The EEAA Manual and policies
The EEAA Manual – 5th Edition, 2012 is organized in six main parts. The first defines the Identity and the Mission of the EEAA which, in addition to its historic distinctiveness as an accreditation association, is evolving in its self-understanding as a network of European theological institutions.The second part is dedicated to Membership, and describes the standards and procedures for membership in the EEAA. The third part contains vital information about EEAA Accreditation, from procedures, stages and standards and guidelines in preparing a Self Evaluation Report. The fourth part groups together several important Appendices, the fifth part contains several Forms that will be needed in different stages and the last part contains Visitation Guidelines.Schools interested in EEAA accreditation will make use of the entire manual, while schools interested only in becoming part of the EEAA network will need to consult the first and second chapters and selected appendices.The 2012, 5th edition of the EEAA Manual does not contain any substantial modifications on standards or procedures from the 2006, 4th Edition, but important additions and improvements have been made.


Policy area

Items of updated or innovated EEAA policy will be uploaded here.


Counting of hours for Distance Education

Some educational systems (e.g. in the USA) count credits in relation to classroom hours which evidently poses a problem with distance education.  In line with the EU definition of the ECTS credit system, the EEAA counts credits on the basis of hours of learning activities (usually about 25 hours per 1 ECTS).  So a course that is worth 10 credits should prescribe about 250-300 hours of learning activities.   This is true both for residential and non-residential learning such as distance education and elearning. The EEAA accredits within a freer space where schools can design online learning in a variety of ways, with many different kinds of learning activities.    An online course submitted for  accreditation  needs to demonstrate why it has chosen determinate learning activities (linked to the outcomes) and that, in terms of time, those learning activities actually do add up to nominal amounts of time that correspond to the declared credits. (EEAA Council – October 2013)

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