CHAPTER 1 INTRODUCTION
The Concept and Implementation of Ministerial Formation at ACTS Academy
1. Introduction
This study will bridge the gap between educators and learners on the ministerial
formation program at ACTS Academy. By establishing a setting that encourages students to
be candid with their teachers while injecting academic content into practical applications of
ministry, the study will establish a more coherent and efficient learning environment where
theological pedagogy, communication, and readiness for real-life ministry are enhanced in
the learners. In turn, these research findings will underpin institutional development,
curriculum improvement, and faculty training, thereby making the program more relevant
and impact-full.
1.1. Statement of the Problem
The ACTS academy learners fail to comprehend the very concept of ministerial
formation from the perspective of the educators at ACTS and also, the learner’s failure to
further comprehend that the curriculum of the Academy cannot be disassociated from
ministry itself. This challenge of learners’ failing to grasp the perspective of ministerial
formation from the Academy’s point of view, decisively hampers the effectiveness of
implementing ministerial formation at ACTS.
1.2. Elaboration of the Problem
At ACTS Academy there is a conceptual gap between the teacher and the learner in terms
of formation for ministry work and its implementation. For the educators, ministerial
formation is not really separated but embodied by the curriculum and to prepare the
learners for the work, in practical ministry. However, in most cases, learners actually
regard the curriculum as purely academic, removed from the practical ministry; this
results in a lack of engagement with the ministerial aspects of their education and even
fail to perceive education without any intend of implicating it for ministerial formation.
This misunderstanding affects the program because learners who find no point of
connection between their studies and ministry may not be involved with or apply what
they are learning in a ministerial context. The result is low motivation among learners, as
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they will not even understand how their studies will contribute to their future ministry
roles. Designed as holistic-in that the curriculum integrates knowledge and ministry
skills-it may still miss full benefits if the learners and educators do not appreciate the
integration of the curriculum. Additionally, if the learners don't understand why formation
in ministry is key, they won't know how to apply their academic knowledge to the field of
everyday ministry.
1.3. Significance of the Study
This study is important because it aims to bridge the gap between educators' thinking
and the perception of learners regarding the ministerial formation conducted at ACTS
Academy. The complete process, therefore, tends to have minimal discrepancies. By
facilitating dialogue between the students and the teachers, academic content that is
applicable to practical ministry, and making provision for feedback, this study will aim at
creating a learning environment that is much more coherent and efficient. In the long run, it
would enhance theological pedagogy, communication, and readiness for real-life ministry
among students. The findings could, therefore, be tailored to inform institutional
development, curriculum improvements, and faculty training of this program in ACTS
Academy to make the program more relevant and impact-full.
1.4. Research Objectives
Establish unified comprehension: Compare and contrast educators' perceptions with
learners' comprehension regarding the meaning of the ministerial formation programme
by ACTS Academy.
Audit Misconceptions: Understand the misapprehensions that accrue under either
programme construction or actualization.
Review Communication Processes: Identify shortcomings of communication between
educators and learners to bridge perceived and actual gaps in understanding ministerial
formation concepts.
Advice Dialogue Mechanisms: Formulate strategies to ensure routine dialogue between
educators and learners on concepts regarding ministerial formation.
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Practical Integration Analysis: Discuss the extent to which the idea content is
integrated with practical ministry-related applications.
Feedback Mechanism Establishment: Suggest mechanisms through which one can seek
feedback from the instructor and the learner to adequately improve the program.
Theory and Practice Integration: Explore ways of correlating the theoretical knowledge
acquired with practice-based activities for ministries with an eye towards sharpening
the learning process.
These objectives are seeking to identify problems, make suggestions to bridge them,
and enhance the ministerial formation program at ACTS Academy.
1.5. Research Questions
What is “ministerial formation” to the ACTS Academy?
What is the relevance of the present curriculum in pursuing ministerial formation?
What effects does the practice ministry/ services provide in the ministerial formation of
the students?
What are the administrative roles set among the educators in the pursuit for ministerial
formation of students at ACTS?
What are the challenges that are dealt in the development of spiritual formation of
students?
Are there any assessments made that help determine the ministerial formative excellence
of the educators?
What approaches would be best suited in research of the concept and implementation of
ministerial formation of theological students at ACTS Academy?
What are the type of resources that the researcher will make use of?
What methodologies will the researcher apply in pursuit of this research?
Who are the different kinds of target audiences of this research and how reliable will the
data (responses) collected from them be?
1.6. Hypothesis
There is a significant disconnect between the educators’ conception and the learners’
understanding of ACTS Academy ministerial formation programme which hinders the
effective implementation of ministerial formation among the theological students. There are
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also areas where educators can be better oriented in establishing a unified understanding of
ministerial formation objectives at ACTS Academy
Fostering regular dialogues between educator and fellow educators and then separate
dialogues between educators with their learners to clarify the concept of ministerial formation
will help bridge that gap of misconception. Additionally, providing academic content with
practical ministry applications with mechanism for periodical feedbacks from the learners
and the educators alike will also facilitate in having better grasp on the conception and
implementation of ministerial formation. For better outcomes, sessions that explore the
relationship between practical ministry components and theoretical knowledge can be
provided by the institution.
1.7. Research Methodology
This research will use a mixed- method approach, merging the qualitative as well as
quantitative methods of data collection. This study will take the records by analysing
quantitative collection of data with the usage of surveys & Questionnaires, Interviews,
observations, books, articles and document reviews. Additionally the study will also make
use of collection of qualitative data through audio or video recordings, focus groups, case
studies, open-ended surveys and questionnaires and several interview sessions (1 educator
and 5 learners) with a minimal demographic of 29 questionnaire respondents (24 learners and
5 educators). Accumulation of these data will provide a more extensive and comprehensive
understanding of the subject matter within the context of this research.
1.8. Scope & Delimitations
Scope: This paper will focus on misalignment between educators' perception and learners'
understanding through which areas prevent the effective implementation of the program,
specifically at ACTS Academy ministerial formation. It deals with current efforts in
ministerial formation. Among these areas include academic content, practical ministry
applications, and educator-learner conversations. This study aims to identify those areas that
may be improved in terms of the clarity of the set objectives and possibly suggest avenues for
the establishment of regular communication routes, increase integration between theory and
practice, as well as mechanisms that will help to establish mechanisms which will improve
the ministerial formation experience as a whole.
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Delimitations: The study holds a number of delimitations. To start with, the respondents
were rather few in numbers, approximately 25 to 29 which mainly delimit the applicability
of the findings of the ACTS Academy to their generalization. Working with only one
institution disregards the variation of practices or challenges in a similar theological
context. Moreover, qualitative data gathering tools like interviews and focus group
discussions may expose the research to some degree of subjectivity and biasing that may be
expressed in results interpretation
CHAPTER 2: LITERATURE REVIEW
Paul Mohan Raj's A Guide to an Integrated Approach to Theological Education
encompasses one holistic framework for ministerial formation with spiritual, intellectual,
and pastoral dimensions. In doing so, ACTS Academy has been able to balance a
curriculum, faculty mentorship, student engagement, and continuous evaluation all in the
pursuit of producing solid ministers who can meet the current challenges and needs of
society. (Raj, Paul Mohan. A Guide to an Integrated Approach to Theological Education,
Bangalore: Theological Book Trust, 2008.)
Samuel Peni Ango wrote the text, "Principles and Dynamics of Integrated Christian
Teaching and Learning," in which he articulates the role of ministerial formation within
Christian education-similar to the integrated approach espoused by ACTS Academy,
which emphasizes a holistic development of students. The focus on spiritual formation,
the passage of learning into grounded practical expression, character development, and
an interdisciplinary integration of knowledge is at the heart of ministerial formation at
ACTS Academy. Thereby, in its holistic development of its students, ACTS Academy
shapes quality ministers for the church, whose role is to act and make an impact as agents
of change for Christ. (Ango ,Samuel Peni. Principles and Dynamics of Integrated
Christian Teaching and Learning. Bangalore: Theological Book Trust, 2011.)
David W. Bennett in "Metaphors of Ministry, Biblical images of Leadership and
Followers" gives meaningful insight into ministerial formation, which ACTS carries into
practice in the form of emphasis on biblical leadership principles, servant leadership, and
the developing in their students of Christ-like character, realizing their preparation as
effective leaders and followers in ministry. (Bennett, David W. Metaphors of Ministry,
Biblical images for Leadership and Followers, Grand Rapids, Michigan: Baker Book
House, 1993.)
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In the book "The Future Shape of Ministry," Tan T. Holmes presents a forward-looking
view on ministerial formation, ACTS Academy reflects this by reviewing their
curriculum and training methodologies to equip students with the skills and knowledge
necessary to minister in a world ever-changing and always developing, against a
fundamental background of biblical principles and spiritual formation. (Holmes, Urban
T. The Future Shape f Ministry, New York: Crossroad Book, 1971).
Another emphasis in Doraisamy Pothirajulu's book, "Laity Formation, An Educational
Model," was equipping the laity for ministry, a concept whose foundation ACTS
Academy builds upon in its ministerial formation program by giving them full
preparation and resource development for clergy and lay leaders to minister and teach in
an expansive and inclusive manner. (Pothirajulu, Doraisamy. Laity Formation, An
Educational Model, Madras: The Christian Literature Society: Madras, 1993).
CHAPTER 3: THEORETICAL FRAMEWORK
3.1. Integrated Learning: Ken Gnanakan’s concept of integrated learning emphasizes
the dissolution of traditional disciplinary boundaries to foster a more holistic and
interconnected educational experience. This approach seeks to blend various academic
subjects, allowing students to see the connections between different fields of study. By
doing so, it encourages a more comprehensive understanding of knowledge, rather than
viewing subjects in isolation.
3.2. Ministerial Formation: Paul Mohan Raj’s work on ministerial formation delves into
the comprehensive preparation of individuals for ministry within a Christian context. His
approach integrates several key components: theological education to ensure a deep
understanding of Christian doctrines, spiritual formation to foster personal spiritual
growth and maturity, practical training to equip individuals with essential ministerial
skills, and community engagement to emphasize the importance of outreach and service.
This holistic approach aims to blend theological knowledge with practical skills and
personal spiritual development, preparing individuals for effective and well-rounded.
3.3. The Concept of Ministry: Dietrich Bonhoeffer’s theology of ministry is deeply
rooted in his understanding of the church as the body of Christ and his emphasis on
discipleship. Ministry is about fostering authentic Christian fellowship, characterized by
shared life, mutual support, confession, and forgiveness.
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And Henri Nouwen’s concept of ministry which emphasis on relationality,
community, and the holistic nature of ministry which largely supplements supports
integrated learning. Nouwen believed that ministry involves deep, personal
connections with others, which aligns with the collaborative and relational aspects of
integrated learning.
CHAPTER 4: DATA PRESENTATION
Introduction
In this chapter, the researcher presents, evaluates and interprets the findings from the
collected data.
4.1. Data Collection
Both qualitative and quantitative methods of collecting data have been utilized for
data collection. Structured questionnaires were prepared and distributed to 30 learners of
which 24 responded and 9 educators of which 5 responded. Personal interviews were also
conducted with Academic dean as well as some learners with the interaction details
documented at the appendices.
4.2. Data Presentation, Analysis and Interpretation
The data collected through questionnaires and interviews has been presented using pie
charts, case studies, and questions from questionnaires and in interview sessions which has
been analysed and interpreted thereafter. The feedbacks solely depend on the responded
personal experiences and challenges faced working as school drivers.
4.2.1. Questionnaire (learners): charts, pie charts and questions
Figure-1
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Figure- 1 depicts that 37. 5% learners are unsure of the current curriculum requiring
a separate course in ministerial formation where as 54.2 % learners assume the need for a
separate course and only 8.3.% believes that it is not required. This statistics implies that 91.3
% of the learner are mostly unsure of and/ or in need of ministerial formation as a separate
course. This suggest that there is a misconception of how ministerial formation is actually
intended by the educators to be closelyy embedded in its curriculum which the learners are
not aware.
Figure- 2
In light of spiritual development as part of ministerial formation under the curriculum,
about 37.5 % of the learners are aware of its implementations but an alarming percentage
of 62.5% are either uncertain(33.3%) or not convinced (No- 29.2%).This indicates that a
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large majority of learners are not satisfied about the spiritual development provided by the
curriculum which depicts the need for integration of the current curriculum to be more
effective in developing an individual’s spirituality.
Q17. Are you aware of any particular administrative team assigned by the academy
to evaluate the ministerial formation growth? If yes, which positions do you assume are
assigned.
Response : 88% of respondents answered “Not aware” or “No” (24 responses & 5
interviews)
This statistic is a clear indication of the lack of awareness between the learners and
the educators where the learners are largely unaware of the educators’ role in ministerial
formation of their pupils. Hence, it can be stipulated that the implementation of ministerial
formation needs to be addressed clearly to the learners as addressed to the educators.
4.2.2. Questionnaire (Educator): charts, pie charts and questions
Figure-3
The educators are divided on their opinions between the curriculum being moderately
effective and very effective. This record of 100% of the educators’ response believing
the curriculum being effective( moderately or otherwise) for ministerial formation is a
clear depiction of their awareness that the curriculum intentionally focuses on
ministerial formation. This however is not reflected in the responses of the learners as
most of the learners are either uncertain or unaware of the curriculum implementation
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for ministerial formation. This thus, proves the disconnect between the learners and
the educators in realising the very objective of the curriculum which focuses on the
ministerial formation of individuals. With this disconnect the implementation of
formation becomes largely ineffective.
Figure-4
About 60% of the respondents believe that a separate course for ministerial formation
is required. This do indicate that educators themselves do believe that the
implementation of ministerial formation needs to be made more evident to the
learners by intentionally having a separate course for it.
Question
Q13. Give your opinion on what can be implemented/ suggested to improve the
effectiveness of formative activities provided by the educators towards the students?
Response: 1. Diverse and inclusive curriculum 2. Provide comprehensive feedback 3.
Continuous professional development for educators 4. Technology integration 5. Personal
freedom.
The responses received by the educators, implies that the curriculum needs to be integrated in
being more effective in ministerial formation of the learners.
4.2.3. Interview session with Academic Dean
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In the interview session, the Academic dean expressed the academy’s notion of
ministerial formation being interoperated in the curriculum itself which promotes the concept
of the learners being self sustainable through the providence of courses with theoretical as
well as practical orientation. In light of its implementation and effectiveness, the response
indicated that the learners were not very aware of the conception of ministerial formation
embedded in the curriculum. Further the respondent expressed that the effectiveness of the
implementation of ministerial formation in the curriculum depends largely on the students’
consideration of viewing the courses that offer theoretical implications with the intend of
learning these theories for their practice ministry use. Henceforth, the interview session
illustrated not only the disconnect between the conception of ministerial formation between
learners and the educator but also offered a supposition of a possible hypothesis.
4.2.4. Interview session with some learners
The interview sessions with the learners composed similar questions to what was
asked in the questionnaires and the respondents’ responses were also reflected under the data
collection.
CHAPTER 5: FINDINGS & RECOMMENDATIONS
Introduction
This chapter discusses the research findings on the challenges of conception and
implementation of ministerial formation at ACTS academy and offers recommendation based
on these findings.
5.1. Confirmation to Hypothesis
Fostering regular dialogues between educator and fellow educators and between
educators with their learners to bridge that gap of misconception and the provision of
academic content with practical ministry applications with mechanism for periodical
feedbacks from the learners and the educators and conducting sessions that explore the
relationship between practical ministry components and theoretical knowledge remains a
relevant hypothesis based on the findings and analysis made in this research.
5.2. Key Findings
5.2.1. Lack of Awareness Among Learners:
In fact, majority of respondents-doing so in the 24 survey responses and the 3 interviews-
were unaware of any kind of administrative team responsible for examining the growth of
ministerial formation.
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5.2.2. Lack of Connection Between Learners and Educators:
Learners are largely unaware of the role educators would have in their ministerial formation:
a reminder of the vagueness of the educator's responsibility in relation to the overall task of
shaping the students' ministerial development.
5.2.3. Need of Clearer Implementation:
Aims and procedures in the process of forming the ministerial are not being clearly
communicated to the learners, thus they are left with confusion about the direction the
program is taking and how it is appraised.
5.2.4. Imbalance in Comprehension:
Teachers would be communicated what they should do, yet, the learners would not have the
explanation given, and it proves to be one of the gap that need to be bridged so a better
formation could take place.
5.2.5. Unclear Curriculum objectives :
The curriculum objectives needs to be revised and the objectives which includes
ministerial formation should be well oriented and acknowledged to the learners as well .
5.2.6. Need for Recommendation:
The academy should better communicate information to the learners regarding the role of
educators and the grading process. Regular follow-ups and avenues that would enable the
learner to engage and interact with both the students and staff could close the gap.
5.3. Suggestions and Recommendations
5.3.1. Periodic Student-Teacher Conferences: Have periodical meetings to define the roles
and objectives of ministerial [Link] a System for giving back of Feedback: Have
periodical surveys and feedback meetings by instructors and learners.
5.3.2. Review and Align Curriculum:Rework the curriculum to integrate better theory with
practical skills in the ministry.
5.4.3. Organize Educators' Workshops: Have workshops to orient the instructors on what the
formation program seeks to achieve
5.4.4. Define Evaluation Process: Communicate evaluation criteria and process to
[Link] might include clearer explanations, examples, and discussions of the structure
of the curriculum to prepare them for [Link] to the trainees why ministerial
formation is an important undertaking.
5.4.5. Have regular reviews of the programme: Regularly review and update the program
reflecting the views of all of the stakeholders involved.
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CONCLUSION
In conclusion, a basic disconnection between educator conceptions and learner
understanding in relation to the ministerial formation program at ACTS Academy has been
shed into view. The study affects the actual implementation of the program. By regular
dialogue between educators and learners, as well as academic content with practical
applications to ministry, this study proposes one pathway toward filling the gap. Periodic
review mechanisms and sessions with interactions on the practical and ministerial aspects as
well as theoretical know-how are suggested to make this program more effective. Eventually,
these initiatives will lead to a better-integrated understanding of objectives in ministerial
formation for the advantage of outcomes at ACTS Academy among theological students.
BIBLIOGRAPHY
Ango ,Samuel Peni. Principles and Dynamics of Integrated Christian Teaching and
Learning. Bangalore: Theological Book Trust, 2011.
Anthony, Michael J. Foundations Ministry, United States of America : A Victors Books,
1992.
Bennett, David W. Metaphors of Ministry, Biblical images for Leadership and Followers,
Grand Rapids, Michigan: Baker Book House, 1993.
Benson, Warren S., Ed. The Complete Book of Youth Ministry, Chicago: The Moody Bible
Institute, 1987.
Christopher, Elizabeth Christopher and Larry E. Smith. Leadership Training, A Source Book
of Activities, New Delhi: Viva Books Private Ltd., 2004.
Cole, Victor Babajide. Training of the Ministry, A Macro-curricular Approach, Bangalore:
Theological Book Trust, 2001.
Das, Christu. “Theological education for Ministerial Formation: An Indian reading” LSFM
(May-2003): 66-74.
Gangel, Kenneth O. & Howard G. Hendricks. The Christian Educators Handbook on
Teaching, A comprehensive Resource on the Distinctiveness of True Christian Teaching,
Grand Rapids: Baker Books, 1996.
Holmes, Urban T. The Future Shape f Ministry, New York: Crossroad Book, 1971.
Hughes, Richard T, Ed. Models for Christian Higher Education, Strategies for Success in the
Twenty-First Century, Grand Rapids, Michigan: [Link] Publishing Co., 1997.
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Jacobsen, David C. The Positive Use of The Minister’s Role, Philadelphia: Westminster
Press, 1960.
Jent, Glenn A., Spiritual Formation, A How-to Book For Parents and Teachers, Bangalore:
Theological Book Trust, 1999.
Jeyaraj, Jesudason Baskar. Christian Ministry, Models of Ministry and Training, Bangalore:
Theological Book Trust, 2002.
M, Naidoo. “Ministerial Formation of Theological Students Through Distance Education.”
Theological Studies 68(2) (31 Jan-12 June 2012) [Link]
Neighbour, Ralph W. The Shepherd’s Guidebook, Houston Texas: Touch Outreach ministries
Inc., 1989.
Pothirajulu, Doraisamy. Laity Formation, An Educational Model, Madras: The Christian
Literature Society: Madras, 1993.
Puttman, Don A. Ministry & Theology in Global Perspective. Grand Rapids, Michigan:
William B. Eerdsman Publication Company, 1996.
Raj, Paul Mohan. A Guide to an Integrated Approach to Theological Education, Bangalore:
Theological Book Trust, 2008.
Theological Education and Ministerial Training in the Nigerian Baptist Convention, Baptist
College of Theology; Lagos State,2012.
Wintle, Brian, Ed. Work Worship Witness, Essays Dedicated To A Vision and A Visionary,
Bangalore: Theological Book Trust, 2003.
APPENDIXES
Questionnaires
Questionnaire for Educators
Q1. In your understanding, how does the Acts academy view ministerial formation?
Long answer text
Q2. In brief, what would be an appropriate theological education to you?
Long answer text
14
Q3 What are any steps taken to engage every learner actively in practice ministry?
Long answer text
Q4. How would you define (in a few words) the context of students in which their formation
occurs? (perhaps it can be challenging in term of diverse culture, needs, social values etc)
Long answer text
Q5. What are some of the main goals of ministerial formation of students here at ACTS
Academy?
Long answer text
Q6. Based on your experience at ACTS, how effective has the curriculum been in
ministerial formation of students?
Moderately ef
Very effective
Not Efeective
Uncertain
Other…
15
Q7. Are internships or practice ministry opportunities provided by the academy?
yes
No
Uncertain
Other…
Q8. Do you think the curriculum in ACTS requires a separate course in ministerial
formation for all students irrespective of the programme?
Yes
No
Not sure
Q9. Are there measures taken to engage the students with formation of professional skills
such as communication skills, management skills (time or resource) & administrative skills
(organizing, planning etc)
Yes
No
16
Uncertain
Q10. Are there measures taken to engage the students with formation of people
skills( relational or social skills )
Yes
No
Uncertain
Q11. Are there measures taken to engage the students with formation of problem solving
skills (counselling and/or reconciliation skills)
Yes
No
Uncertain
Q12. Is development of individual’s spirituality emphasized as part of the curriculum?
Yes
17
No
Uncertain
Q13. Give your opinion on what can be implemented/ suggested to improve the
effectiveness of formative activities provided by the educators towards the students? ( if you
believe any is required)
Long answer text
Q14. Are individual reports maintained of the practice ministry/ministries that the students
undergoes.
Yes
No
Uncertain
Q15. To what extent the reports of the individuals are evaluated?
regularly
irregular
uncertain
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other
Q16. What are some of the challenges in the implementation of skills formation that you
face as an educator?
Long answer text
Q17. Is there any particular administrative team assigned by the academy to evaluate the
ministerial formation growth? If yes, which positions ( eg: Dean of students, Academic
Dean, Chaplin etc.)
Long answer text
Q18. Please feel free to give us your feedback on the questionnaire (the drawbacks or
otherwise)
Long answer text
Q19. How closely engaged are you as an educator in assessing the involvement of your
learners in their ministry?
Closely engag
Distantly eng
Not really eng
Not sure
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Questionnaire for learners
Q1. In your understanding, what is ministerial formation as applied at ACTS Academy?
Q2. In brief, what would be an appropriate theological education to you? ( short answer-
preferably in short points)
Q3 Do you think learners get to engages actively in practice ministry? (you may offer
positive as well as negative aspects of your review)
Q4. Do you think implementation of ministerial formation is reflected in the curriculum at
ACTS academy?
Yes
No
Uncertain
Q5. In your own assumption, what would be the main goals of ministerial formation of
students at ACTS Academy?
Long answer text
Q6. Based on your observation at ACTS, how effective has the curriculum been in
ministerial formation of students?
Moderately Ef
Very Effective
20
Not Effective
Uncertain
Other…
Q7. Are internships or practice ministry opportunities provided by the academy?
Yes
No
Uncertain
Q8. Do you think the curriculum in ACTS requires a separate course in ministerial
formation for all students irrespective of the programme?
Yes
No
Not sure
Q9. Are there measures taken by the academy for formation of professional skills such as
communication skills, management skills (time or resource) & administrative skills
(organizing, planning etc)
21
Yes
No
Uncertain
Other…
Q10. Are there measures taken by the academy to engage the students with formation of
people skills( relational or social skills )
Yes
No
Uncertain
Other…
Q11. Are there measures taken by the academy to engage the students with formation of
problem solving skills (counselling and/or reconciliation skills)
Yes
No
22
Uncertain
Q12. Is development of individual’s spirituality emphasized as part of the curriculum?
Yes
No
Uncertain
Other…
Q13. Give your opinion on what can be implemented/ suggested to improve the
effectiveness of formative activities provided by the educators towards the students? ( if you
believe any is required)
Long answer text
Q14. Are individual reports maintained of the practice ministry/ministries that the students
undergoes.
Yes
No
23
Uncertain
Q15. Do you think the feedback of the evaluation of practice ministry of learners can be
made more frequent?
Yes
No
Uncertain
Q16. What do you think are some of the challenges in the formation of skills that you face
as a learner?
Long answer text
Q17. Are you aware of any particular administrative team assigned by the academy to
evaluate the ministerial formation growth? If yes, which positions do you assume are
assigned( eg: Dean of students, Academic Dean, Chaplin etc.)
Long answer text
Q18. Please feel free to give us your feedback on the questionnaire (the drawbacks or
otherwise)
Long answer text
24
Q19. How clear do you assume the learners at ACTS are, in comprehending the
implementation of ministerial formation in the academy?
Very clear
Clear
Unclear
Uncertain
Interviews
Abraham, Joji. Academic Dean, ACTS Academy. Interview, 11 August, 2024.
Apon, Nenshalo. 1st Year student, ACTS Academy. Interview, 16 September, 2024.
Ao, Mary. 2nd Year student, ACTS Academy. Interview, 16 September, 2024.
Dangmei, Asa Gaikungam. 2nd Year student, ACTS Academy. Interview, 15 September,
2024.
Achumi, Kivi. 2nd Year student, ACTS Academy. Interview, 15 September, 2024.
Khrome, Meyie. 1st Year student, ACTS Academy. Interview, 16 September, 2024.
25
