GATE's curriculum consists of a series of four annual workshops. Participants are asked to commit to all four workshops, as the sessions build on one another. Training sessions are true workshops in which participants work together to understand the implications of transformational learning methodology and then plan how to implement appropriate changes in their own educational programs.

YEAR 1 - Theological & Philosophical Foundations for Transformational Education

The initial workshop engages the participants in a discovery process to determine how factors such as the characteristics of entering students, the nature of the church, and the realities of their own cultures impact the designs and outcomes of educational experiences. Special emphasis is given to introducing relevant biblical/theological categories as well as modeling established educational practices. Faculties set institutional and individual goals for the year ahead.


YEAR 2 - Teaching Methods for Transformational Education

In Year 2 participants explore classroom methodology that leads to life transformation rather than the mere processing of information. Participants discover that designing educational experiences that promote transformational learning involves more than just organizing and delivering content. Special attention is given to the wide variety of methods used by Jesus as well as the purposes he had for using different approaches. In this and each succeeding workshop, faculties report on how well they achieved their goals from the previous year and set institutional and individual for the coming year.


YEAR 3 - Leadership for Transformational Education

This workshop considers how a school's administrative practices related to leadership, including leadership styles, decision making, personnel management, and conflict resolution, impact students' learning. Participants examine the values that inform these practices and what student learn through the school's hidden or implicit curriculum. Biblical metaphors for leadership and leadership development are discussed with a view to making appropriate changes in practice for given situations, both in the classroom and at the school overall.


YEAR 4 - Developing Curriculum for Transformational Education

The final workshop addresses the school’s curriculum and how it should be shaped based upon the ministry context that its graduates will encounter. Participants consider how the state of the local church, the local culture, as well as biblical and cultural requirements for church leaders impact the school’s curriculum design. A key component of this workshop is the creation of a ministry profile describing the skills and character traits necessary for ministry in the local context. The workshop is intended to produce significant short-term and long-term institutional adjustments and individual course refinements for those participating.