Оценка и повышение уровня богословского образования - главная задача аккредитационного отдела ЕААА


English version of EAAA standards 









October 2008 


1. EDUCATION lEVELS--Overview... 4

1.1. Levels of theological education.. 4

1.2. Academic degrees (Levels of qualifications) 4

1.3. Educational documentation.. 4

1.4. Program evaluation.. 4

1.5. Accreditation Programs. 5

1.6. Awarding of advanced degrees (Levels of qualification) 5

1.6.1. Bachelor’s degree and Master’s degree with specializtion. 5

1.6.2. Candidate of Sciences and Doctor of Sciences with specialization. 5

1.7. Equivalent academic degrees in English.. 5

2. Organization and Tasks of Theological Schools. 5

2.1. Functions. 5

2.2. Legal status. 6

2.3. Mission statement. 6

2.4. Strategic development plan.. 6

2.5. Specific educational goals and results and attestation of their fulfillment. 6

2.6. Stability.. 6

2.7. Critical review.. 7

2.8. Charter and Management Structure. 7

2.8.1. Board of Trustees. 7

2.8.2. Rector (President) 8

2.8.3. Administrative Council 8

2.9. Denominational Control. 8

3. Faculty.. 8

3.1. Structure. 8

3.2. Qualifications. 8

3.3. Spiritual qualities and  ministry involvement. 9

3.4. Responsibilities, teaching load and material support. 9

3.5. Faculty development. 9

3.6. National faculty.. 9

3.7. Organization.. 9

3.8. List of teachers. 10

4. Property.. 10

4.1. Campus Property.. 10

4.2. Library.. 10

4.2.1. Purposes. 10

4.2.2. Library holdings. 10

4.2.3. Usage. 11

4.2.4. Finances. 11

4.2.5. Administration and organization. 11

5. academic programs. 12

5.1. Methodology for evaluating programs. 12

5.2. General requirements for all programs. 13

5.3. Requirements for level B programs. 16

5.4. Requirements for level C programs (Bachelor’s) 16

5.5. Requirements for level D programs (Master’s) 19

5.5.1. Admission requirements. 19

5.5.2. Program requirements and duration. 19

5.5.3. Program purposes and methodology. 19

5.6. Requirements for level E programs (Candidate, Doctorate) 20

5.7. Academic requirements for applicants. 20

6. student life.. 21

6.1. Living conditions. 21

6.2. School activities and spiritual life. 21

6.3. Student governance. 22

6.4. Admission and graduation requirements. 22

6.5. Paying for education.. 22

1. Educational Levels—Overview

1.1. Levels of theological education

Educational programs of EAAA member schools must correspond with the following levels of theological education:

Level А


theological education (not accredited)



Level В

Secondary/Advanced theological education



Level С

Undergraduate study

First cycle

3-4 years of formal education; longer if other forms of education are used

Level D

Graduate study

Second cycle

1-2 years of formal education; longer if other forms of education are used

Level Е

Post-graduate, doctoral study

Third cycle


1.2. Academic Degrees (levels of qualification)

Levels of education correspond to the following academic degrees (levels of qualification):

Level А

No academic degree given


Level В

No academic degree given


Level С

Bachelor’s degree

First cycle qualification

Level D

Master’s degree

Second cycle qualification

Level Е

Candidate of Science, Doctor of Science

Third cycle qualification

1.3. Educational documentation

1.3.1. For levels A and B there is no degree specified upon completion of the program.

1.3.2. Those who have finished a program at level A can be issued a document confirming successful completion of the program, without indicating a field of specialization. 

1.3.3. A diploma indicating specialization in a specific area of theology or ministry is awarded for level B. 

1.3.4. In the educational documents for levels C, D and E it is necessary to specify an appropriate qualifying level or degree (bachelor, master, candidate of sciences, doctor of sciences), if this does not contradict the requirements of the government where the school is located.

1.4. Program evaluation

1.4.1. In addition to the document of education (certificate or diploma), a transcript of grades must be provided indicating the disciplines studied, the number of academic credits, and the grade awarded. 

1.4.2. A student’s GPA does not have to be indicated for level A programs.

1.5. Accreditation Programs

Each school can apply for accreditation for programs at level B and higher no matter how many accredited programs it already has.

1.6. Awarding of advanced degrees (Levels of qualification)

Graduates of higher theological educational institutions, on the condition that all program requirements have been meant, can be assigned the following academic degrees (levels of qualifications):

1.6.1. Bachelor’s degree and Master’s degree with specialization

·         theology (theoretical theology),

·         biblical studies (Old Testament Studies, New Testament Studies),

·         pastoral counseling (Christian psychology),

·         Christian education,

·         missiology,

·         pastoral ministry,

·         church music, religious studies,

·         other specialization (qualification) by arrangement with the ЕААА.


Note: The specific areas of ministry and specialization can be indicated on Level B diplomas.


1.6.2. Candidate of Sciences and Doctor of Sciences with specialization

·         theology,

·         Christian philosophy,

·         Christian education,

·         missiology,

·         ministry,

·         religious studies,

·         other specialization (qualification) by arrangement with the ЕААА.

1.7. Equivalent academic degrees in English

In conjunction with the academic degrees (qualifying levels) indicated in section 1.6, the school has the right to indicate in its educational documents the equivalent title in English for degrees which are normally granted by other accrediting associations if this right has been confirmed by EAAA during accreditation of its programs and the title for the degree has been approved by the EAAA Board.

2. Organization and Tasks of Theological Schools

2.1. Purposes

The school should have a clear and biblical mission statement; a Statement of Faith; a written history of the school; and a legal status that makes fulfilment of its mission statement possible.

2.2. Legal status

As a rule, the school should have the legal status of a non-profit (non-commercial) organization recognized by state organs as an educational institution having the legal right to provide theological education.

2.3. Mission statement

2.3.1. The mission statement should indicate the basic purpose and reason why the school exists.

2.3.2. The mission statement should reflect the fact that the school is an educational institution for which the Bible is its foundation and that the Christian way of life and service are essential to its reason for existence.

2.3.3. The mission statement should delineate the reason why the school is educating its students and what the students will be able to do once they finish their education

2.4. Strategic development plan

2.4.1. The school should have a strategic development plan, approved by the Board of Trustees,  which is in agreement with the mission statement and should indicate long-term (5-10 years) and short-term (1-5 years) goals and the means for their achievement.

2.4.2. The school’s strategic development plan should be made up of one large general plan and several specific plans which include a description of the function and development of academic programs, the infrastructure and also the human, financial, material and other resources needed for achieving their goals.

2.4.3. The school should have factual evidence which demonstrates that it is acting in agreement with the strategic plan and is achieving its set goals.

2.5. Specific goals, learning outcomes, and evidence of their fulfillment

2.5.1. The school should have clearly defined goals for each of its academic programs.

2.5.2. Each academic program should have clearly formulated outcomes for academic performance; that is, what the graduate of a given program should know and be able to do (portrait of a graduate).

2.5.3. A school should be able to document that each graduate prior to completing their education has fulfilled all the requirements in their program of study and has achieved set academic goals (they have shown results). 

2.5.4. It should also have proof that the practical application of the graduate's knowledge corresponds to the goals stated in the academic programs of the school.

2.6. Stability

2.6.1. The school has the right to put forward its programs for accreditation after it has operated for three years.

2.6.2. The school’s stability should be confirmed by the continuity of the members and the work of the Board of Trustees and school administration, infrequent turnover of faculty, uninterrupted operation of its program(s) and an adequate material/financial base. 

2.6.3. Its financial activity should be able to be easily checked and verified.

2.7. Critical review

2.7.1. Every three to five years a school program that has received full accreditation status must conduct a self-study of its goals, programs, and achievements, which includes not only a review of the programs as a whole, but also of each subject and other aspects of the school’s activities.

2.7.2. The self-study must be turned in to the EAAA office by a predetermined date.

2.8. Charter and management structure

A school should have a charter, bylaws and, if necessary, other documents that clearly set forth the principles of management, levels of authority, and lines of accountability of its leaders and staff, and the scope and limits of their authority and responsibility. The management structure must correspond to the school’s purposes and have a clearly defined and functioning leadership.

2.8.1. Board of Trustees The highest body of school management and control should be the Board of Trustees (the actual title of this council is not important), which determines the strategy and policy for how the school functions in such areas as administration, economic activity, academic life and student life. The function of the Board of Trustees includes (but is not limited to) the following:

·         Appointment and removal of the rector (president) of the school,

·         Responsibility for financing the school,

·         Oversight of the school’s property,

·         Control over the major phases of the school’s development,

·         Approval of the rector (president), members of the administrative council and full-time faculty members,

·         Approval of the annual budget,

·         Confirmation of the charter, mission statement, and creedal statements of the school,

·         Promoting the school in order to recruit new students and find financial support. Members of the Board of Trustees should have professional competency.  Besides church leaders the Board of Trustees should include experts in the field of education, management, finance and legal matters. The size of the Board of Trustees will correspond to the size of the school, but there cannot be fewer than five members. The majority of members of the Board of Trustees should be citizens of countries of the former Soviet Union. The rector (president) of the school is the sole worker from the school’s administration who participates in the work of the Board of Trustees and is a non-voting member of the Board. Under no circumstances may the rector (president) officially or unofficially perform the duties of the chairman of the Board of Trustees. Upon request of the rector (president), other leaders of the school may participate in the meetings of the Board of Trustees as consultants. Members of the Board of Trustees may not maintain any communications with the members of the school without the rector's (president’s) knowledge.

2.8.2. Rector (President)

The rector of a school is head of its executive council.  All other members of the administration of the school are directly or indirectly accountable to the rector.

2.8.3. Administrative Council The Administrative Council should conduct regular meetings for solving important school problems. The Administrative Council, as a rule, consists of the school’s leaders: rector (president), academic dean (pro-rector for academic affairs), administrative director (pro-rector for administration), student dean and/or other leaders according to the structure of the school. As a minimum, one of the two leading executive officers of the school (the rector or the first deputy, according to the Charter) should be a citizen or full-time resident of the country in which the school is located. The title given is named by the school’s leadership and is not regulated by the EAAA.  The EAAA recommends that the title corresponds with terminology that is both locally and internationally understood.

2.9. Denominational control

If a school is controlled by a denomination, the right to lead the school should be delegated to the Board of Trustees.  In this way the denomination can manage the school while being assured of the Board of Trustees’ accountability.

3. Faculty

3.1. Structure

3.1.1. The qualifications of the school’s faculty should correspond to its stated goals and programs. 

3.1.2. A shortage of teachers need not limit the effectiveness of programs.  Usually this means that a majority of the school’s teachers should be based locally or they should serve the school on a long-term contract basis. 

3.1.3. The student-teacher ratio is determined by the accreditation commission.

3.2. Qualifications

3.2.1. The educational level of instructors should be, minimally, one level higher than the level which they teach. They should have educational qualifications from appropriately accredited schools.

3.2.2. For teaching in a specific field of knowledge, teachers should have an appropriate level of education in that area or a specialization in a related area with no fewer than 15 credits of academic preparation in this field of knowledge.

3.2.3. Teachers who do not meet the criteria stated above should have sufficient competence for their sphere of teaching, talent confirmed by practice, and significant ministry experience. Their participation in the program should not exceed 10 % of the instructional staff (excluding student practicum programs).

3.3. Spiritual qualities and ministry involvement

Faculty should be mature Christians who are in full agreement with the goals and rules of the school as well as with the school’s doctrinal position. They should support and develop their knowledge in the area of their competency, including teaching techniques, and be involved in academic research.  They are expected to participate in the spiritual life of the school, and also demonstrate personal interest in the spiritual and physical well-being of the students.

3.4. Responsibilities, teaching load, and material support

3.4.1. A written labor agreement contract should be concluded with each faculty member for a specific period of time, with an appendix specifying their rights and responsibilities.

3.4.2. The maximum teaching load for a teacher for the entire academic year (one credit equals 25 study load hours) is as follows:


Level В

55 credits

Level С

50 credits

Level D

45 credits

Level Е

40 credits


3.4.3. As a rule, school administrators should not be assigned to teach more than 60% of the load that an instructor who is free from administrative responsibility would teach. 

3.4.4. Salary and additional compensation for faculty members should conform to local standards so that they can completely devote themselves to the school. The salary for their work should be reviewed periodically. Insurance and retirement benefits for faculty members should be in accordance with the laws of the country where the school is located.

3.5. Faculty development

The school should promote improving the professional qualification of its teachers and should create conditions for their participation in research and literary activity. To this end the school must have clearly written procedures for carrying out faculty development.  In addition, the school should have and constantly be re-examining its faculty development plan as part of the school’s overall strategic plan.

3.6. National faculty

3.6.1. At the time of accreditation, at least 50 % of the school’s faculty in an accredited program should be from Eurasia, that is, citizens of the countries of the former Soviet Union.  The school should have a five-year plan to increase this number to at least 75% in an accredited program.

3.6.2. This national factor must testify to the fact that the teaching of a majority of subjects is in the national language and that the school is not critically dependent on foreign teachers who do not live in the country where the school is located.  An exception to this is in the case of special international programs and distance education.

3.7. Organization

3.7.1. The structure and internal order of the school should ensure regular faculty meetings as a structured part of the school.

3.7.2. Under the leadership of the academic dean, and also according to the charter of the school, faculty members should participate in the development and the improvement of: academic programs, academic requirements, admissions guidelines, and the organization of student life.

3.7.3. Distance education teachers and those working at the school on a long-term contract basis who are not located at the school’s campus must be regularly kept informed of faculty news and be included in making decisions through electronic communications.

3.8. List of teachers

The school should keep a list of all past and present teachers participating in the accredited program.  This list of teachers should have clear and complete information on the teacher’s educational background (degree, specialization, when and where awarded), church affiliation, and experience of Christian life and ministry.

4. Property

4.1. Campus property

Campus property should correspond to the goals and tasks of the school as well as to the students’ form of education.  As a rule, the school should have its own property or a long-term rental agreement for its buildings and classrooms, a library, and places for student meetings and administrative offices on the property.  Facilities should meet local building and sanitary standards.  The condition of school buildings should not limit its ability to successfully operate its educational programs.  For schools whose sphere of influence is wider than a specific city or region it is necessary to also have dormitories and dining facilities.

4.2. Library

4.2.1. Purposes

The main purpose of the school’s library is to make sure that each student has the required textbooks and other study helps.  The library should correspond in volume and quality to the level of education offered.  In addition to books the library should contain periodicals.  Those studying by distance education should have needed resources available to them in electronic form.

4.2.2. Library holdings If the school’s accredited program is a formal program then the library holdings should minimally meet the following criteria:



Overall total:

Unique titles:


Level В

5 000

3 000


Level С

10 000

8 000


Level D

25 000

15 000


Level Е

50 000

40 000

70 The quantity of the holdings in the library should not be achieved at the expense of quality.

The book and periodical collections should reflect at one and the same time its breadth and concentration. Its breadth is related to academic levels, theological orientation, and subjects. Its concentration is related to the theological orientation or specialization of a school, its cultural or geographical context, and also the subjects taught.

In a situation where the school’s library is inadequate, students’ and instructors’ access to the library of another school will be taken into consideration.  It is possible to use resources in electronic form.  In this case the school must show that the students have access to an electronic library. If a school’s accredited program is a campus-based, non-formal or completely non-formal program, the library must have resources and literature in printed form for each subject for 10% more than the number of students in a given program.

Library resources and literature may be available in electronic form.  In this case students must have access to these electronic resources.

Besides the basic textbook for each subject, the library should have no fewer than three additional sources in printed or electronic form in a sufficient quantity for the students, and also the necessary quantity of reference materials in the appropriate languages.

For programs of the first and second cycles of higher education (Level C and higher), irrespective of the form of education, it is necessary to guarantee access to periodicals, the quantity of which must be in agreement with the table found in section

Distance education programs should develop an electronic library which includes student access to on-line periodicals.

The lack of library resources should not serve as a basis for lowering requirements for students in regard to their work with theological literature.

4.2.3. Usage

Students should be aware of library regulations for all types of resources.  Books and other study materials should be accessible to students in their own languages.  The school must be able to demonstrate that students are able, if needed, to adequately use foreign language books.

The library should keep a careful record of books and other resources checked out.

4.2.4. Finances

The library budget should support its normal operation and development. As a rule, this means that a school should use at least 5 % of its operational budget for library expenses.


Note: Expenses for students’ room and board are not directly connected to the operational budget.


4.2.5. Administration and organization The library should function according to standard library rules and procedures. Library workers should be adequate in number and professional preparation. The structure of the library and its procedures should support keeping books in good condition. Books and journals should be easily accessible for students and the library should have a sufficient number of work places: no less than one place for every four students in a formal education situation. The cataloguing system should correspond to the "General Recommendations for the Structure of Theological Libraries".  It is recommended that the Dewey decimal system be used with its internationally accepted subject headings. Schools that have programs at level C and higher should have a Library Council (LC) for developing a library philosophy and operational policies.  As a rule the LC consists of the director of the library and representatives of the faculty, administration and students.

5. Academic Programs

5.1. Methodology for evaluating programs

5.1.1. For evaluating the curriculum a relative unit "the academic credit" (hereafter referred to as "credit") has been adopted across all forms of education.  One credit in non-formal, distance, or any other form of education, is equal to one credit in formal education. An academic credit, in terms of the amount of educational activity, corresponds to 25 study load hours (1 study load hour equals 60 minutes).  One academic credit (hereafter referred to as "credit") is the equivalent of 17 academic hours (considering each AH as 45 minutes) or 15 academic hours (considering each AH as 50 minutes).

5.1.2. Faculty facilitation of learning should include such things as: lectures, seminars, practical work, preparation for seminars and exams, exams, individual written work, reading, and other activities in helping students study a particular subject.  The academic work of the student must have the following characteristics: assignments, examinations, and grades; that is, any aspect of academic study assigned, controlled, and evaluated by the school

5.1.3. An entire academic year (including practical and self-study work) for higher education (Level C or higher) for formal education must be from 36 to 40 weeks in length.  The entire academic workload for one week of formal, higher education (Level C or higher) must be no more than 41 study load hours in length.



·         For any form of education the academic workload is measured in study load hours (60 minutes);

·         In the current EAAA standards one credit is equal to 25 study load hours of academic workload so that it is the equivalent of one credit in the ECTS (European Credit Transfer System) as measured in the European educational community and the Bologna process.


5.1.4. One credit of academic work load is theoretically equated with the following parameters:



Level В,

Level С,
First cycle,

Level D,
Second cycle,

Classroom time (lectures, seminars, etc.)
(in quantity of study load hours):




Or reading on a particular topic
(number of pages):




Or written work on a particular topic
(number of pages):




Or additional assignments on a particular topic (in number of study load hours):





Note: Additional work may consist of: preparation for and the taking of exams; conversations and discussions; preparation for and participation in practical ministry, if not directly related to a given subject; research, conducting interviews, etc.

5.1.5. A teacher has the right (and obligation) to alter the methods and forms of education and evaluating a student’s knowledge, practice, or skills.  However, the teacher must construct the course in such a way that the academic workload for one credit corresponds to the following components:



Classroom time


Reading assignments


Written work


Additional homework



·         For other topics it is permissible to increase the amount of classrooms academic hours to 70% of the general workload;

·         For translated lectures the number of academic hours may be multiplied by 1.33;

·         As a rule, one credit cannot consist of only one type of activity.



5.1.6. Practical ministry in churches, missionary and educational practice and other practical activities related to an academic program must have a written description reflecting the assignments, supervision, grading as expressed in credits.  In such an instance, the educational activity may consist 100% of additional assignments. When accounting for the credit workload for such (and similar) educational activities include not only the actual time spent in the activity but also the time spent on preparation, contemplation and evaluating the practical work completed.

5.2. General requirements for all programs

5.2.1. The education program should be constructed in such a way that students can achieve established goals, including the development of:

·         adequate analytical and communication skills;

·         biblical worldview based on biblical and general knowledge;

·         global vision for the church’s mission;

·         skills for the practical application of knowledge;

·         understanding of the needs of people in the world, and diligence in propagating the gospel message and acts of charity.

Program(s) should be constantly and critically evaluated by the school so that students can achieve stated goals.

5.2.2. Irrespective of its structure, each program should include at least one course of study in principles of evangelism, mission and church growth. The program should demonstrate a progressive sequencing from lower to higher levels, and should include study of biblical, theological, general and professional subjects as well as practical studies in the amount (or proportion) indicated in this section.

5.2.3. The school’s program should exist in printed and other generally available forms with an explanation of its purpose and the academic results which students must achieve by the end of their study in a given program.


Note: Educational results are a collection of detailed characteristics which reflect the student’s competency; that is, what a student should be like, what should they know, understand, be able to do upon completing their education. For each course in the program (including practical training) a course plan (description of the subject, syllabus) should be composed which, in addition to other necessary information, should include the title and time at which the subject is taught, the name of the instructor, the course's purposes, specific objectives (educational outcomes), themes and structure, textbooks and related literature used, tasks for independent study by students, and methods for measuring students' understanding of the subject. Program and course plans should not simply be documents copied from somewhere else, but should reflect the goals of the school in preparing graduates for work in a specific cultural and geographical context. The goals of each course in the curriculum should be consistent with the agreed common goals of the program as a whole. The person or department responsible for the academic component of the school should, according to its charter, approve the program and the course plans. Each student’s work for each course should be saved by the academic affairs department and included in that student’s matriculation group.  As a rule, the academic affairs department should keep the work of the current group of students as well as the previous two groups. The school’s leadership should maintain these materials according to the school’s accepted archiving methods and in such a way that the materials (exams, coursework, final papers, etc.) clearly show that the students have achieved states educational goals.

5.2.4. Attestation of students at different academic levels studying the same course is not allowed. As a rule, courses with a single title but different levels must separate each level by the quality of education given. In exceptional cases students in formal education programs of differing levels can take the same lectures if they are given different assignments and levels of knowledge on the topic as confirmed by their course plans, student assignments and grading methods of their knowledge. The credits accumulated in this way cannot exceed 20% of the overall program.

5.2.5. The credits accumulated by a student in a lower level program can be accepted (as an exception) only in order to prevent duplication of studies, and cannot exceed 20% of the volume of the program. The decision concerning acceptance of credits from the previous level can be made only by the school’s academic leader and only for courses for which the students has received a grade of "good" or higher.

5.2.6. Practical training should be organized by the school as appropriate for each level of study. For this purpose, a school should have on its faculty a person who manages the practical training of students. Such practical training, and its certification, should be properly documented.  If a student is studying by distance education, then the school must make an agreement with the student’s local church, which will control and evaluate the student’s practical ministry.  On the one hand, the school must have a well-thought out position regarding a student’s practical ministry which is communicated to the local church leaders.  On the other, the local church must take upon itself the responsibility for the student’s practical ministry.

5.2.7. Evaluation of personal development, academic results, and practical abilities and skills are an essential part of education.  In accordance with the Bologna system there is a seven-level grading scale:




Number of students:

«А», Excellent

Outstanding performance with only minor errors


«В», Very Good

Above the average standard but with some errors


«С», Good

Generally sound work with a number of notable errors


«D», Satisfactory

Fair but with significant shortcomings


«E», Sufficient

Performance meets the minimum criteria


«FX», Fail

Minimal achievement with the possibility of reexamination


«F», Fail

Minimal achievement level with no possibility of reexamination.  The student must start their course of study again from the beginning


All subjects in an academic program must have a final grade which is made known to the student at the proper time.  At the conclusion of their program student’s have the right to receive an official transcript.

5.3. Requirements for level B programs

The total program length should be between 60-70 credits in an academic year:


Biblical and theological studies

16 credits

Practical theology

20 credits

Church history

4 credits


4 credits

Practical training

4 credits

Course paper (no less than 20 pages)

4 credits

Specialization courses at the schools discretion

8 credits


60 credits

5.4. Requirements for level C programs (Bachelor’s)

This program is 180 credits:


How to study the Bible (including hermeneutics)

27 credits

Theoretical and historical theology (including a minimum of 3 credits on the history of the local evangelical movement)

26 credits

Practical theology (including 9 credits of missiology and evangelism)

22 credits

Social sciences (recommended: introduction to philosophy, psychology, sociology, world history, native language, jurisprudence, and others)

16 credits

Foreign language (English is desirable, however if the school’s library has a sufficient number of resources in another language that is possible as well;  see Note)

25 credits

Practical training

9 credits

Final paper (30-50 typewritten pages with a public defense, or an integrated exam)

5-7 credits


130-132 credits

Credits at the school’s discretion:

48-50 credits


Minimal requirements based on the following prerequisites:


Biblical studies

27 credits


Theoretical theology (including the history of the local evangelical movement)

26 credits


Practical theology (including missiology and practical ministry)

22 credits


General education

16 credits


Foreign language

25 credits


Practical training

9 credits


Final paper

5-7 credits


The remaining 48-50 credits (or about 27% of the program) consist of subjects chosen by the school, in connection with a specialization and according to the requirements of section 5.2.1.



·         If a school can demonstrate that it has a sufficient number of national language books in each subject for a particular program, it can exclude the foreign language course requirements. In addition, for certain programs foreign language courses can be replaced by specialty subjects if this can be justified by the program’s goals and purposes.

·         Students possessing sufficient knowledge of English may test out of the school’s English requirements and receive the required credits by taking an English exam before a commission.

·         If a school accepts transfer credits from another school, it must have a written procedure for this practice signed by the rector.  If a school has accepted transfer credit, then the school must indicate on the student’s transcript where the transfer credits are from and include an accompanying document showing the procedures followed in granting credit.

·         Prior to a student being awarded a Bachelor’s degree, the content of specific programs must be agreed to by the EAAA Board and must always be in agreement with the following proportions: Biblical Studies and basic theoretical theology—40% of the credits; specialization topics at the discretion of the school—60% of the entire program.


5.4.1. While studying in first cycle programs students are required, as a minimum, to write 3 term papers of no less than 15-20 typewritten pages each in the main areas of theology.

5.4.2. In place of a final paper, students studying in first-cycle programs may take an integrated written exam (without the aid of any outlines or other study helps). A student taking such an exam demonstrates his or her ability to integrate (understand, explain, systematize), in a given area of specialization, all the fundamental theories, concepts, facts, and the particular contribution of individual (historic) figures to the development of theory and practice in that area of study.

5.5. Requirements for level D programs (Master’s)


Note: The following information is in draft form, has not been officially approved by the EAAA and still being elaborated.


5.5.1. Admission requirements

A bachelor’s degree with a specialization or its equivalent given by an accredited program.  In regard to a specialized program, candidates must already have:

·         sufficient knowledge of English demonstrated by an entrance exam in theological English;

·         sufficient knowledge of biblical languages demonstrated to by an entrance exam

5.5.2. Program requirements and duration

As a rule a Master’s degree program is a two-year program begun after having completed a Bachelor’s degree and is 120 credits in length.

During studies a student must complete no less than three written research projects (15-20 type written pages each) in various fields of knowledge, one of which must be of an exegetical nature (for a specialization in biblical studies and theology).

A majority of subjects studied should include various written homework assignments.  The size of these assignments must be no less than 60 pages, not including the three research projects mentioned above.

5.5.3. Program purposes and methodology

The program consists of two parts:

  • Part one (approximately 50% of the program) should be on general biblical and theological subjects studied, hermeneutics, exegesis, and also general subjects and more concentrated subjects in the area of specialization;
  • Part two makes provision for students to be involved in specialized, individual research work under the supervision of a teacher, in a group, or, most effectively, on their own.

The program must be constructed so that in the educational process students clearly demonstrate the ability to do research work on their own and are able to constructively apply to ministry what they have learned.

5.6. Requirements for level E programs (Candidate, Doctorate)


Note: The following information is in draft form, has not been officially approved by the EAAA, and is still being elaborated.


5.6.1. The total number of class hours for level E programs (candidate, doctorate) is not less than 30 credits. None of the credits obtained by an applicant prior to having been awarded a Master's degree will be counted toward the number of credits for a candidate or doctoral program.

5.6.2. Every student wishing to receive a candidate or doctoral degree (with the exception of the D.Min.) must also write a thesis in one of the areas of theology on a theme approved by the school of 50,000 to 75,000 words. Applicants for the degree of “Candidate,” or “Doctor of Ministry” should complete a dissertation project on a subject of practical ministry in a length determined by the EAAA Board or the accreditation commission assigned to that particular school.

5.6.3. The admission requirements and the required amount of academic work to be completed may differ from school to school

·         The degrees described in section 1.6.2 as being equivalent to the Ph.D. are usually awarded by universities.  They are oriented more toward academic research, and are considered to be a good foundation for teaching on the university level.

·         The Ed.D. degree is similar to the Ph. D., but is more focused on one specific area of study.

·         The Th.D. degree is normally awarded by a theological seminary, and is the highest degree in the area of theology.

·         The D. Miss. degree is comparable to the Th.D. in the same way that the Ed.D. is related to the Ph.D.

·         The D. Min. degree is not oriented toward teaching and research to the same extent as the above-mentioned degrees, but does include some emphasis in these two components.  The main goal of a D. Min. program is practical ministry.  It implies a significant responsibility for practical ministry.

5.6.4. Level E programs can only accept those candidates who have a Master’s degree or its equivalent (See section 1.6.1). If an applicant has not completely finished a Master’s degree or doctoral program, he or she must obtain the additional credits at the Master’s level prior to admittance to a level E program.

5.7. Academic requirements for applicants

5.7.1. Students applying for level B and C programs must have completed their secondary education.

5.7.2. Candidates for study at level D should have, as a minimum, an appropriate Bachelor's degree or its equivalent. If programs completed by candidates at level C did not contain the necessary concentration in fields of knowledge necessary for further study at level D, then the candidate must obtain the necessary additional credits for level C at schools with appropriately accredited programs.

5.7.3. Admission of candidates for study at level D who have had non-theological higher education can be equal to candidates with an appropriate Bachelor's degree if they study (under supervision of the school where they will be continuing their studies) the necessary theological subjects at level C, and pass the appropriate examinations.

Detailed rules for application of the rights indicated in this section, including the list and syllabi of courses deemed necessary for preliminary study for the student’s admission to a level D program, should be provided for every program that is presented for accreditation.

5.7.4. A school can accept students for study at level D who do not have the educational equivalent to the Bachelor's degree, according to the following criteria.  The students must:

·         Be at least 30 years old,

·         Have at least 10 years of Christian ministry experience,

·         Are distinguished by spiritual maturity and significant intellectual abilities.

The proportion of such students cannot exceed 10% of all students at this level of accreditation.

5.7.5. I n exceptional cases, accredited schools have the right to award a Master's degree to their students according to the criteria set forth in section 5.7.4 under the following conditions:

·         The graduate should be distinguished by strong progress in academics, especially in the areas of analysis and synthesis;

·         The graduate should be distinguished by significant and clearly documented success in ministry (for example, the creation and successful development of a missionary or educational Christian organization, movement or other extensive ministry);

·         All faculty members and the Board of Trustees should come to a consensus on such a decision.

6. Student life

6.1. Living conditions

The living conditions of students residing in dormitories should correspond to regional norms in terms of space, layout, furnishing, etc. The dormitory must be clearly divided by sex and must be sanitary in accordance with standards set by local health authorities. It is important to supply students with needed medical facilities. Students must also have the necessary dining facilities. Students must be familiar with the rules of the dormitory which must be recorded in written form including the range of possible disciplinary actions on the part of the administration in the event of violations.

6.2. School activities and spiritual life

The school must be involved in maintaining a healthy spirit within the student body. In order to do that, it is important to provide extra-curricular activities that stimulate intellectual, physical, and spiritual development and maintain fellowship. The leadership of the school, teachers, and students must work together in conducting these activities. All student activities must be in accordance with the overall goals of the school. The school must organize counselling and pastoral care for all students.

If students are studying in a non-formal or distance form of education and cannot spend a sufficient amount of time on the school’s campus such that the school can adequately evaluate a student’s spiritual condition, then the school must have a written agreement with the student’s church on the role the church will play in the spiritual mentorship of the student.  The church must appoint a person who will act as the student’s mentor and with whom the school can have a direct relationship.

The awarding of an educational diploma is only possible if the church can vouch for a student’s spiritual condition.

6.3. Student governance

Students must be well informed about all decisions that concern them. There must also be channels through which they can express their opinions and desires to the administration of the school. As a rule, students should have a committee elected by them, through which they can manifest a measure of self-government.

6.4. Admission and graduation requirements

The school must have a clear admission policy which takes into consideration the personality of the candidate, his/her Christian faith and life, experience in church ministry, academic qualifications, and professional experience. Academic and other requirements during the course of study and conditions for receiving a diploma or degree must be clear and mandatory for each student from the very beginning. A student should be regularly informed of his standing in the school.

6.5. Paying for education


Educational costs should be established according to the real needs of the school and the actual financial possibilities of its students. From time to time it should be revised in accordance with regional conditions.  Stipends and other material help should be granted only if written documents are provided. The amount of special grants and their usage should be clearly described and documented.