Exploring Challenges of Theological Education for Women in Evangelical Churches in Ndola, Zambia.

Abstract

Numerous women from evangelical churches within Ndola, Zambia desire to do theological education. As the women pursue theological studies, they encounter obstacles which hinder their studies. This empirical research, in the field of Practical Theology, explored the challenges experienced by some women from evangelical churches in Ndola. The study was done through finding the current situation of the women, as well as the reason they find themselves in their present circumstances. Next, the research devised a model of what the situation should be in Ndola with women doing theological studies. And lastly, the study discovered some possible ways of responding to the situation with the women from Ndola, Zambia. In order to come to know the barriers, qualitative interviews with four different groups of participants were conducted. In the first task, the interviews provided the current situation with women from Ndola, Zambia doing theological education. Through the second task, the influences that hindered the women from doing theology courses were discovered. The third task was vital to determine what the ideal situation should be. This was done through a biblical and theological reflection on women in the Bible, as well as, seeking wisdom from educators at institutions within Ndola, concerning women and the way they learn. The final task provides suggestions for overcoming the obstacles after determining what the ideal situation should be. A data analysis and findings point to ten different obstacles, called themes, that women encounter as they pursue theological education. The themes are as follows: lack of resources, time management, misunderstood on the reason for pursuing theological education, mentality concerning the priority of educating males over females, learning styles and teaching methods, online learning, the value of a woman as a person, gender imbalance in theology classrooms, and the perception of female leadership in the church. The influences of each of these themes point to a number of trends, which provided the reason for the themes. Lastly, a possible response to the challenges encountered by women from Ndola, Zambia to pursue theological education is proposed as recommendations.Numerous women from evangelical churches within Ndola, Zambia desire to do theological education. As the women pursue theological studies, they encounter obstacles which hinder their studies. This empirical research, in the field of Practical Theology, explored the challenges experienced by some women from evangelical churches in Ndola. The study was done through finding the current situation of the women, as well as the reason they find themselves in their present circumstances. Next, the research devised a model of what the situation should be in Ndola with women doing theological studies. And lastly, the study discovered some possible ways of responding to the situation with the women from Ndola, Zambia. In order to come to know the barriers, qualitative interviews with four different groups of participants were conducted. In the first task, the interviews provided the current situation with women from Ndola, Zambia doing theological education. Through the second task, the influences that hindered the women from doing theology courses were discovered. The third task was vital to determine what the ideal situation should be. This was done through a biblical and theological reflection on women in the Bible, as well as, seeking wisdom from educators at institutions within Ndola, concerning women and the way they learn. The final task provides suggestions for overcoming the obstacles after determining what the ideal situation should be. A data analysis and findings point to ten different obstacles, called themes, that women encounter as they pursue theological education. The themes are as follows: lack of resources, time management, misunderstood on the reason for pursuing theological education, mentality concerning the priority of educating males over females, learning styles and teaching methods, online learning, the value of a woman as a person, gender imbalance in theology classrooms, and the perception of female leadership in the church. The influences of each of these themes point to a number of trends, which provided the reason for the themes. Lastly, a possible response to the challenges encountered by women from Ndola, Zambia to pursue theological education is proposed as recommendations.