Certificate in Ministerial Studies
Institutional Values
The Certificate reflects the following institutional values:
- A high view of the authority of Scripture.
- An evangelical theological perspective, committed to the Gospel’s centrality
and the Holy Spirit’s transforming power. - A commitment to the Christian mission and the Great Commission.
- The resolve to provide excellent and affordable theological education to the
Global Church, particularly in those areas threatened by political violence
and economic oppression.
The Certificate in Ministerial Studies introduces the student to the world of theological education. The aim of this program is to serve as an essential preparatory stage for students seeking to enter more advanced academic programs. It will standardize the academic baseline of incoming students across diverse educational backgrounds, strengthening our institutional identity and formational ethos at the earliest stage of theological education.
Description of the Certificate in Ministerial Studies
The certificate requires the successful completion of seven courses, designed to provide students with a foundational theological, ministerial, and missional framework. The required courses are:
- Starting Well – Introduction to Theological Studies
- Spirituality and Discipleship
- Missional Leadership
- Mission and Leadership in the Old Testament
- Mission and Leadership in the New Testament
- Christian Thought Survey
- Pastoral Theology Survey
This curriculum provides a solid introduction to theological studies,
preparing students to enroll in other RECTS programs.
Educational Philosophy
The vision and mission statements of the seminary, both focused on spiritual formation and pastoral ministry, drive our educational philosophy. Our focus is to prepare God’s people for the service of Jesus Christ. The seminary achieves this goal with a two–pronged strategy: Competency-Based Theological Education (CBTE) and Mentored Teamwork.
CBTE complements the broad heading of Outcome-Based Education (OBE). The OBE movement began in the 1970s and grew out of a desire to build educational programs that equipped students practically and pragmatically to achieve measurable learning outcomes described in the degree program. This was an important development in the history of educational design for it signaled the birth of an entire area of research and study focused on assessing the outcomes of learning. Rather than if learning occurred by default through courses, CBTE requires the professor and student to think critically about what the educational program is attempting to accomplish. CBTE has the potential to develop a form of education that values the role of relationships and mentoring, both with God and with each other, which accomplishes true ministry training. At its core, CBTE is a philosophy of education that invites participants to re-evaluate current assumptions about learning and to embrace the development of learners as a truly organic, spirit-filled process of discipleship.
Mentored teamwork is one of the most important CBTE principles. RECTS requires each learner to be embedded in a mentor team comprised of the student, a faculty mentor, a vocational mentor, and a personal mentor. Mentor teams are a key component of the educational experience at RECTS. Each mentor team shapes and evaluates the learner’s experience in their educational journey of discipleship. Mentoring teamwork requires a collaborative commitment to mission and ministry where each member of the team is engaged in a journey of discipleship while learning together.
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