Description: The Association of Theological Schools states, The purpose of the Doctor of Ministry degree is to enhance the practice of ministry for persons who hold the MDiv degree and have engaged in ministerial leadership. The goals an institution adopts for the DMin should include an advanced understanding of the nature and purposes of ministry, enhanced competencies in pastoral analysis and ministerial skills, the integration of these dimensions into the theologically reflective practice of ministry, new knowledge about the practice of ministry, and continued growth in spiritual maturity . . . The program shall include the design and completion of a written doctoral-level project that addresses both the nature and the practice of ministry. The project should be of sufficient quality that it contributes to the practice of ministry as judged by professional standards and has the potential for application in other contexts of ministry. Doctor of Ministry projects are a type of participatory action research that introduces an intervention in order to provide ministerial leadership for the transformation of the organization. The intent of Qualitative Research: A Multi-Methods Approach for Doctor of Ministry Projects is to provide the fundamentals of qualitative research so that significant projects and theses emerge. Endorsements: ""Finally! A much-needed resource for Doctor of Ministry programs, this comprehensive text offers a detailed account of the components and purpose of Doctor of Ministry projects . . . His attention to forming mature theological thinkers and critically reflexive researcher-practitioners has the power to enhance the quality and credibility of Doctor of Ministry research projects. Sensing's clarity of thought, purpose, and writing style make this text an excellent resource for both students and faculty."" --Lorraine Ste-Marie Assistant Professor on the Faculty of Human Sciences Saint Paul University, Ottawa, Ontario ""In this volume Dr. Sensing clearly and thoughtfully lays out the process for developing and writing a Doctor of Ministry project thesis. The book focuses primarily on various qualitative research methodologies describing them and giving specific examples of their use. The multi-methods approach he takes allows for both the flexibility and the rigor necessary to produce a quality thesis. Sensing is committed to projects that are grounded in solid theological foundations and implemented in local ministry contexts. This is a must read book for DMin students and advisers."" --Dave Bland Professor of Homiletics Harding University School of Theology ""Tim Sensing has written a major textbook for every seminary's Doctor of Ministry program. Appreciating the strengths and limitations of these programs, Sensing offers a guide and sourcebook for students in designing and writing their project theses. Equally important is his approach to the degree and project in which the student is a practical theologian engaging theology as a communal, formative, critical, and public activity. The church desperately needs quality doctoral work producing rigorous research that contributes to the practice of ministry. Those who share this goal have a valuable new resource."" --Lovett H. Weems Jr. Distinguished Professor of Church Leadership Wesley Theological Seminary, Washington DC About the Contributor(s): Tim Sensing (DMin, PhD) is the Director of Academic Services and Professor of Homiletics at the Graduate School of Theology located on the campus of Abilene Christian University. Tim has taught research methodologies for the Doctor of Ministry program since 1999.

Sweden Country Study Guide - Strategic Informtion and Developments

Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6†“11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skilling opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by nonstate actors—private nonprofit and forprofit entities—in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.