A Contextual And Cultural Adult Education Model For Leadership Development In The Arab Middle East

Joseph  Nehemiah

Etd

A Contextual And Cultural Adult Education Model For Leadership Development In The Arab Middle East

Public Deposited

MLA citation style (9th ed.)

Joseph Nehemiah. A Contextual And Cultural Adult Education Model For Leadership Development In The Arab Middle East. rim.ir.atla.com/concern/etds/086467e5-a956-4d15-9027-5ba22c0c55e9?q=2018.

APA citation style (7th ed.)

J. Nehemiah. A Contextual And Cultural Adult Education Model For Leadership Development In The Arab Middle East. https://rim.ir.atla.com/concern/etds/086467e5-a956-4d15-9027-5ba22c0c55e9?q=2018

Chicago citation style (CMOS 17, author-date)

Joseph Nehemiah. A Contextual And Cultural Adult Education Model For Leadership Development In The Arab Middle East. https://rim.ir.atla.com/concern/etds/086467e5-a956-4d15-9027-5ba22c0c55e9?q=2018.

Note: These citations are programmatically generated and may be incomplete.

Creator

Joseph Nehemiah

Rights Statement

In Copyright

Abstract

With the growth of the church in North Africa comes the need to train pastors and leaders. This project defines a biblically-rooted, contextually- and culturally-appropriate framework for training believers from Muslim background (BMB) leaders in an Arab context. The framework uses adult education (andragogy) principles from Bloom, Knowles, and Kolb that contribute to deep learning. Principles are evaluated using Hofstede's Arabic cluster cultural dimensions (Power Distance Index, Uncertainty Avoidance Index, Collectivism) and GLOBE leadership traits. This project defines cultural and contextual educational principles that put the design and implementation of developing and training leaders into the hands of BMB leaders.The author believes it is important to hear from local leaders. The coalescence of cultural educational principles with the practical experience of local leaders allows for a practical educational framework. North African leaders were interviewed to discover how God developed them as leaders. The results reveal the importance of character, teaching, practical experience, and community with a mentor playing a significant role. The author suggests cultural and contextual principles and models to deliver training in non-traditional and non-formal ways.

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