Report (participants to send additions to AKB)

Introductory Quotes from Participants

Let children be children: without restrictions, free to seek God and to 'wonder' on their journey.

- Fanny (Ka Ting) Yeung, Lay Preacher and Sunday School Teacher from Hong Kong (HKCCC).

* * *

I feel privileged to have been part of the programme. I've spent two weeks with many skilled and faith-filled people who I have learnt from and shared with. Our time together has been rich and fruitful, united in our passion for children's ministry.

- Sharon Lloyd, Director of Children's and Families Ministries, from the United Kingdom (URC).

* * *

The coconut tree in the Pacific is a symbol of life, generosity and flourishing communities. It does not drink its own water, it gives life to the village. The ReVisioning Education workshop is like a coconut tree. It has blessed us with imagination, storytelling, deep-thinking, reflection of our own journey of working with youth and children. Truly a wonderful experience. Grateful for this blessed opportunity.

- Lilian Mirisa Kee, Director of Youth and Children Miniteries, Papua New Guinea (UCPNG).

* * *

Work with children and you don't just change education, you join God's work of transformation. ReVisioning Education begins when we honour the God-given wisdom in every child. When we see children through God's eyes, then we can reimagine what learning can be.

- Melba Menke, Nauru School Principal (NCC).

* * *

It has been a delight to be part of this CWM programme ReImagining Children's education. The opportunity to spend time with different people from different parts of the world has been a humbling experience. To listen to each other's stories and to bear witnedd to our joys and struggles in life has been truly inspiring as we walk beside children, young people and families. It is a huge encouragement to me to remember that we are joining where God is already at work in the world and to play a part in this flourishing.

- Helen Bell (Resource Person - 'Out-of-the-box' and Psychology)

* * *

Indigenous teaching and learning methods offer valuable frameworks for child education.

- Morgan Mambwe, Lecturer at Zambia Theological College (UCZ)

* * *

It has been a time of gratitude and joy to be able to rethink the starting point of the educational direction of the 'next generation' through cooperation with the CWM hosts and various ecumenical coworkers. The meanings of so many things were challenging, through ten days of exploration and reporting, discussion and Bible Study... I was shocked that children were educating them without raising problems because they thought it was perfect to be bound to the past with no progress. So the curent era has changed. And I deeply sympathize with the 'method' of teaching the Bible, the 'environment' (context) of society and the Church (the role of teachers), all of which should be completely renewed according to the situation of children.

Second, it's about young people. It reminded me again that my home church has been closed to the way of temporarily locking away advanced education methods using the fences of the church. But if I remember what I've learnt for 10 days and keep thinking often, I will return home with expectations.All of us have fears.

How much can the infant and young children education policy be able to be grafted? It will not be easy. But I will try. I will speak up in meetings and lectures.

- JeonHo Young, Director of Publishing Educational materials, South Korea (PCK)

* * *

Ia ora na,

The Tahitian Tiare can have six petals or more. It carries a unique fragrance, distinctive of the islands of Maohi Nui. Each morning, a new bud appears; it opens in the afternoon, blossoms at dusk, and remains intact throughout the night. When the moon shines, the Tiare becomes even more radiant.

This week in New Zealand has been like this Tiare.

We came from different regions of the world as members of CWM, each carrying our own story, culture, faith, questions, and hopes. Yet together, we formed one flower: a Tiare with many petals, each with its own fragrance, colour, and light.

Each petal represents a value. For me, these petals are expressed through TUTAHI: an invitation to revision education not simply as the transmission of knowledge, but as the formation of the heart, relationships, and life itself.

We are different, yet we grow from the same roots, planted in the nurturing earth that God has entrusted to us.

So let us return as Tiare flowers scattered across every corner of the world: may our presence be carried each day to children, families, and communities. And may what we have received here not remain only a memory, but become a seed.

Let us offer children a Tiare that they, in turn, can carry, help flourish, and pass on to future generations.

Because revisioning education means believing that within every child already blooms God’s promise for the future.

- Tevahine HIOE, Māòhi Nui (EPM Resource Person – Head of School Chaplaincy).

* * *

1. Introduction

ReVisioning Education - Mission and Ministry WITH Children 

was a continuing education Faith and Culture Engagement/Encounter Programme that took place in Aotearoa New Zealand May 16-26, 2026 in Auckland, Ohope and Rotorua. It was designed for established leaders with both mission/ministry credentials and practical experience to deepen their engagement in the core missional area of working with children. It also served to initiate the building of a global network of thinking practitioners.

Participants included:

Albea Nalisa            Vanuatu (PCV)

Amritha Bosi           India/Germany (WCRC / Programmes)

Amelia Koh-Butler  Australia/Singapore (CWM Mission Secretary Education)

Helen Bell               UK(URC Resource Person - Out-of-the-Box)

Ianny Pori               Aotearoa New Zealand (PCANZ Hosting Team)

Douglas Nelson       Mauritius (EPIM)

JeonHo Young         South Korea (PCK)

Lilian Mirisa Kee    Papua New Guinea (UCPNG)

Melba Menke          Nauru (NCC Resource Person - School in the Pacific)

Morgan Mambwe    Zambia (UCZ)

Anupa Nanan          Trinidad and Tobago (PCTT)

PC Lalruatfeli         India (PCI)

Stephanie Chernishov   Aotearoa New Zealand (PCANZ Hosting Team)

Sharon Lloyd         United Kingdom (URC, ProgOfficer for Children, Youth & Intergenerational Discipleship)

Tevahina Hioe        Porinetia Ma'ohi (EPM Resource P - Pacific Chaplaincy)

Vicki Sim               Singapore (CWM Arrangements/Prog.Assoc - Education)

Fanny Yeung          Hong Kong (HKCCC)

Elke Keeling          Aotearoa New Zealand (Resource P Godly Play/ ARocha)

Judyth Roberts       Australia (Resource Person)

Karo Wilson           Aotearoa New Zealand (PCANZ Hosting Team Leader)

Phil King                Aotearoa New Zealand (PCANZ Hosting Team Leader)

ReVisioning and Decolonizing Education is a core theme for CWM. To address this, each age and stage of educationn and missional formation needs to be considered. Since tertiary education is based on secondary, which, in turn, is based on elementary education, it is necessary to examine and critique how our learning strategies embed colonial thinking and practice. To decolonize education, it is necessary to look at foundational learning.

ReVisioning Education WITH Children 2026 explored:

- Sunday Schools and Congregational Worship (with local visits to six different congregations, including all-age, intergenerational, Messy Church, Pacific Islander, Cook Islands)

- Other forms of Ministry engagements with children (Case Studies, School Visit, Intergenerational Activities)

- Christian Education developments in working with children from across different regions, with particular attention to the Pacific as our place of gathering

- Learning from people working in indigenous and migrant contexts

- Discussions about strategies for developing materials/resources for working with children (a series of presentations about intergenerational, case studies, indigenous learning models, demonstrations, activities) 

___

  

2. Strategies for Development

Many of our churches have built ecclesial Christian education systems on missionary and inherited schooling strategies from bygone eras. We were challenged by the sense that Christian education needs liberation from a colonial past and from systems that require conformity rather than inspired creativity. Many of the models that have served us well, were often cited as best practice of their day, but rarely get re-evaluated and updated with contmporary global learning about how faith formation works. The Consultation provided the opportunity to consider what purposes and values shape our current practice of Christian education and what might need to be updated, challenged or reviewed.

When we recognize that God chose incarnation 'as a baby' and that 'he lived the life of a child', beginning his questioning and wisdom discovery 'as a child', we cannot ignore the potential of children to reform our communities with wonder and wisdom. What do children bring into communities today? Intergenerational engagement draws out all sorts of blessings, pushing the boundaries of communities and expanding our life with God.

  

   a) Context and Content

In this programme, there was consideration of what might need to be unlearnt from inherited content and systems, in order to redesign for current and future contexts. Such redesign must recognise the value of the past and honours the shoulders we stand on, but also addresses the context of this digital age, characterised by increased migration and subsequent identity challenges. When we think of Creation care and advocacy, children's voices and faces spring to mind, as we think of the world they will have to live with. When we search for the most profound questions about God, they are often spoken by the voices of youth. Communication has changed. We now consider human development within an age of rapid technological development. While this presents opportunities, it also requires wise navigating to test and discern which technologies provide support and which shortcuts might distort or restrict faith formation.

We noted that there are always concerns about resources (feasibility, funding, materials, physical spaces, access to technology), but our greatest assets are People - People - People! We also sense that time and timing needs special consideration. We live in environments where people are concerned about being time-poor and are pressured to compress spiritual life into bytes. There are short-term and longterm considerations here. our days are numbered. Do we number our life-days in God? Does a belief in the God who gave the gift of time (Day 4 of Creation), make a difference to how we treat time? We told stories about recognising limitations and the disruptive presence of the Holy Spirit, who turns things upside down. (We were together for Pentecost, and as we shared in different languages, sometimes using Apps to understand one another, we experienced joy in being part of One Faith in One Lord.)

We recognized that children develop in a range of environments: home, school, church, sport and social activities. Effective faith formation looks at whole-of-life strategies around children's spiritual encounters and opportunities for growth. Some of these different aspects weave together in strong and supportive ways, but some contridict each other, confusing or undermining the possibilities. Strategies for faith formation must look at the intersections of children's lives and what the longterm consequences are. We discussed the rality that many people need to unlearn what they had previously acquired from Christian education curricula.

We recognised that young people need camps, retreats and 'mountain-top experiences'. Such experiences clearly show that God can be encountered outside regular Sunday church gatherings. Learning life in discipleship means having a variety of experiences, some of which will involve liminality (out-of-the-ordinary, in-between spaces) and rites of passage. We saw how young people can participate in mission and serve the poor, the lonely and the hungry. We saw how shared learning of culture and language could contribute to building life-flourishing communities. Highlights in the programme included meeting elders and young people on a Maori Marae and being led in worship, singing and daceing with Pasifika young people. Intergenerational experiences became a blessing for the participants, drawing our a sense of joy in the Spirit of being WITH young people.

  

   b) Training, Continuing Learning and Life-long Learning

The consultation provided opportunities for continuing education for all the participants and resource people. In community, we learnt from one another. We also learnt that there is a great deal that we do not know. We experienced the real joy of being hungry for more. We want to learn more about God, children and ourselves. We want to learn more about how the world is changing and where God might be leading us. We recognised the urgent need for training programmes for people who work in mission and ministry with children. We understand that such training is not one-and-done, but a commitment to ongoing development.

Life as a disciple requires life-long discipleship development for life-flourishing. Therefore, just as we need curricula for children, we need curricula for the ongoing spiritual development and skilling of teachers, facilitators and leaders. Much of this will be about building values, behaviours and attitudes. Teachers, facilitators and leaders also need to better understand the overall goals of Christian Education and have deeper understandings of the Bible and practices of the faith.

On several occasions, we identified pieces of information, that had been missing, that could help our understanding of the faith. We exposed gaps in knowledge that prevent holistic appreciation of Christian faith. This was particularly interesting as we shared different practices from the different Member Churches and examined Case Studies and immersion experiences. Understanding the whys and hows of some of our embedded traditions can reveal how important they have been in particular settings and prompt us to examine whether they are still essential for ongoing faith formation. When we practice things without knowing why, we tend to make up a reason. The made-up reason is then shaping faith practice. We invite people to do some homework and find out why we do things differently from each other. What we found was that some things are attached to identity, but some things could also give us a false sense (or distorted view) of identity. 

   c) Sunday School

We looked at styles, goals, curricula, content, character, application of learning/skills, teacher-training, values, and settings. We attended a variety of groups and classes, meeting with children and leaders. We were impressed that in several instances, children with special needs were encouraged and integrated into class groups. The love and affirmation they received was evident. They were able to contribute effectively in the life of the communities they were in and interacted with the visitors in meaningful ways. It was clear that these opportunities had come about because of strong and healthy relationships being constantly attended to. Teachers and facilitators had adapted lessons and experimented with methods in order to find out what worked with individual children, not simply squeezing the children into the set resources. While the majority were catered for effectively, it was the commitment to companion the most marginalized children that was particularly impressive. Everyone is loved by God - especially through these teachers, leaders and classes of children, who were learning how to support their brothers and sisters in their difference. 

  

   d) Evidence-based Practice

We reflected on how research is undertaken with young people, beyond simply conducting surveys or church communities. Integrated studies take into account reporting by schools, health professionals, community services and can be mapped against observations and surveys of congregations. The juvenile justice system and welfare services can provide data that is often hidden from church leaders. We looked at what some of the research shows and how that can influence our planning and preparation. There are global benchmarks that often fail to reach the ground in our Member Churches. Sharing international standards and global goals seems to be a clear opportunity for CWM Member Churches.

Global Development Goals / Sustainable Development Goals

UNICEF / WCC research are particularly relevant

It can be too easy to feel settled and stagnant in what we are doing, even in things that are working well. We need to take a step back to see it with fresh eyes but also to take a step to the side to let go and let God, for it is the relationship that is built between the person and God that is carried throughout their life. - 

[Sharon Lloyd, Programme Officer for Children, Youth and Intergenerational Discipleship]

___

3. What Next?

Some key topics were identified for further work:

Key Theme 1: Sacraments and Children / Formation for Mission and Adulthood

Participants had the opportunity to talk about infant baptism and believers' baptism. They also considered whether children were present and partaking in Communion. With such different backgrounds, the conversation was rich and full of ideas. This led to some core questions to be further explored:

Do we understand sacraments as confirming or converting? (or both?)

If we understand sacraments as confirming, what is being confirmed, by who and for what purpose?

If we understand sacraments as converting, who is being converted, from what and to what?

What difference do these make?

Our different churches have varied practices when it comes to sacraments. Some of these are based on historic doctrinal reasons and others on practical concerns. Do we confine the expectations of God's work in the sacraments to being about Head knowledge alone? Or do we hold expectations that the work of the Hands and Heart are also important?

  

Key Theme 2: Child Theology and Culture

The Aotearoa New Zealand Context was diverse. We met indigenous leaders and children. We met descendants of colonisers. We met more recent diaspora Pasifika communities. Each addressed culture in different ways and saw children's engagement with faith through different cultural lenses.  

When we see children in diaspora communities translating for their parents and grandparents, we are reminded that children sometimes have access to information, knowledge or communications that adults do not. Likewise, both Maori and non Maori children in New Zealand are becoming increasingly aware of how the indigenous culture connects with land. There is a certain amount of Pentecost happening in the children's secular experience of life that has not necessarily been happening in their church experiences.

A question that arises is: as we learn more about. the development of children, and as we undertake fresh deep work in the area of Child Theology, how can these considerations speak into our doctrinal discourse? How can we reimagine Christian discipleship in the light of recognizing the significance of children in the Scriptures? (e.g. the boys: David, Samuel, King Josiah, who was 8 years old at the beginning of his reign, Jesus as a boy, and the one who gave bread and fish; and the girls: Miriam, Naaman's slavegirl who pointed to the prophet, Jairus' daughter, Mary as a teem mother, and the slavegirl Rhoda in Acts 12)? Jesus centres children and rebukes the disciples when they do not.

  

Key Theme 3: Community Outreach - the interrelations of evangelism and diaconal service

We saw how school children engaged in Community Service and also how particular Community projects were supported by young people. Depending on who you talked with, the goals for the same project might be perceived differently.

Is the purpose of connecting with people outside the Church done in order to build the Church OR to build the Kin-dom of Heaven (i.e. re-orient the world towards life-flourishing?) Is there a difference? Can a mission project do both? When we prioritize one of these goals, what are the ethics around the other?

How do we train to be able to fluidly, naturally, and ethically approach mission with unconditional love and grace, rather than manipulation, coercion and dominion? Youth are particularly attuned to question integrity and point out hypocrisy. Finding the balance of mission proclaimed and embodied is key for young people.

  

Key Theme 4: Interfaith Dialogue

The Consultation touched on religious diversity, particularly in an increasingly polyglot world. 

When children come from mixed faith household, what are the responsibilities, opportunitiesm boundaries and benefits?

How can leaders of different faith collaborate on the spiritual nurture of children from mixed faith households?

  

Key Theme 5: Challenges and Hesitations

As with all work with children and their families, we had to consider Gender-based Violence, Domestic Violence, Safe-guarding, Grooming and Predatory behaviours. Children are vulnerable. The wellbeing of children demands a disciplined approach from churches. Some of our Member Churches lead the way with Safe-guarding policies and training. Too often, great standards only seem to come after terrible stories have been unearthed and exposed by Royal Commissions or Governmental Investigations and Enquiries. 

Many of our Churches, however, are as yet unaware of the prevalence of violence among vulnerable people. Churches can be places where people who want to do harm can mask their intentions, 'grooming' both children and community leaders to believe that they can be trusted. To protect children, churches can learn, from one another and community organisations, about strategies to identify and prevent harm, rather than be faced with the tragedy of trying to repair damage.

To that end, we will be finding links to share to resources to assist Churches to strive towards best practice in the area of Safe-guarding.

___

4. Findings - Pasifika influence on our learning together

TŪTAHI :  Tū : « Stand up »            Tahi : « one, together »

Tūtahi is an invitation to rethink education as a journey of collective transformation.

So Tūtahi means « Standing together with our « Fenua (Land)», « Moana (Ocean/sea)», « Raì (Sky)» and our « Nūnaa (People) » and all of God’s creation whatever the place or in one place togheter, means recognising that learning is relational, spiritual, and deeply rooted.

 

The word TUTAHI can become an acrostic that summarizes this week of formation: a revisioning of education that shapes not only the mind, but also the heart, relationships, and each person’s calling.

 

T — Tolerance

Definition:

Tolerance is the ability to welcome others with respect, even across differences in culture, opinions, backgrounds, and generations. It does not mean the absence of convictions, but the presence of love within diversity.

Key verse:

“Bear with one another in love.” — Ephesians 4:2

Message:

Revisioning education begins by creating spaces where everyone can be seen, heard, and valued.

⸻

 

U — Unity

Definition:

Unity is the strength that emerges when different people move forward together with a shared vision and commitment.

Key verse:

“That they may all be one, as we are one.” — John 17:21

Message:

Renewed education is not an individual project but a collective mission where every voice matters.

⸻

 

T — Transformation

Definition:

Transformation is a deep change that renews the way we think, teach, and live.

Key verse:

“Be transformed by the renewing of your mind.” — Romans 12:2

Message:

Education is not only about passing on knowledge; it is about shaping people who can transform the world.

⸻

 

A — Aroha (Love)

Definition:

Aroha (a Māori word) expresses a deep and compassionate love: kindness, hospitality, care, and authentic relationship.

Key verse:

“And now these three remain: faith, hope and love. But the greatest of these is love.” — 1 Corinthians 13:13

Message:

Every educational vision finds its true purpose when it is grounded in love.

⸻

 

H — Humility

Definition:

Humility is the ability to learn, to listen, and to recognize that growth happens together.

Key verse:

“Clothe yourselves with humility.” — 1 Peter 5:5

Message:

Revisioning education requires an open heart: teaching and learning become a shared journey.

⸻

 

I — Integrity

Definition:

Integrity is the alignment between what we believe, what we say, and what we do.

Key verse:

“Let your light shine before others.” — Matthew 5:16

Message:

Education shapes credible witnesses whose lives reflect the values they teach.

 

⸻

This week reminded us that Education is more than a system: it is a CALLING.

We are invited to build communities where Tolerance opens doors, Unity brings people together, Transformation renews, Aroha loves, Humility learns, and Integrity bears witness.

 

TUTAHI calls us to move forward together — not only to teach differently, but to raise a generation that lives with faith, hope, and love, participating in God’s purpose for the world.

___

Affirmation Statement

Children and young people are partners in mission, not the mission

- WITH -

  

We need to tear down religious and cultural empires for children and young people.

- WITH -

  

We need to embrace diversity.

- WITH -

  

Children and young people need to know they belong 

- WITH -

  

All generations have a voice into today. - 

Revisioning education allows children to reimagine their future.

- WITH -

  

Children and young people are spiritual beings.

- WITH -

  

Children and young people are not to be underestimated.

- WITH -

  

The most important thing in the world

are PEOPLE - PEOPLE - PEOPLE!

  

___

On Children

Kahlil Gibran

1883 –1931

And a woman who held a babe against her bosom said, Speak to us of Children.

     And he said:

     Your children are not your children.

     They are the sons and daughters of Life’s longing for itself.

     They come through you but not from you,

     And though they are with you yet they belong not to you.

     You may give them your love but not your thoughts,

     For they have their own thoughts.

     You may house their bodies but not their souls,

     For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams.

     You may strive to be like them, but seek not to make them like you.

     For life goes not backward nor tarries with yesterday.

     You are the bows from which your children as living arrows are sent forth.

     The archer sees the mark upon the path of the infinite, and He bends you with His might that His arrows may go swift and far.

     Let your bending in the archer’s hand be for gladness;

     For even as He loves the arrow that flies, so He loves also the bow that is stable.

From The Prophet. This poem is in the public domain.

___

5. Evaluation

[logistics/arrangements, accommodation/meals/transport, theme, content, context, relationships/hosting/communications/preparations/, Other???]

Evaluation Survey 

https://wkf.ms/3S3dVZP

___

6. Recommendations

1. Affirm the CWM emphasis on ReVisioning Education, including learning about and questioning alternatives to colonial heritage assumptions about education.

2. Continue to engage new Member Church participants in programmatic experiences building on the work achieved in this one, exploring how contextual and indigenous learning can challenge and enhance our understandings. Proposal: Two more programmes over the next three years.

3.  Build upon the network established in this Consultation, explore strategies for sharing learnings, research and initiatives between Children's mission and ministry advocates across the Member Churches.

4. Work on sharing benchmark standards between churches about safeguarding and faith formation in young people.

5. Prioritise mission strategies related to young people that involve:

a) young people engaging in missional activities themselves, rather than being objects of mission;

b) decolonizing systems of Christian education

c) creating environments of continuous learning and intergenerational engagement

Note: This will involve questioning and possibly critiquing strategies that perpetuate colonial mindsets. 

6. [Recommended by participants] Regather the same participants on at least TWO occasions to build the foundations for the network. (This could happen by holding an additional 9-day Gathering for different people in 2027,  and a 3-day conference in 2028. In 2029 hold an additional ReVisioning Gathering and a 3-day conference in 2030. This would require participants to commit to a longitudinal study.)

7. xxxx

  [insert additional recommendations from Participants, Resource People and Hosts]

__

APPENDIX

Resource Person Report:

I was invited to participate in a mission trip to New Zealand to share with a large group of others from around the world who have a passion and call to mission and ministry with children. We were invited to share a range of experiences and to explore what re- visioning our work with children might look like.

 

The Council for World Mission exists to promote partnerships with churches around the world to affirm peace, do justice and enable life-flourishing communities. They do this work by bringing people together who are called in Christ to radical and prophetic discipleship. 

 

The group, which met for the first time in New Zealand, came from 18 countries, many languages, diverse cultures and yet as we shared our faith journeys, our experiences in ministry and our dreams of what could be possible, we found a unity in diversity.

 

I was asked to tell some Godly Play stories and we wondered together what God was revealing to us through these shared stories. The schedule was packed with opportunities to explore different approaches to children's ministry. As we travelled, ate, played and slept together, we continued to tell each other stories and I continue to wonder what God is showing me through others and the wonderful hospitality shown to us in New Zealand.

 

Storytelling is a universal shared language across cultures and I wonder if we are using it's power effectively in children's ministry? What are the ways we can strip away the predictable, stale language and practices to share God's love in fresh ways with young people? 

 

I feel thankful to the Council for World Mission for doing this vital work to encourage and empower churches around the world to be innovative and visionary in their work with children. 

 

Judyth Roberts 

Godly Play Australia 

Getting Ready

In just over two weeks, we will be together in Auckland. Here are a few things to help you get ready.

1. The schedule is being regularly updated as we get more details and confirmations.

2. We will be joined by some locals at various times, so please keep wearing your name badge (which we will provide) throughout the programme.

Packing List:

Remember to pack as light as you can. We will give you some resources but we will not pay for excess baggage, so your starting weight should be no more than 15 kgs for your main bag and 6.5 kgs for your carry-on. You must be able to handle your own bags. New Zealand dresses for practicality not formality, so no dress shoes or formal attire is required. (No need for suits or ties.) However, we will be in a Pasifika Church for one of the Sundays, so no shorts, covered shoulders, but otherwise casual is ok.  

• Comfortable shoes and warm socks: 1 pair walker/sneakers and 1 pair alternative (e.g. boots if you have them).  (for Pasifikas, if you do not have closed in shoes, you can wear warm socks with your sandles, which is what the Samoans and Cook Islanders do in Auckland)
• Jeans/Long Pants/Leggings - think casual, warm and comfortable (for Pasifikas, NZ can get cold at this time of year, especially at night, so you may want leggings or something under your lavalava/sulu/sarong.
• Casual tops
• Sleepwear - Pyjamas or track suit 
• Hat/Beanie, Gloves (optional), Scarf/Pashmina
• Adaptor - NZ uses a 3-pin plug See: https://nztraveltips.com/nz-power-plugs/  (AKB can bring a couple of loan ones, but please bring your own leads)

CWM will provide an umbrella.

Hints from Amelia's packing:

Bring lighter-weight clothes that can be layered, mixed and worn several times, rather than too many unique outfits. This is what is in my suitcase for this programme:

• 2 long-sleeve Base Layer Tshirts
• 2 pairs leggings
• 2 tops/shirts (can be work over the base layers)
• 1 short-sleeve Tshirt
• 1 pair pants/trousers (can be work over the base layers)
• 1 dress (can be work over the base layers) + either a skirt or sulu (sarong/wrap)
• 1 warm fleece vest OR 1 cardigan/jumper/pullover OR hoodie
• 1 warm waterproof jacket
• 4 sets underwear, including socks (Note: I handwash a few items every few days.)

When my husband travelled for these conditions:

• 1 pair jeans AND 1 pair long-pants
• 2 long-sleeve Tshirts 
• 1 shirt / 1 football shirt
• 1 hoodie and 1 jumper
• 1 Puffy Vest
• 1 Coat / Jacket (water resistent)
• 4 sets underwear, with extra socks.
• 1 beanie hat / gloves / pashmina scarf

Welcome

Kia Ora!

Dear Participants, Resource People and Hosts 

of the Council for World Mission's new programme:

"ReVisioning Education - Mission and Ministry with Children"

which will be held in Aotearoa New Zealand in May 2026,

I greet you all in the name of the One who welcomed Children.

I am delighted to be joining with you for the programme and to assist in facilitating our time together.

This BLOG is not meant to be a public blog, but will act as our shared Resource and Communication space for our shared work. Please do not share the link to this site to others. It is meant for the members and participants who have been invited.  Some of the materials we share here may become part of a broader public record later, but (at this stage) please treat the materials you find here as notes for our group. We will decide later together what we will publish more widely.

Please start to get to know a bit about each other and feel free to follow the Resource Links. You may send me additional links to other resources to share.

My apologies if I have missed some of your information. Please send to me and I will include when I return from leave.

Kia Ora !

Chers participants, intervenants et hôtes du nouveau programme du Conseil pour la Mission Mondiale :

« Repenser l'éducation – Mission et ministère auprès des enfants »,

qui se tiendra en Aotearoa Nouvelle-Zélande en mai 2026,

je vous salue tous au nom de Celui qui a accueilli les enfants.

Je suis ravi de me joindre à vous pour ce programme et de contribuer à son bon déroulement.

Ce blog n'est pas destiné à être public, mais servira d'espace de ressources et de communication partagé pour notre travail commun. Veuillez ne pas diffuser le lien vers ce site. Il est réservé aux membres et participants invités. Certains documents partagés ici pourront être intégrés ultérieurement à des archives publiques plus larges, mais (pour l'instant) veuillez les considérer comme des notes internes. Nous déciderons ensemble ultérieurement de ce que nous publierons plus largement.

N'hésitez pas à faire connaissance et à consulter les liens utiles. Vous pouvez également m'envoyer des liens vers d'autres ressources à partager.

Veuillez m'excuser si j'ai omis certaines de vos informations. Merci de me les transmettre ; je les ajouterai à mon retour de congé.

Kia Ora！

亲爱的参与者、资源人员和主办方：

世界宣教理事会新项目“重塑教育——儿童宣教与事工”的各位成员

该项目将于2026年5月在新西兰举行。

我以那位接纳儿童的主的名义向大家致以问候。

我很高兴能与大家一起参与这个项目，并协助我们共同度过这段时光。

本博客并非公开博客，而是作为我们共享资源和交流的平台，用于我们共同的工作。请勿将此链接分享给他人。本博客仅供受邀的成员和参与者使用。我们在此分享的部分资料日后可能会成为更广泛的公开记录的一部分，但（目前）请将您在此处找到的资料视为我们小组的笔记。我们将稍后共同决定哪些内容会更广泛地发布。

请大家开始互相了解，并随意点击资源链接。您也可以向我发送其他资源的链接，以便我们分享。

如果我遗漏了您的一些信息，请您谅解。请将相关信息发送给我，我休假回来后会一并添加。

안녕하세요!

세계선교협의회(Council for World Mission)의 새로운 프로그램,

"교육의 재조명 - 어린이와 함께하는 선교와 사역"에 참여하시는 모든 참가자, 관계자, 그리고 주최자 여러분께 인사드립니다.

이 프로그램은 2026년 5월 아오테아로아 뉴질랜드에서 개최될 예정입니다.

어린이를 사랑으로 맞아주신 분의 이름으로 여러분 모두에게 인사드립니다.

이 프로그램에 함께 참여하고, 여러분의 만남을 도울 수 있게 되어 기쁩니다.

이 블로그는 공개 블로그가 아니라, 우리의 공동 사역을 위한 자료 및 소통 공간으로 사용될 것입니다. 이 사이트 링크는 다른 사람과 공유하지 마십시오. 초대된 참가자와 회원만을 위한 공간입니다. 여기에 공유되는 자료 중 일부는 추후 공개될 수도 있지만, (현재로서는) 우리 그룹을 위한 메모로만 활용해 주시기 바랍니다. 어떤 자료를 공개적으로 발표할지는 추후 함께 결정할 것입니다.

서로에 대해 조금씩 알아가시고, 제공된 자료 링크를 자유롭게 활용해 보세요. 공유할 다른 자료 링크를 추가로 보내주셔도 좋습니다.

혹시 제가 누락한 정보가 있다면 사과드립니다. 보내주시면 휴가에서 복귀하는 대로 포함시키겠습니다.

কিয়া ওরা!

প্রিয় অংশগ্রহণকারী, রিসোর্স পার্সন এবং আয়োজকবৃন্দ

কাউন্সিল ফর ওয়ার্ল্ড মিশন-এর নতুন কর্মসূচি:

"শিক্ষার পুনর্কল্পনা - শিশুদের সাথে মিশন ও পরিচর্যা"

যা ২০২৬ সালের মে মাসে আওতেয়ারোয়া নিউজিল্যান্ডে অনুষ্ঠিত হবে,

আমি আপনাদের সকলকে তাঁর নামে অভিবাদন জানাই যিনি শিশুদের স্বাগত জানিয়েছেন।

আমি এই কর্মসূচিতে আপনাদের সাথে যোগ দিতে এবং আমাদের এই সময়টিকে সহজতর করতে সহায়তা করতে পেরে আনন্দিত।

এই ব্লগটি কোনো পাবলিক ব্লগ হিসেবে নয়, বরং আমাদের যৌথ কাজের জন্য একটি যৌথ রিসোর্স এবং যোগাযোগের স্থান হিসেবে কাজ করবে। অনুগ্রহ করে এই সাইটের লিঙ্কটি অন্যদের সাথে শেয়ার করবেন না। এটি শুধুমাত্র আমন্ত্রিত সদস্য এবং অংশগ্রহণকারীদের জন্য। আমরা এখানে যে উপকরণগুলো শেয়ার করি তার কিছু অংশ পরবর্তীতে একটি বৃহত্তর পাবলিক রেকর্ডের অংশ হতে পারে, কিন্তু (এই পর্যায়ে) অনুগ্রহ করে এখানে প্রাপ্ত উপকরণগুলোকে আমাদের গ্রুপের জন্য নোট হিসেবে বিবেচনা করুন। আমরা পরবর্তীতে একসাথে সিদ্ধান্ত নেব যে কোনটি আমরা আরও ব্যাপকভাবে প্রকাশ করব।

অনুগ্রহ করে একে অপরের সম্পর্কে কিছুটা জানতে শুরু করুন এবং নির্দ্বিধায় রিসোর্স লিঙ্কগুলো অনুসরণ করুন। শেয়ার করার জন্য আপনারা আমাকে অন্যান্য রিসোর্সের অতিরিক্ত লিঙ্ক পাঠাতে পারেন।

আপনার কোনো তথ্য বাদ পড়ে গেলে আমি ক্ষমাপ্রার্থী। অনুগ্রহ করে আমাকে পাঠিয়ে দিন এবং আমি ছুটি থেকে ফিরে এসে তা অন্তর্ভুক্ত করে নেব।