshop is intended to produce significant short-term and long-term institutional adjustments and individual course refinements for those participating.

What we are doing at SAIACS (along with four other seminaries) is to combine Year 1 and 2 (which we did last year) and Year 3 and 4 (which we are currently doing this year.

The format can be roughly understand as “theoretical issues for improving theological education” and “practice lessons in improving theological education.”

This year (year 3+4), while the broad focus is on curriculum development, the theoretical part looks at shaping leadership and governance so that the implicit curriculum of the institute can be strengthened (to make it more transformational). After the leadership discussion, we will then look at the practical aspects of developing curriculum in theological colleges.