Urban Leadership Foundation
A hub for leadership training in cities and among the world's 1.4 billion slum-dwellers
Program Proposal ver 5.2v (This Version is Viv's Edit of Rich' Summary of Chennai Discussions. It is laid out below for each institution to use a template for its own presentation). Master of Arts in Transformational Urban Leadership (MATUL) The cities of the future, rather than being made out of glass and steel as envisioned by earlier generations of urbanists, are largely constructed out of crude brick, straw, recycled plastic, cement blocks, and scrap wood… Instead of cities of light soaring toward heaven, much of the twenty-first-century urban world squats in squalor. (Mike Davis, Planet of Slums) Virtually all of the world’s countries and leading development institutions are galvanizing efforts to meet the needs of the world’s poorest people. Kofi Annan has joined many influential scholars (like Jeffrey Sachs of the Earth Institute at Columbia University) to design elaborate plans to allow poor countries to escape the “poverty trap.” Those plans typically involve transfers from large bureaucracies in the West (World Bank, United Nations, IMF) to smaller bureaucracies in poor countries to implement complex development plans. In many cases, however, the poor country lacks leadership that is honest, skillful, and not beholden to the bureaucracies that employ them. William Easterly, in The White Man’s Burden, reminds us that, “Bureaucrats have never achieved the end of poverty and never will: poverty ends by the efforts of individuals operating in free markets, and by the efforts of homegrown political and economic reformers… the biggest hope for the world’s poor nations is not Bono; it is the citizens of poor nations themselves.” 1. Central Assumptions § The 1.4 billion people (over 35% of the world’s total urban population) that currently reside in informal settlements (slums) throughout the world are to be a “priority concern” of the Church, especially as their number continues to increase. The overflowing cities of the global South will absorb another four billion people before the world population peaks at around 10 billion in 2050. § University- and seminary-sponsored training programs (like the MATUL) play a critical role in organizing training processes that develop the ability of national and foreign workers to join local citizens in multiplying movements of the Kingdom of God among the poor § Christian colleges and universities, working in tandem with local citizens, Christian churches, other non-profits, business enterprises and government agencies, can act to strengthen the community’s own capacity to transform value systems and to reduce poverty, preventable disease, and environmental degradation. § What happens within people is a key to what happens around them. Local faith communities are often in the best position to inspire hope and determination in breaking the bonds of inertia, mistrust, and dependence. This makes the formation of indigenous Christian leadership, holistic in theology and practice, one of the cornerstones for enduring personal and social change consistent with the kingdom of God. 2. Cooperative Goal Our goal is to launch a two-year (45 credit) Master of Arts degree in Transformational Urban Leadership (MATUL), co-sponsored by entrepreneurial training institutions on five world regions (South-East Asia, Africa and Latin America, China), in order to prepare students to participate more effectively in implementing spiritual, socio-economic, political, and environmental change throughout the world, with a primary focus on Kingdom movements among the urban poor. 3. Program Objectives & Educational Assumptions § Urban Poor Focus: The program seeks to establish sites within various cities for the training of a new generation of incarnational workers among the world’s urban poor. § Practitioners: The program seeks to envision and recruit national and international workers in the evangelical tradition for apprenticed training under the tutelage of in-field practitioners and trainers. § Action/Reflection: The program facilitates the development of an integrated set of student competencies (cognitive, affective, moral/ethical, social, and skill) that are grounded in theory and honed in the practice of addressing contemporary urban issues. § Leadership: The program aims to develop students’ leadership and managerial capacity with particular emphasis on learning from experienced churchplanters and ministry practitioners, learning from the poor, networking, coalition-building, and creative problem-solving. § Incarnational: Theoretical disciplines are integrated with experience-based learning so that students don’t merely learn about urban poor leadership, but are directly engaged with urban communities. In the context of first-hand involvement, student understandings are tested, essential skills developed, and a keen awareness of one’s own capabilities, values, and ethics is acquired. § Community: Living and learning within resource-poor communities can be emotionally, spiritually, and physically demanding. An optimal level of social support is created through the development of multinational learning communities where students, faculty advisors and community mentors share the challenge of exploring complex issues together, and where students receive ongoing field supervision and pastoral care. 4. Student Populations The student population is comprised of two major groups:
5. Program Distinctives § Field-based. International students are expected to relocate to program sites, find housing with local families either in or adjacent to slum communities, and commence intensive language learning for 3-6 months. National students residing outside the program site will either fully relocate to the program site or remain at their ministry site and travel to the program site for the three-week instructional period twice each year. They may also need to enroll in intensive English language development—possibly at program sites—in order to satisfy the minimum entry requirement. § Practice-oriented. Residence in or adjacent to actual slum communities enables students to combine living and learning (study, research, writing, and active problem-solving) in an integrated approach to leadership development. Following language study, international students begin practical training in various areas of community improvement (e.g. marginalized persons, microfinance, land rights) through local churches and development organizations. § Intensive format. All courses are taught in an “intensive” format (3 weeks, full-time) in on-site locations adjacent to slum communities or as “extensive” educational processes that are supervised over two or more terms. The dates of instructional periods are staggered to enable international expert faculty (when used) to travel from one location to another. § Blended delivery. Standardized “content” will be accessible on-line, but extensive topical discussion, problem-solving, mentoring, and supervision will take place face-to-face with practitioner-faculty and students. Both delivery methods will seek to enhance the exchange of concepts, ideas and experiences in the analysis of urban poor issues. § Pastoral care. Living and learning in slum environments is unlike any other kind of educational activity in the intensity of emotional stress. For this reason, students will regularly participate in day-long or overnight retreats with other students each week during the first nine months of their residence. During the retreat, students worship together, engage in reflective journaling and conversation, together with rest and recreation. These weekly retreats will be supplemented by a week-long retreat every 10-12 weeks. 6. Program Sites & Coordinators Our hope is to establish a global network of training centers on five continents, enrolling international and national servants in the MATUL degree program: § 2007: Chennai, India. Hindustan Bible Institute; Dr. Paul Cornelius, Coordinator. § 2007: Manila, Philippines. Asian Theological Seminary; Dr. Lee Wanak, Coordinator. ▪ 2008 Asuza Pacific University, USA begins to partner; Dr Rich Slimbach § 2008: site in Latin America [to be determined] § 2009: site in Sub-Saharan Africa [to be determined] § 2010: site in Middle East or China [to be determined] 8. Program Review, Accreditation and Reputation The program will undergo periodic review (every 3-5 years) to assess progress and determine (a) whether it is meeting its established goals, (b) whether resources are sufficient for further development, and (c) whether the program might improve through changes in curricular content and standards, delivery methods, administration, and community applications. 9. Program Design Features § Units. 15
courses, 3 units each, for 45 units of coursework. § Residency. Two years of in-country residence, including summers, unless an explicit waiver is given. Much of this time students are expected to live in slum communities. § Progress toward degree. Students will complete approximately 7 courses each year (typically 4 “core” courses and 3 “practitioner training” courses) with a 6-unit Capstone Project to complete the program. Each course is valued at 3 credits, for a total of 45 units. The normal time for degree completion is four regular terms plus summers, or two years. § Format. Two, 3-week intensive “classroom” terms annually, one in July and one in January for “core” courses. The five “practitioner training” courses are rooted in an integrated living and learning experience within or adjacent to a slum community. Each “field supervision” process extends over a one-year period. § Library resources. Student access to library facilities, computers, and Internet connections will need to be negotiated with each host institution. 10. Faculty Qualifications § Doctorate degree in related field (e.g. pastoral theology, sociology, international development, intercultural studies, urban missiology, organizational management) § Experienced practitioners in slums through their field specialization § Action-reflection educational style and story-based hermeneutic approach 11. Program Administration § Advisory Council: Encarnação training commission members, program graduates, practitioners, community leaders, and prospective employers § Program Director: the academic representative who prepares all program documentation (program proposals, final syllabuses, Grad catalogue copy) for review; seeks program approval through campus administration and faculty review bodies; ensures that curricular standards and educational policies are adhered to; supervises promotional materials (web site and brochures); and helps coordinate faculty § International Coordinator: the at-large strategist responsible for developing, maintaining and expanding the relational network and cooperative agreements of partnering providers linked through the Encarnacao Alliance. The Alliance functions as a professional association to nurture mutual trust and commitment to excellence and quality student outcomes, and to ensure that the curriculum reflects the learning aims of students and the communities they serve. § Site Coordinator: the program liaison responsible for setting up facilities, networking learning resources (like community internships and homestays) for students, regional recruitment, and pastoral care. 12. Admission Requirements Applicants for the MATUL program must submit the following: § Official transcripts of all postsecondary schools attended, showing a bachelor's degree earned from an accredited institution of higher learning, with a cumulative undergraduate average of ____ or above. § Evidence of academic capacity and personal maturity for graduate study as communicated through grades, references (one academic reference and one pastoral reference), and the applicant’s spiritual autobiography § Evidence of some urban ministry experience § The application form, with application fee attached § Evidence of sufficient English written and oral ability to make progress in the degree program. § Evidence of sufficient oral proficiency in the field language (e.g. Tamil, Tagalog) to interact with community members through fieldwork and professional service activities. The requirement is fulfilled by passing an ACTFL proficiency exam in at least one target language at the Intermediate level. Intensive language study with extensive family and community practice supports this goal. 13. Estimated Costs to Students § Tuition: § __ for initial application fee § __ language testing fee § __ graduation fee § Costs for travel to and from program site (costs vary) § ___ for textbooks (approx. ____ per subject course) § ____ for room and board (24 months) – for international students § ____ for in-country transportation and incidentals (24 months) – for international students § Language helper (costs vary) § Retreats (one day per week; one week per semester) 14. Curriculum: Course Titles & Descriptions The Master of Arts in Transformational Urban Leadership features a 45-credit[2] curriculum that includes two years of field residence, studying with senior development practitioners and completing supervised training in at least four areas of community improvement. Pre-Requisites Note: Some institutional partners may require pre-requisites that include: Introduction to the Bible, Introduction to Theology, Ethno-hermeneutics, and Introduction to Missions. First Year [21 units] 1. TUL505 Language & Culture Acquisition (3 credits) [Required for all non-nationals and those English-proficient nationals entering an unfamiliar ethno-linguistic community; intensive for 4 months in conjunction with local homestay] Community-based language learning Family and community analysis Or TUL510 Academic English Development (3 credits) [Required for all nationals scoring below 600 on the TOEFL; intensive for 4 months] English for specific purposes (leadership and development) TOEFL preparation Learners complete language learning coursework prior to or concurrent with “core” requirements below. 2. TUL530 Urban Poor Church Leadership (3 credits)
3. TUL520 Urban Spirituality (3 credits) Urban spirituality in the slum context Personal inventory: character, calling, and giftedness Human development and family life in the slum context 4. TUL540 Urban Reality and Theology (3 credits) Contextual urban theology process The creation and culture of cities Urban systems in theological perspective (e.g. urban religious movements and development; macro-economic policies impacting slums; informal sector development) Urban poor research design and methods Practitioner Training Concentrations (community internships). Students enroll in three skill development concentrations during first year of residence, each for approx. 4 months. (Those enrolled in TUL505 or 510 enroll in two of the three offerings during year 1.) Supervised internship and policy analysis based on formal instruction, self-directed library study, supervised community service, and guided field research. The Practitioner Training (PT) component of the program provides students special opportunities to acquire first-hand experience with many of the most aggravated social and ecological problems, and to then analyze that experience using basic concepts and theoretical frameworks. This reflective process aims to expand and refine those theoretical frameworks (thus creating new, context-specific knowledge) while making a modest though tangible contribution to a slum-based community of practice. In order to qualify as a PT position, each position must (a) provide students with structured opportunities to address specific issues or problems in slum communities, (b) under the supervision of a senior practitioner who agrees to guide, mentor and assess the service performance of the student; and (c) for at least 12 weeks, 10-15 hours per week. 1st Year Electives 5. TUL550 Service to the Marginalized (3 credits) Rescuing street children Rehabilitation of sex workers Rehabilitation of drug addicts 6. TUL555 Educational Centre Development (3 credits) Pre-school, elementary and vocational school development Adult literacy programs for slum church leaders 7. TUL560 Small Business Development (3 credits) Developing small business programs Micro-saving, micro-lending and micro-enterprise Strategic
business planning techniques 8. TUL570 Field Supervision I (3 credits). The two Field Supervision processes (one each year) involve extensive reflection upon how the “context” of slum life relates to the “text” of Jesus’ teaching on the reign of God and the “pretext” of the church’s missional response. Each is completed under the supervision of a designated mentor (e.g. site coordinator or team leader) with expertise in cross-cultural adjustment, faith integration, and pastoral care.
Monthly mentoring Weekly guided retreat and worship with other students to sustain psycho-emotional equilibrium SECOND YEAR [24 CREDITS] 9. TUL620 Leadership in Urban Movements (3 credits) Leadership of holistic urban poor movements Urban religious movement growth Family and “civil sector” organization leadership models Citywide leadership strategies for evangelism, revival and transformation 10. TUL630 Theology & Practice of Community Transformation (3 credits) Perspectives on slum poverty and social change Theology and theory in international development Diaconal development and seed projects Theory of advocacy and community organization Skills in conflict analysis and transformation 11. TUL640 Entrepreneurial & Organizational Leadership (3 credits) Strategic planning and management Fundraising and sustainability Human resources management Policy advocacy Practitioner Training Concentrations (community internships). Students enroll in two of the three skill development concentrations during second year of residence, each for approx. 4 months. Supervised internship and policy analysis based on formal instruction, self-directed library study, supervised community service, and guided field research. 2nd Year Electives 12. TUL650 Primary Health Care(3 credits) Diseases of the urban poor (diarrhea, malaria, asthma, cholera, dengue fever, etc.) Community-based health care program design HIV/AIDS prevention and care 13. TUL655 Advocacy and the Urban Environment (3 credits) Land rights and housing issues Urban environmental health (e.g. resource management, waste disposal, neighborhood pollutants) Relief and crisis management 14. TUL660 Field Supervision II (3 credits) Pastoral care for students based on:
15. TUL670 Integration Seminar (Capstone Project) (6 credits) The program culminates with students analyzing the achievement of learning outcomes, and applying their knowledge and skill to specific community problems. Students produce a “professional report” (PR) on behalf of an urban poor church or community organization that involves local residents in specific improvement efforts. In the PR, students diagnose a problem situation, select appropriate analytic methods, evaluate alternative approaches, and recommend actions. It is a report on a real-world planning task, carried out in a manner demonstrating professional judgment and competence. An integrative seminar allows the PR to be presented to and reviewed by community residents through relevant presentational media. 15. Course Development Courses used within the program will be written by experts within the Encarnacao Alliance during 2007. Each will be formatted as a one-week (30 hour) classroom “intensive” followed by well-structured pedagogical tasks to be completed at their ministry setting. Syllabuses will be written to conform to Encarnacao Course Writers Handbook specifications, and then forwarded to Program Director and Encarnacao Alliance Coordinator for review and final formatting. The goal is to have all program materials to these by June 1, 2007 for the first semester'' courses and Oct 1, 2007 for the other courses. That includes, at a minimum, a brief description of the program suitable for inclusion in the catalog; and a full syllabus for each of the new courses. The courses will first be offered in Chennai (India) and Manila (Philippines). (I am currently working on completing this chart - Viv)
16. Program Overview (Sites, Terms & Courses)
Outputs and Outcomes (Based on the above, I have done a rough estimate the following, but would be delighted if someone could think this thrrough for their school - Viv)
17. Program Terms (India & Philippines)
18. Job Descriptions (The following are suggestive, each institution will design its own job description) Program Director The Program Director (PD) is the principal academic supervisor and liaison with APU administration. · Participate in program planning discussions (via phone, email, and in-person consultations) to refine philosophical and operational dimensions of the design. [2006-2007] · Continuously update program proposal on the basis of ongoing planning with program stakeholders. [2006-2007] · Receive, review and revise (as needed) 16 syllabi submitted by course writers. [January to October 2007] · Write text for the Catalogue and program website. [2007] · Supervise the production of program web site and brochure. [2007] · Assist the [principal/ president/dean] in the identification of appropriate international, regional and local faculty.
· Assist in the coordination of faculty under joint appointment by institutional partners. · Oversee budget and finances related to program activities. · Maintain high programming standards by ensuring the implementation of accepted and appropriate project design, educational policies, and curricular standards. · Provide administration performance and financial reports from each program site. EnCARNACAO ALLIANCE / MATUL International Coordinator (Viv Grigg)
Site Coordinator The Site Coordinator (SC) is the principal representative and manager of the MATUL program office at each field site, and is financially supported by the sponsoring institution. The Site Coordinator’s main responsibilities are to act as the on-site coordinator of the resources necessary to operate the academic program. (This may be the same as the program director in some sites) · Work to identify prospective students
within their region and to provide them appropriate program information in a
timely manner. · Assist in the identification and networking of associations and organizations working in local slum communities for internship placements. · Organize in-country logistical support for new and visiting students and faculty (e.g. airport pick up and drop offs, in-country travel, accommodation, and meals) as necessary. · Act as primary liaison between students and faculty, and principal spokesperson to local media. · Ensure appropriate and timely coordination with local government, host institution, community agencies, and other relevant program stakeholders. · Maintain a positive image for the program in the country, and to protect its interests. · Collect “field supervision and support fees” from international students enrolled at their field site. · Provide accurate and timely performance reports to Encarnacao International Coordinator and performance and financial reports from program site and Program Director. · Supervise the staff of the program library and computer lab. · Ensure the ongoing safety of all personnel (students, faculty, and staff) by establishing appropriate operational security procedures, including emergency evacuation plans. · Initiate emergency response protocol to disasters and emergencies, as required 19. Background Resources § United Nations, The Challenge of Slums: Global Report on Human Settlements 2003 (Earthscan, 2003) § Mike Davis, Planet of Slums (Verso, 2006) § Jeremy Seabrook, In the Cities of the South (Verso, 1996) § Robert Neuwirth, Shadow Cities: A Billion Squatters, a New Urban World (Routledge, 2004) § Mark Kramer, Dispossessed (Orbis, 2006) § Viv Grigg, Cry of the Urban Poor (Authentic Media, 2005) § Scott Bessenecker, The New Friars (Intervarsity, 2006) § Jan Bremen, The Laboring Poor in India (Oxford University Press, 2003) § International Third World Studies: http://www.unomaha.edu/itwsjr/contrib.sub.htm § Third World Studies Center (Manila): http://www.upd.edu.ph/~twsc/ § Development Studies Association (UK): http://www.devstud.org.uk/ § Urban Development Group (MIT): http://web.mit.edu/dusp/idg/ § United Nations Research Institute for Social Development: http://www.unrisd.org/ [2] Credit values for courses (including practitioner training) is calculated by equating one credit with what, in the professional judgment of faculty, should require an average of approximately 40 hours of “invested learning” activity. That learning activity can include a wide range of educational practices, including classroom-based presentations and discussions (“seat time”), supervised and self-guided reading, community fieldwork or volunteer projects, independent study, and report writing. (This number of hours in this definition varies from country to country). |
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© Viv Grigg & Urban Leadership Foundationand other materials © by various contributors & Urban Leadership Foundation, for The Encarnacao Training Commission. Last modified: July 2010 |
