EncarnaVão Network Consultation

Program Options


During the consultation, at times we will split into smaller groups to consider some of the following options.



a)     Most of the participants will be sharing stories form this perspective.

b)     We will look at one of the training courses on urban poor churchplanting


Rescuing Commercial Sex Workers

            Stories and practice from leaders.

            Discussion on training options


Land Rights

Objective: to begin developing an evangelical theology and practice of involvement in land and land rights struggles

a)     Stories of land rights actions by our urban poor network groups

b)     Best practices in the security of tenure and access to land from the United Nations

c)      Developing a theology of land rights from our stories


Capacity Building

a) How do we build the network of urban poor churchplanting movements?

i)                    Report from Brazilian and African gatherings

ii)                  Name for the network?

iii)                Clarification of foci

iv)                Core team

v)                  Sub-commissions for training, resourcing, PR and publications

vi)                Next gatherings?


b)Fund-raising for clusters of urban poor ministries in the network, and for the network

i)                    What the funders need to allocate resources

ii)                  What we need to do to meet the needs of our funders

iii)                Cash flow issues in an urban poor churchplant

c)Communications and public relations

i)                    Communicating the Vision for incarnational ministry and urban poor churchplanting

ii)                  Sharing resources

iii)                Publications on web and in book form


Pastoral Care for Urban Poor Workers

All of us pay an emotional and spiritual price for our involvement among the poor.  Issues to consider:

i)Healing the wounds

ii)Developing an Urban Spirituality in our missions


This would likely become a focus of a subsequent consultation.


Training Option

Based on the two years of work already done on the urban poor training processes.   This consultation will be a major integration time for these. 


During the consultation we will be modeling aspects of storytelling and developing training with several foci

 a)    Urban poor church planting course

b)        Urban poor leadership course

c)        Struggling with land rights

d)        Resourcing urban poor works and cash flows in a churchplant


All of us will be involved in this first discussion on curriculum development and can choose to be involved in other discuscussions.


a)    Curriculum Development


Conference goals

i)                       Develop a comprehensive list of qualities and skills that conference attendees believe are essential for urban poor churchplanters and workers.

ii)                     Arrange these qualities and skills into a valid progression of development

              that reflects the learning development of people.

iii)                   Produce a structure for the curriculum that will be a guide for delivery of

              the training.


Post Conference process

iv)                   To match the result to the present curriculum proposals and make adjustments where necessary.

This results of this process will be reported back to all attendees after the Conference.


b)    Delivery Systems

Evaluate the best practices of:

i)          Delivery of courses through the web (John Edmiston).

ii)         What facilitators do with Power point with embedded video clips on CD Roms, used for seminars for clusters of trainees.

iii)        Evaluate an Indian TEE type format for trainees who study individually or in groups.


c)    Production methods

i)                    Web access delivery production methods: How to take DV, edit it on the computer, output it in usable format, and integrate it into Power point presentations.

ii)                  Producing CD training materials for facilitators and distance students to use.

iii)       Useful experience for these processes from TEE format training materials for individual learning.



d)    Trainers’ Network Development Roles


A core group to develop paradise structure for the training sub-commission


To empower the conference attendees to have input into the structure that has been designed for course writing development. Make modifications where necessary. 

Task profiles will be produced prior to the conference for delegates to review and  change to suit the abilities and gifting of the people available to the Network.

The task profiles are;

1.       CCW = Cross-cultural workers = external workers who have come to the city to assist in developing the work of the kingdom of God in the city.

2.      CG = Consultative Group = A group of persons brought together for the purpose of providing input into the course development process. This should include CL’s, IWP’s, CCW’s, WR’s. The presence of the SE is optional.

3.      CL = City Leaders = Christian City Leaders with a citywide vision in their occupation or ministry.

4.      DIR = The director of course development at the Urban Leadership Foundation.

5.       FR = Facilitator = A course facilitator in person or by video conferencing.

6.      IDT = Instructional Design Team = The team who consult with each other and design the instructional methods and assessment tasks used in a course. They will also develop the evaluation tools.

7.      IWP =Indigenous workers among the poor = persons born in the city who have experienced a lifetime of living with the indigenous poor of the city. These workers may be multi-cultural.

8.      SE = Expert = Subject Expert

9.      WR = Writer = Course writer


e)    Faculty Development Plan for Distance Learning

                The training process and design of distance learning

i)                    Informal education in sociology, theology and anthropology

ii)                  Inter-cultural appreciation

iii)                Peer to peer

iv)                Inter-generationally Apprenticeship models

v)                  Conceptual knowledge required to be understood by faculty members

vi)                Problem solving strategies in the course design

vii)              Students groups and team concepts

viii)            Field work

ix)                Facilitator/Instructor’s role

x)                  Assessment tasks