Reimagining Theological Education in the Anglican Church of Tanzania

Overcoming Institutional and Pedagogical Barriers to the Five Marks of Mission

Abstract

This study examined the institutional and pedagogical challenges to integrating the Five Marks of Mission into Anglican theological education in Tanzania. Data were collected from ten Anglican theological institutions using a convergent mixed-methods case study approach, including structured surveys, semi-structured interviews, focus group discussions, and document analysis. Bandura's Social Learning Theory provided the theoretical foundation, offering insights into how institutional culture, instructor behaviour, and social modelling influence students' ministerial development. Findings indicated that while the institutions offered intense doctrinal instruction, they faced significant challenges in delivering contextually relevant and mission-oriented education. These challenges included outdated curricula, inadequate faculty qualifications in contextual and applied theology, limited exposure to ecological and justice-centred pedagogies, weak collaborations with local communities, and bureaucratic resistance to curriculum innovation. Students often reported a lack of practical mission opportunities, few examples in areas like social justice and environmental stewardship, and limited access to field-based learning experiences. The analysis confirmed long-standing critiques within African theological scholarship that theology education remains overly theoretical and disconnected from the lived realities of society. It also highlighted a gap between classroom teaching and the holistic ministerial formation promoted by the Five Marks of Mission. The study recommended strategic reforms in curriculum development, faculty capacity building, and institutional partnerships with churches and civil society organisations. It emphasised the importance of experiential learning, supervised ministry placements, and reflective practice in fostering missional competence among clergy-in-training. By aligning theological education more closely with the Five Marks of Mission, this study provides a roadmap for transforming clergy training in Tanzania. The findings offer valuable insights into missiological discourse in Africa and serve as a practical resource for theological educators, church leaders, and policymakers dedicated to preparing clergy for faithful and contextually relevant ministry.