Accreditation
ATA Accreditation Philosophy
The validity of any accreditation scheme is rooted in its capacity to focus attention on those aspects of education which are most important. ATA’s philosophy and approach to accreditation is grounded on the following four pillars.
Values
Values are central to the design and practice of education. Throughout the accreditation process, an attempt has been made to focus attention as much on why policies or practices are observed, as on the policies and practices themselves.
Process
The accreditation process should lead to significant institutional improvement. The self-evaluation study and the peer assessment will reveal areas of an institution’s programs that require further attention. This is expected, and provides opportunities for growth for the benefit of all stakeholders.
Cooperation
Accreditation should involve both the accrediting agency and those persons who belong to or benefit from the program. While roles are different, cooperation in the evaluation process affords the surest route to just and significant conclusions.
Prayer
Evaluation of theological education should be undertaken prayerfully, just as all ministry training is undertaken. While prayer is not mentioned in the manual, it should be part of every step in the evaluation and accreditation processes. This manual has been produced in the same awareness of Divine dependence.
Evaluation of theological education should be undertaken prayerfully, just as all ministry training is undertaken. While prayer is not mentioned in the manual, it should be part of every step in the evaluation and accreditation processes. This manual has been produced in the same awareness of Divine dependence.