the need

These significant findings have been recently reported:

"Most pastors agree that they were inadequately trained for the job of leading the local church. Yet, seminaries continue to forge ahead, providing much of the same irrelevant (and in some cases, misleading and harmful) education that has been their forte for the past century. One response has been churches creating their own ministry education centres to raise up leaders and teachers from within their congregations. Another response has been for churches to hire believers who have secular training and experience in professional fields and allow them to learn the content of ministry realities while they are on the job. There is little doubt that churches are in desperate need of effective leadership as the challenges confronting the Church become more complex, more numerous and more daunting.

"But how will those leaders be identified, developed, and nurtured for effective ministry leadership? Is there a role for the seminary in the future of the church? If so, what should that seminary look like and what would its ideal role be? If churches continue to rely on seminaries or some alternative developmental structure to provide them with leaders, it is imperative that the leader training grounds be reshaped. Mere tinkering with a broken system won't provide the answer; creating a holistic, strategic and intelligently-crafted process is needed.”

educational paradigm

The educational paradigm of Wagner Leadership Institute UK differs considerably from traditional academic models of ministerial or ordination-track education. The new methodology of training, following patterns of contemporary adult education, is not based exclusively or even primarily on a classroom format, programmed to meet predetermined academic standards. Rather, it incorporates a variety of learning events and experiences which are offered as a basis for earning training units. Training units (TUs) accumulate as each student moves toward ministry diplomas on various levels. The focus on training in WLI is more on impartation than on information. This is not to deny the importance of information, but rather it is to affirm that relevant information will be provided in a context of imparting skills and anointing for practical ministry. Furthermore, ministry in the Spirit receives equal emphasis to ministry in the Word and truth.

BENEFITS

There are many benefits to the educational paradigm described above. The design of WLI seeks to free the institution from some of the more burdensome characteristics of traditional academia such as: required courses, theological party lines, denominational control, bureaucratic entanglements, faculty tenure, costly library facilities, residential requirements, influence of large institutional self-centeredness, financial endowments, competition with other institutions, accreditation straight jackets, and geographical limitations.

STUDENT BODY

The student body consists of men and women from all cultures and walks of life. WLI is designed to provide in-service, as against pre-service, training for ministry. Those who have been involved in lay or volunteer ministry, both men and women, should inquire whether their accumulated experience in active volunteer lay ministry over a significant period of time might apply to their ministry admission requirements. Service such as deacon, elder, Sunday School teacher, prayer leader, small group or cell leader, worship leader, etc. may qualify. No previous academic credentials are required for entrance into any of the diploma programs, except the ability to read and write.

FACULTY

The faculty of WLI is made up of mature and successful apostles, prophets, evangelists, pastors and teachers. Faculty members are selected primarily on the basis of their proven effectiveness in ministry, communication skills, and a recognised anointing for the impartation of ministry skills.

eduCATIONAL FORMAT

Formats for training events and experiences in WLI are flexible. Each format is designed and adapted to meet specific needs in specific circumstances. These may differ considerably from nation to nation, culture to culture, and on different levels of the socio-economic spectrum. WLI has no residential students or residence requirements for diplomas, because it is presumed that each student is actively engaged in ministry.

GRADING

Since academic attainment is not a component of WLI training units, no grades are given for courses, events, or training experiences. There are no exams. Field research, apprenticeship, mentoring, and ministry experience are deemed to be as valuable as library research or classroom attendance. Self evaluation papers designed to discipline the student in relating what has been learned to the student's own ministry are required throughout the various programs. These papers become a part of the student's permanent file.

diploma levels

Wagner Leadership Institute awards earned diplomas for Associate of Practical Ministry, Bachelor of Practical Ministry, Master of Practical Ministry, and Doctor of Practical Ministry. These do not certify levels of academic attainment, but rather accumulation of training units (TUs). No time limits are imposed on the attainment of any of the diplomas.

diplomas

A diploma certifying graduation from each level is awarded on the basis of accumulating the required number of training units, plus a written self-evaluation paper integrating the cumulative learning experiences contributing to the diploma in question to the student's present and future ministry.