Self-Evaluation Report for Accreditation (Self Evaluation, AETA Format…
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A. Educational Philosophy and School/Training Center Introduction
1. Briefly introduce the history of the school/training center (outline the starting point and growth process, including statistics).
2. Describe important areas of growth and, if there have been any declines or issues, explain them and how they were overcome.
3. Explain under what regulations the school/training center is operated and describe the legal relationships.
4. Introduce the accreditation (authorization) details of the school/training center (government, church/denomination, federation organizations, accrediting bodies, etc.).
5. Define the relationship with the supporting denomination and introduce how it relates to the school/training center's goals and policy establishment.
6. What are the educational/training goals of the school/training center? Where are the goals documented and how can stakeholders (faculty, students/trainees, staff, sponsors) become aware of them?
7. Who sets the goals of the school/training center, who validates them, and how often is validation performed?
8. Do you believe the current goals of the school/training center are appropriate?
9. Introduce the short-term and long-term development plans for the school/training center. Who establishes these plans, are they being implemented as planned, and what is the relationship between the development plans and the school/training center's goal achievement?
10. Introduce the strengths and weaknesses of the school/training center.
B. Administration and Finance of the School/Training Center
1. Introduce the organization, tenure, appointment method, and meetings of the school/training center's governing body, and how they affect the work of the school/training center's staff.
2. Is there a Board of Directors? If so, introduce the procedures and methods by which board members are involved in the school/training center's development.
3. Introduce information about the school/training center's full-time staff.
4. If the principal/training center director has served for less than 5 years, name the previous director and explain why they left the school/training center.
5. What are the criteria for evaluating staff competence? Who conducts the evaluation?
6. Are there standing committees? How are the committees composed? Are committee resolutions well implemented?
7. What is the financial situation of the school/training center? Can it be self-sustaining? Has it been localized? What are the future plans?
8. Introduce the accounting and audit systems, how well the systems are operated, and whether changes are adopted frequently.
9. Are there plans to secure finances for the school/training center? Introduce whether goals are being achieved.
10. Introduce staff salaries, benefits, and salary systems.
C. Students, Faculty, and Library
1. Introduce the student/trainee selection process.
2. Introduce the subjects in the curriculum.
3. What is the average number of students in a class?
4. Report on the credit system and the accuracy and appropriateness of grade evaluation.
5. Does the school/training center have a reward and punishment system? How does the system help with student/trainee education/training?
6. Are there practical courses? Specifically explain the duration, results, and feedback.
7. How are the heads of academic departments and committees composed and operated? Where are the regulations for such relationships?
8. How are faculty selected? If there are regulations or procedures for selection, introduce them.
9. Introduce the basic spiritual, academic, and ministerial qualifications required when selecting faculty.
10. How do the school and students evaluate faculty?
11. Discuss faculty development plans.
12. Introduce the library, qualified librarians, and operating systems.
13. Is there an appropriate fundraising plan to acquire books?
14. What percentage of books are published in Asia or written by Asians?
15. What are the book borrowing limits for faculty and students? How are new releases introduced?
D. Life and Development of Students/Trainees
1. Introduce the student/trainee (self-governance) association.
2. Introduce student/trainee orientation and counseling systems.
3. Introduce the disciplinary system. Were there serious issues in the past, and how were they resolved?
4. Introduce the school/training center's health and sanitation system. Introduce dormitories and meals.
5. Are there activities outside the curriculum? What impact do they have on academics? What benefits do they provide?
6. Briefly introduce tuition/training fees and the sources of funding for student/trainee tuition/training fees.
7. If there are strategies or programs for developing students' character and spirituality, introduce them. Specifically, how are you developing students in the following areas?
a. Personal spiritual growth
b. Meaningful roles in local church ministry
c. Conviction about stewardship, calling, and ministry
d. Relationships with others and communication skills (including preaching and counseling abilities)
8. How does your institution train students to have a positive attitude toward the church and various ministries?
9. Introduce the field training or internship processes required of students to complete the program your institution provides, how the processes are conducted and evaluated, and the impact on post-graduation ministry.
10. Introduce a comprehensive overview of graduates' ministries.
1. Briefly introduce the history of the school/training center (outline the starting point and growth process, including statistics).
2. Describe important areas of growth and, if there have been any declines or issues, explain them and how they were overcome.
3. Explain under what regulations the school/training center is operated and describe the legal relationships.
4. Introduce the accreditation (authorization) details of the school/training center (government, church/denomination, federation organizations, accrediting bodies, etc.).
5. Define the relationship with the supporting denomination and introduce how it relates to the school/training center's goals and policy establishment.
6. What are the educational/training goals of the school/training center? Where are the goals documented and how can stakeholders (faculty, students/trainees, staff, sponsors) become aware of them?
7. Who sets the goals of the school/training center, who validates them, and how often is validation performed?
8. Do you believe the current goals of the school/training center are appropriate?
9. Introduce the short-term and long-term development plans for the school/training center. Who establishes these plans, are they being implemented as planned, and what is the relationship between the development plans and the school/training center's goal achievement?
10. Introduce the strengths and weaknesses of the school/training center.
B. Administration and Finance of the School/Training Center
1. Introduce the organization, tenure, appointment method, and meetings of the school/training center's governing body, and how they affect the work of the school/training center's staff.
2. Is there a Board of Directors? If so, introduce the procedures and methods by which board members are involved in the school/training center's development.
3. Introduce information about the school/training center's full-time staff.
4. If the principal/training center director has served for less than 5 years, name the previous director and explain why they left the school/training center.
5. What are the criteria for evaluating staff competence? Who conducts the evaluation?
6. Are there standing committees? How are the committees composed? Are committee resolutions well implemented?
7. What is the financial situation of the school/training center? Can it be self-sustaining? Has it been localized? What are the future plans?
8. Introduce the accounting and audit systems, how well the systems are operated, and whether changes are adopted frequently.
9. Are there plans to secure finances for the school/training center? Introduce whether goals are being achieved.
10. Introduce staff salaries, benefits, and salary systems.
C. Students, Faculty, and Library
1. Introduce the student/trainee selection process.
2. Introduce the subjects in the curriculum.
3. What is the average number of students in a class?
4. Report on the credit system and the accuracy and appropriateness of grade evaluation.
5. Does the school/training center have a reward and punishment system? How does the system help with student/trainee education/training?
6. Are there practical courses? Specifically explain the duration, results, and feedback.
7. How are the heads of academic departments and committees composed and operated? Where are the regulations for such relationships?
8. How are faculty selected? If there are regulations or procedures for selection, introduce them.
9. Introduce the basic spiritual, academic, and ministerial qualifications required when selecting faculty.
10. How do the school and students evaluate faculty?
11. Discuss faculty development plans.
12. Introduce the library, qualified librarians, and operating systems.
13. Is there an appropriate fundraising plan to acquire books?
14. What percentage of books are published in Asia or written by Asians?
15. What are the book borrowing limits for faculty and students? How are new releases introduced?
D. Life and Development of Students/Trainees
1. Introduce the student/trainee (self-governance) association.
2. Introduce student/trainee orientation and counseling systems.
3. Introduce the disciplinary system. Were there serious issues in the past, and how were they resolved?
4. Introduce the school/training center's health and sanitation system. Introduce dormitories and meals.
5. Are there activities outside the curriculum? What impact do they have on academics? What benefits do they provide?
6. Briefly introduce tuition/training fees and the sources of funding for student/trainee tuition/training fees.
7. If there are strategies or programs for developing students' character and spirituality, introduce them. Specifically, how are you developing students in the following areas?
a. Personal spiritual growth
b. Meaningful roles in local church ministry
c. Conviction about stewardship, calling, and ministry
d. Relationships with others and communication skills (including preaching and counseling abilities)
8. How does your institution train students to have a positive attitude toward the church and various ministries?
9. Introduce the field training or internship processes required of students to complete the program your institution provides, how the processes are conducted and evaluated, and the impact on post-graduation ministry.
10. Introduce a comprehensive overview of graduates' ministries.
- PreviousApproval Evaluation Criteria 21.03.27
- NextATEA Accreditation Evaluation Criteria 21.03.27
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