GUIDELINES FOR OPERATING NLABS
The structure and experience of each international school will differ based on regional culture, economic conditions, and diverse people groups and backgrounds. Our aim is to provide a basic structure that each school can build upon.
These are guidelines to set up a NLABS for success.
1. Class Administration
Advertising
The first step in establishing the Bible School is to advertise your desire to establish a school through pastors' networks, local churches, and ministry contacts. This supports the regional approach that is a vital aspect of NLAB’s vision; it also expands the school’s support base to carry any operational costs involved. Determine a start date as well as a name for the school. Please do not include New Life Christian Center or NLABS in the name. The
name must reflect your ministry and/or your area. You may put the following under the name of your school: In partnership with NLABS.
Venue Requirements
Choose a venue that provides seating and that can accommodate the expected number of students.
In-Person Participation
Since the NLABS model is built around active participation and discussion, students must be able to attend classes physically. Those unable to attend in person should not be admitted; NALBS is not a remote or on-line school. No new students can be admitted after the first two weeks of school. The lessons build on one another and late entries place students at a distinct disadvantage.
Student Records
Prepare a list of enrolled students and keep it for your own records. Test results must be recorded on these records. At the end of the program, certificates will be issued based on attendance and test results.
Attendance Expectations
Students must attend all classes except in cases of emergency. Maintain an accurate attendance register for every class.
Important
The operational costs of the school are your responsibility. Leaders are encouraged to find sponsors or invite students to contribute toward the cost of printing, travel and refreshments. These contributions should never be used for personal gain or ministry activities unrelated to the school.
2. Teaching Models
Access to Materials
Once we have received the name of your school, the number of students and a starting date, NLABS will provide you with a passcode for accessing the online course materials. Please make this passcode available for all the instructors as well as the students.
Choose a teaching model
Below is an outline of two teaching methods. You may choose any of the two depending on your circumstances. NLABS recommends the second method called active learning.
The following circumstances will determine your choice:
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The lessons are only available in English. If your students are not familiar with English, you may have to translate the lessons or have them translated by someone that you know and trust. If you have a trusted translator, you can teach in English from the notes and have the teaching interpreted to your students.
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If your students are familiar with English, you can print the material for the students. This can become costly and as stated, NLABS do not provide financial assistance to do this.
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Regardless of whether you opt to teach the English lessons or have the lessons translated, we suggest you give your students access to the online materials. If the notes are translated, you need to make it possible for students to upload the translated lessons to their devices.
PASSIVE LEARNING
The traditional teaching method is called passive learning, as the instructor prepares the material and deliver it to the class in the form of a teaching. Students take their own notes and if time allows, may ask questions at the end of the class. It is their responsibility to go through their notes at home to make sure they understand what was taught. Learning in other words takes place after the lesson.
ACTIVE LEARNING
The teaching method that NLABS recommend is called active learning, as it depends on active student participation. When students have opportunities to articulate what they have learned, discuss insights and wrestle with ideas, their understanding and retention is increased beyond what passive listening allows. With this method, students have time at home to familiarize themselves with the content of the lesson and come to class already with an understanding of the material and armed with questions that may have arisen from there advance preparation.
This method works best when you follow these steps:
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One week before the class, make the next lesson available for download by the student, or if the lessons are printed, hand it out to the students. This enables students to prepare the lesson that will be covered at the following lesson.
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At home, students study the content, look up Scriptures, and read the biblical books connected to the material in preparation for what the instructor will teach at the following class.
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As students are already familiar with the lesson material from their at home study, the instructor covers the main themes and the main points. Most of the class time is devoted to questions that the students may have from their preparation at home.
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The instructor may use the review questions provided to stimulate conversation.
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At the end of the teaching session, divide students into discussion groups or lead a whole-class discussion to reinforce understanding.
Quizzes
Each course concludes with an open-book quiz provided with the course material. Students have one week to complete the quiz at home. If the instructor chooses the traditional teaching method, he must translate the quiz questions from English and make the translated quizzes available to the students to do at home. This requires students to make sure that their note taking is sufficient to find the answers for the quiz questions.
Whichever teaching method is used, students must be tested at the end of every course. The longer courses have two quizzes.
Marking Procedure
When quizzes are returned, students exchange papers. The instructor reads the answers and quizzes are marked. The pass mark is 70% (at least 15 correct answers out of 20). Students who do not receive the pass mark have one week to retake the quiz. Collect the quizzes and add the final score as a pass/fail on the student class list. At the end of the program, you will use this to determine who qualifies to receive their certificates.
Pacing the Class
We suggest that you do not teach more than one lesson per week. If you meet twice a month, do not teach more than two lessons. If logistical constraints require monthly meetings, you may cover four lessons in one day of class.
3. Multiple Instructors
We recommend using more than one instructor whenever possible. Select someone with a known teaching gift and perhaps some higher education as much study and preparation of a particular subject will be required of the instructor. Having more than one instructor has benefits:
• It reduces the teaching load.
• It helps when multiple lessons are covered per day or session,
• It allows different teaching gifts to be expressed, and
• It provides students with a richer learning experience through varied teaching styles.
4. Communication with NLABS
For any enquiries, contact NLABS at info@newlifeoncapecod.com
Do not use WhatsApp or Facebook for NLABS communication. Email is the only administrative channel.
Final Thoughts on Student Learning
Open-book quizzes provide some measure of progress, but they cannot fully reflect true learning.
Deeper retention is demonstrated when students can explain ideas clearly, connect biblical themes, and apply theology in their ministry.
In our experience, time spend in discussion is as important as lecturing. The review questions provided at the end of every lesson can be used in class to stimulate discussions. A slower, steady pace allows students to integrate what they learn into real-life ministry experiences. Many pastors globally hold certificates yet struggle with theological clarity because they lacked opportunities to engage deeply with the material. NLABS exists to help students grow in understanding—not simply accumulate certificates.
Retention is best measured when students speak, discuss, and compare Scripture with instructors who guide, correct, and strengthen their doctrinal understanding.
Additional Recommendations
Orientation Session:
Hold a brief orientation before the first class to explain expectations, attendance, quizzes, and pacing.
Mentoring Structure:
Encourage students to form peer-learning groups outside class for further discussion.
Practical Ministry Assignments (Optional):
Invite students to apply concepts in small ministry tasks (teaching a short devotion, preparing a Bible study outline, etc.).
Questions?
If you have any questions about the NLABS guidelines, please reach out to us.