Thrusts and Guidelines
Thrusts and Guidelines for the Advancement of Theological Education
It is incumbent upon all ATESEA member schools to faithfully perform their basic theological tasks of sound academic study, spiritual nurture, and practical service. To offer quality theological education in accord with accreditation standards, all schools are mandated to simulate theological reflection and the creation of forms of theological education by which whole Christian Community in South East Asia:
1. May be led to deeper commitment to God revealed in Christ through the Holy Spirit
2. May discern and respond to the signs of God’s activity in the living traditions and social changes in the region.
3. May witness more fully to God’s salvation in Christ by proclaiming the Gospel, and participating in the struggle of our peoples to achieve an abundant life, in a just, free, and sustainable society.
Theological education is seen to be advancing when:
1. It brings about a mutually creative relationship, between the theological schools and the churches, and among theological schools.
2. It Fosters a lively sense of the oneness of Christ’s body, the church.
3. It enters into dialogue with the world – its culture, ideologies, and religions.
4. It promotes continuing involvement in the deep questions and vital issues of human existence, in the light of the Gospel.
5. It fosters renewing spiritual formation which is effectively integrated with academic study for Christian life, growth and action.
6. It affirms the wholeness of the theological community wherein the board, the faculty, staff and students interact creatively in planning and implementation of programs and projects that are responsive and relevant to the needs of the church and the society.
7. It encourages its faculty members to make their contributions to the life and work of the Church and the world through various forms of services, especially teaching, preaching, writing and research.
8. It continuously exerts efforts to improve the quality of education by developing innovative forms and methods of teaching and by sharing creative educational skills and tools with the wider community.
9. It fosters self-reliance in both human and material resources.
10. It engages in contextual theological reflection.
11. It equips the students with academic, practical, and human relation skills that will enable the Christian community to recognize its member’s gifts and varied talents, thus enabling them to carry out their diverse ministries.
12. It encourages and assists the theological school to engage in a continuous process of critical self-evaluation.
13. It promotes and research and writing in contextual theology.
Guidelines for Accreditation Teams
General Considerations
1. All team members are expected to have read and studied all documents sent by the school prior to the visit. If information is inadequate, accreditors are to secure these data upon arrival at the school to be visited.
2. Accreditors are invited to visit a school. As guests, they are to approach the visit as a colleague, a friend – and not as an inspector. The task is to be approached humbly.
3. The school/seminary is to be evaluated within the context of its mission statement, goals and objectives and how successful it is in meeting its needs in the light of its unique situation.
4. Accreditation visit is a service rendered by ATESEA and is aimed at school improvement and quality assurance. Accreditors exercise pastoral functions and/or mediation among constituents or different sectors of the school.
5. Confidentiality in handling information must be strictly observed.
6. Evaluate objectively and avoid value judgment.
7. Offer insights and observations that encourage the school to improve. Never prescribe personal theories, philosophies or techniques as solutions to the school’s problems.
8. Conduct actual visits to school facilities and school programs and observe classes to generate adequate information about the school.
9. Corroborate important facts and statements about the school through interviews of officers and representatives of various sectors of the institution in order to obtain an accurate and balanced report about the school.
10. Use the survey instruments and the accreditation notations as a guide in evaluating the school.
11. Avoid injuring the school by being neither overly-strict nor compound weaknesses by sentimental generosity.
12. Refrain from making remarks for or against the school during interviews, meetings, or group discussions.
13. Evaluate the educational experiences and determine if this is in accord with the school’s mission and objectives.
14. Be on campus early and depart after the visit is over. If you cannot offer your time for the whole duration of the visit, don’t accept the task of an accreditor.
Responsibilities of the Chair
1. To secure from the school head/school representative a copy of the schedule of activities to be followed during the visit.
2. Make a courtesy call to the school head along with his/her team members. State some needs/concerns needed for a smooth accreditation visit.
3. Meet the team members to:
3.1 Discuss the schedule of activities during the entire visit.
3.2 Ensure that team members know and understand their areas of responsibilities and their functions. Areas to evaluate may be assigned to each member.
3.3 Orient the members how to write concise, readable and quality reports.
3.4 Discuss ways to generate important information and basic ethics to observe in handling persons and information.
3.5 Process data and findings periodically with the members to arrive at a consensus for the final report.
4. Conduct meetings with major officers of the school, the faculty, student leaders, church leaders, community leaders and other stakeholders.
5. Conduct exit interview with key school officials and especially with the school head to corroborate findings and to share major concerns that may need urgent attention.
6. Make the final report based on the processed findings and reports of individual members.
7. To ensure that the final report and recommendations are duly printed for submission to the Accreditation Commission.
8. Edit the report before final submission.
Responsibilities of Team Members
1. Read all documents and survey reports being sent to you to have adequate information about the school.
2. Arrive at the school site early to corroborate facts/information about the school.
3. Ensure that you are able to stay on for the entire visit.
4. Gather adequate information about the areas/sections of the accreditation instrument assigned to you for evaluation.
5. Use the entire time for the accreditation task. Avoid using the official time for personal visitation and/or making/renewing acquaintances.
6. Ask well-informed questions during interviews and group discussions.
7. Examine all exhibits prepared by the school to know more about the school.
8. Handle confidential documents and information with care.
9. Check and cross-check information from disgruntled sources.
10. Write readable and quality report and submit it to your Chair promptly.
11. Perform other tasks that may be assigned by the Chair during the visit.