Equipping Pastors for Holistic Ministry: A Contextual Evaluation of Pastoral Training in Tanzanian Anglican Theological Colleges

Abstract

This article examines the extent to which Anglican theological colleges in Tanzania prepare pastors with the practical competencies required for effective and context-responsive ministry. While pastors are expected to address both spiritual and societal challenges—including leadership, advocacy, and social transformation—existing training programmes have remained largely focused on doctrinal content. Drawing on the Five Marks of Mission and social constructivist theory, the study employed a mixed-methods design involving curriculum reviews, surveys, interviews, focus group discussions, and case studies from three theological institutions in Tanzania. The findings revealed a consistent gap between theological instruction and practical pastoral readiness. Although students reported confidence in biblical knowledge, many felt unprepared for the demands of real-life ministry, such as counselling, conflict resolution, or community mobilization. Notably, only one institution demonstrated a structured practicum model integrating field-based learning with academic content. The study recommends curriculum reforms that embed experiential learning, service-based training, and interdisciplinary engagement as core components of pastoral formation. It also highlights the importance of institutional support, faculty development, and sustainable partnerships with local communities and dioceses. The study concludes that a holistic, missionally grounded approach to theological education is necessary to equip pastors who are not only theologically competent but also capable of responding meaningfully to the needs of the Church and society in Tanzania.