Developing an effective integral mission in South Sudan: A competency-based theological model

Abstract

Churches in South Sudan operate amid protracted conflict, poverty and institutional fragility, yet most ministerial formation remains classroom centred and weakly connected to contextual practice. This study aimed to identify and prioritise the competencies pastors and church leaders need for effective integral mission in South Sudan and to present a validated competency model that theological educators (in churches and academia) can implement to improve ministerial formation for the context. The study used an exploratory sequential mixed-methods design, combining qualitative interviews and a modified e-Delphi panel study to rate and refine competencies across knowledge, character and skills. The study organised competencies into three clusters: knowledge, character, and skills, with clear behavioural descriptors and proficiency levels. Consensus was strongest around spiritual maturity and scriptural fluency and around community-engaged skills. The model translates these into assessable rubrics and development pathways suitable for churches and colleges. Integral mission in fragile contexts requires a braided formation that unites discipleship, contextual theological knowledge and concrete ministerial skills. The resulting model offers a practical template for competency-based theological education in South Sudan and comparable African settings.
Contribution: The article contributes to practical theology and missiology and engages education studies by operationalising competency-based theological education (CBTE) for ministry formation in contexts of fragility.