5"? {I -}_— THEils ..._.-‘. LIBRARY Michigan State Unlvordty This is to certify that the dissertation entitled EXPECTATIONS 0F ACCREDITATION TO GAIN CREDIBILITY FOR WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION presented by Alton C. Smith has been accepted towards fulfillment of the requirements for Ph.D degreein Department of Teacher Education Major professor t f /?K( Mfllhn-1m_.: ‘ : In In , "" 042771 ‘ MSU LIBRARIES “ RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. EXPECTATIONS OF ACCREDITATION TO GAIN CREDIBILITY FOR NEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION by Alton C. Smith A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1985 mt ———.~. ° Copyright by Alton Carl Smith 1985 All Rights Reserved EXPECTATIONS OF ACCREDITATION TO GAIN CREDIBILITY FOR NEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION by Alton C. Smith ABSTRACT EXPECTATIONS OF ACCREDITATION TO GAIN CREDIBILITY FOR NEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION by Alton C. Smith 'The sinldy described the credibility aims of the Accrediting Ccuincil for Theological Education in Africa (ACTEA) and the cred- ibi lity expected from accreditation for the graduates of West Africa evangelical Bible colleges as expressed by interested groups. (Usedibility was defined as that condition where a person was recognized as having a certain level of competence by virtue of having been educated at a given school. The study was limited to current, West African, post- secondary, undergraduate-level evangelical ministerial education. The study was descriptive using means, variances, standard deviations, scatter plots and correlations. The survey used interviews and questionnaires. Thirteen categories of expectations were identified. They were (1) quality education, (2) transfer, (3) recognition, (4) better self image, (5) student development, (6) higher enroll- Inents, (7) sounder finances, (8) better pastoral preparation, (9) better-qualified Bible school personnel, (10) better personnel for the denomination, (11) broader ministry in Christendom, (12) fuller civic role and (13) wider vocational opportunities. Alton C. Smith liighest expectation was pastoral preparation. ACTEA leaders never-rnentioned development of the student. West African church leaders rated self image highest. West Africa Bible college lead- ers' values correlated most with ACTEA leaders. West Africa Bible college student leaders' views correlated least with the mission directors. Missionary leaders had the highest correla- tions with all the groups. Only missionary field directors and HesJ: Africa government educational officers listed quality educa- tion highest. Admissions officers viewed ACTEA as an aid or potential aid tx>'them. To improve graduate credibility, the officers suggested that the sending school include more liberal arts, be accredited by ACTEA and provide the American college more data on their ad- lfllSSlCHlS standards, degree requirements, course descriptions and 'facnllty qualifications. West Africa government educational offi- cers did not want to become involved in religious credibility. Both Africans and Westerners rated pastoral preparation at the head of their lists of expectations. A wide range of values for the correspondence of credential and competence was found. Nest African church leaders listed quality education eighth among their expectations. Recommendations included that (1) evangelical missions and African evangelical churches rank credibility of their Bible col- lege graduates, (2) a program of communications be developed to define better ACTEA's role and (3) ACTEA give the student's interests some consideration in standard setting. IN MEMORY OF HAZEL LEONA YOUNGS Long time missionary secretary of Brightmoor Tabernacle in Southfield, Michigan. She in- fluenced my life toward the good more than any other human being. ACKNOWLEDGEMENTS Ir: acknowledging those who contributed in a significant way to a work such as this, there is the danger that someone will be omitted in- advertently. Some see a second danger, including too many persons, but that really would be difficult in that so many contribute to our lives every day. How often a stranger, passing on the street, Speaks and shares a thought that turns a life. The difficult problem is where to start. Dedicated teachers like second grade teacher Mary Dawson, now long departed from this world, brushed broad strokes on the canvas that was to be my life and thus formed the early background for this study. Parents, relatives and friends added detail to the picture. Wife Gladys (deceased) and children Barbara, Alton Jr., Brenda, Beverly and Bonnie in their childhood years gave much while father poured over his books in his early college years. They doubtless gave the most. Happily, now grown, the children are leading satisfying lives. For' four' of the nine years of our marriage, my faithful and de- voted wife, Norma Youngs Smith, has patiently sacrificed many hours of ccunpanionship with her husband during the actual research and develop- ment of the study. The support was more than moral. Many times she carried my work resoonsibilities to allow time for the study. No words can adequately eXpress my thanks to her. Thanks are due to the Division of Foreign Missions (DFM) of the American Assemblies of God. Behind the name plate are people - - friends - - Morris Williams, Africa Field Director; Don Corbin, Nest Afi“ica Area Representative; Ted Schultz, President of the West Africa Advanced School of Theology (HAAST); the students and faculty of HAAST and a host of missionary and African colleagues without whose support (some hidden and some very direct) the study would have been impossible. Of’ vitaJ importance to the study was the well-Spring of inspira- tion and gentle, long-suffering guidance that flowed from the major professor and chairman of my dissertation committee, Dr. Ted Hard. My life is richer and wider for having drunk of his wisdom and profound insight. To have sat at his feet was an experience of which I will speak with pride to the end of my days. Many! thanks are due to Dr. Norm Bell, member of the dissertation committee who guided me through my cognate work in computer science. Special gratitude is due him for the second mile - - and third - - he was asked to go in putting together a totally unorthodox program to ii rneet: the Special needs of his counselee. As a result of his painstak- ing; efforts, missionaries all over West Africa now have help available in selection of, systems analysis for and installation of computers. Though the missionaries don't know it, they owe very much of their add- ed effectiveness to Dr. Bell's kind help. Like David Copperfield's friends, Dr. Max Raines has a way of ap- pearing at turning points in my life and playing a vital role. He was my field advisor when I did my master's thesis in community college ad- ministration at the University of Michigan a nunber of years ago. Now, he is a member of my dissertation committee at Michigan State University. I cherish his warmth and friendship. I deeply respect his immense wealth of knowledge and wisdom hicommufity afllege education. The final member of the dissertation committee is Dr. Dick McCleod. His knowledge of computers, educational research and most im- portantly his kindly character rounded out a dissertation comittee any candidate would covet. He is appreciated for accepting the reSpon- sibility to help counsel and guide me through the study. Special mention is due also to Dr. Paul Bowers and George Foxall, guiding lights of the Accrediting Council for Theological EdLu3ation in Africa. Through their kindness and their wealth of expe- rience in accreditation, missions and Africa, valuable insights were gained about accreditation in the African setting. Finally, thanks are due posthumously to Hazel Leona Youngs. In my teen years she counseled and fed a passing youth, one among many she helped, and left a mark that never faded. Her deep devotion to the cause of Christian missions was impressed Upon me. She taught me it was the highest calling. I still hold that view. She lived to see a dream fulfilled when she bid me farewell as I left for the mission field and moreover, as the husband of her daughter. She died two days later. iv TABLE OF CONTENTS LIST OF TABLES ..................... x LIST OF FIGURES ..................... xi CHAPTER 1. STATEMENT OF THE PROBLEM .......... 1 Purpose of the Study ................. 2 Research Questions .................. 2 Rationale ...................... 4 Generalizability of the Study ............ 7 Definitions . . ................... 8 Bible College ................... 9 Theological Seminary ............... 10 Evangelical .................... 10 Higher Education ................. 11 Accreditation ................... 11 Credibility .................... 12 Sending and Receiving Schools ........... 12 Rest Africa .................... 12 Assumptions Relative to the Definitions ....... 13 Limitations ..................... 14 Historical .................... 15 Geographical ................... 15 Academic Level .................. 15 Vocational Scope ............... 16 Sponsorship of the Bible College ......... 16 Summary ....................... 16 CHAPTER II. PRECEDENTS IN THE LITERATURE ....... 18 Topical Focus .................... 18 American Accreditation .............. 19 The British Examination System .......... The Ministry Approach in France .......... The Togolese Approach ............... The Nigerian Approach ............... West African Means of Attaining Credibility . . . . Commercial Credibility .............. Credibility in the West African Protestant Community .............. Issues in Accreditation ............... Methodological Precedents .............. Summary ....................... CHAPTER III. PROCEDURE ................ Data Sources ..................... Identification Process for Data Sources ...... Definitions of the Data Sources .......... Sampling Procedures ................. Inquiry Procedures .................. Survey Objectives ................. Survey Strategy . . . ..... . ......... Pilot Test Plan ................... Description of the Survey Instruments ..... . . Relation of Research Question to Survey Instruments Limitations Arising from Choices Made in Methodology of the Study ......... Assumptions Relative to the Research Question as It Related to the Survey Instruments ...... Summary . . . . ................... CHAPTER IV. FINDINGS ............. . . . . The Analysis of Data ............ . . . . . Analysis of Returns . . . . . . ........ Analysis of Accreditation Status . . ....... Analysis of Credibility Expectations ........ Analysis of Group 6 - Admissions Officers ..... Analysis of Group 7 - Nest Africa Government Educational Officers .............. Analysis of Interviews vs. Questionnaires ..... Analysis of ReSponses by Nationality ....... Analysis of the Correspondence of Credential to Competence . . . ......... Analysis of Judgmental Criticisms ...... . . . Findings from the Analysis of the Returns ...... Findings from the Analysis of Accreditation Status . . Findings from the Analysis of Credibility Expectations ............ vi The 13 Categories of Expectatiions as Defined by the Respondents ........... Quality Ed . . ................. Transfer Cr .................. Recognition .................. Self Image ................... Development .................. Enrollment . . ............... . . Finances .................... Pastorate ................... BS Teaching .................. Denomination .................. Christendom . ................. Civic Role ................... Job Opport .................. The Credibility Group- Expectation Grids ...... The 13 Categories of Expectations and Research Questions 1 through 5 ......... The Credibility Expectations and Research Question 6 . . ............ The Credibility Expectations and Research Question 7 .............. Findings from the Comparison of Types of Survey Instruments ............... Findings from the Comparison of National Groups Findings of CorreSpondence of Credential to Competence ............. Findings of Judgmental Criticisms .......... Assumptions Relative to the Analysis ......... Summary . . . . . . . . . .............. CHAPTER V. SUMMARY, MEANINGS AND OUTCOMES ....... Meaning of the Findings ............... Bases of Interpretations ............. Meanings of the Study Related to the Research Questions ............... Meanings and the Research Questions in General . Group 1 - ACTEA Leaders ...... . ..... Group 2 - West Africa Church Leaders . . . . . . Group 3 - Nest Africa Bible College Leaders GrOUp 4 - West Africa Bible College Student Leaders ............... Group 5a - West Africa Missionary Leaders GrOUp 5b - Missionary Field Directors with Nest Africa in their Jurisdiction ...... vii 85 106 109 111 113 117 117 119 122 128 133 133 136 137 139 140 141 141 142 142 Group 6 - American Admissions Officers ..... Group 7 - West Africa Government Educational Officers ............ Other Meanings of the Study ......... . . . Outcomes of the Inquiry . . . ......... . Significance of the Meanings ........... Hypotheses Suggested by the Study . . . ._ ..... Weaknesses of the Study .............. Worth of the Outcomes ............... APPENDICES ....... . ............... A B mun Adherents of Evangelical Churches, West Africa . . Detail of Data Sources . . . ..... . . . . . . Councils of Missions ............. Mission Agencies ....... . ....... Group 1 - ACTEA Leaders . . .......... Group 2 - West Africa Church Leaders ..... Group 3 - West Africa Bible School Leaders Group 4 - West Africa Bible College Student Leaders . . . . . . . . . . . . . . Group 5a- West Africa Missionary Leaders . . . Group 5b- West Africa Missionary Directors Group 6 - American Admissions Officers Group 7 - West Africa Government Educational Officers . . . ......... Preliminary Letters and Forms ......... 3 Interview Guides and Checklist . . . ....... Transmittal Letters and Questionnaires ...... To Group 1 - Anglophone . . . . . ........ To Group 1 - Francophone . . . ......... . To Groups 2 and 5 - Anglophone .......... To Groups 2 and 5 - Francophone ......... To Groups 3 and 4 - Anglophone .......... To Groups 3 and 4 - Francophone . . . . . . . . . To Group 6 - Anglophone Only . . ......... To Group 7 - Anglophone ...... . . . . . . . To Group 7 - Francophone . . . . . . . . . . . . . Analysis to Determine Needs Classifications. . . . Quality Ed . ...... . . . . . . . . . . . Transfer Cr ............. . . . . . Recognition . ..... . ........... Self Image . ................. Development .................. Enrollment .................. viii 142 144 146 147 155 156 158 160 160 162 163 164 169 171 177 180 Finances ................... 286 Pastorate ................... 287 BS Teaching . . . . ......... . . . . . 288 Denomination ................. 289 Christendom .................. 290 Civic Role .................. 291 Job Opport . . . ............... 292 G Number of Responses by Group and Need . ..... 293 H Credibility Points by Group and Need . . . . . . . 295 I Formulas for the Description Statistics ..... 297 J Scatter Plots of Means and Groups ........ 300 K Correlations of GrOUp Means ........... 307 L Late Returns ................ . . . 309 M Map of Distribution of Respondents ........ 312 BIBLIOGRAPHY ...................... 314 ix LIST OF TABLES Survey Instruments Returned .............. Instruments Included in the Study ........... Accreditation Status . . . .............. Mean Credibility Ratings by Group and Expectation . . . Variance of Credibility Ratings by Group and Expectation ................... Standard Deviation of Credibility Ratings by Group and Expectation . . . ......... Expectations by Rank Order by Group .......... Comparison of the Type of Survey Instrument by Expectation . . ................. Comparison of Responses by National Group ....... 102 112 114 thH o o o 0 LIST OF FIGURES Population and Data Sources . . . . . . . . . . . . 47 Subjects for Pilot Test of Interview Protocol . . . 55 Subjects for Pilot Test of Questionnaires . . . . . 56 Scatter Plot of Means and Credibility Values of African and Western ReSpondents . . . . . . . . 116 xi CHAPTER 1. STATEMENT OF THE PROBLEM A variation of the American accreditation system was trans- planted to Africa under the au5pices of the Accrediting Council for Theological Education for Africa (ACTEA). The tranSplanta- tion introduced an American solution to credibility in education into a milieu that traditionally treated credibility in other ways. Questions have been raised as to the concept and expecta- tions of accreditation held by ACTEA's clientele and whether ac- creditation (American style) satisfied African needs. A Persistent problem was the growing need for academic credibility for the graduates of the evangelical Bible colleges of West Afi“ica: credibility with their own denominations, with overseas schools where they were going for further studies, with Sponsor- ing missions and with the governments of the countries where the graduate worked. The possibility of a dissonance of values be- tween the various grOUps that were interested in the credibility of the graduates was a reason for the study. Purpose of the Study The purpose of the study was to describe the aims of ACTEA and the expectations of students of post-secondary undergraduate West African evangelical institutions for the preparation of min- isterial leadership from the view points of African church lead- ers, Bible college leaders, Bible college student leaders, mission leaders and directors and government educational officials. Research Questions To accomplish the purpose of the study, the following re- search questions were developed. 1- What credibility for West African Bible college graduates was anticipated from ACTEA accreditation by ACTEA leaders?* \ The composition of these groups was discussed in chapter III. What credibility for West African Bible college graduates was anticipated from ACTEA accreditation by leaders of evan- gelical African churches for whom ministers were being prepared? What credibility for West African Bible college graduates was anticipated from ACTEA accreditation by administrators of West African evangelical Bible colleges? What credibility for West African Bible college graduates was anticipated from ACTEA accreditation by students who were to be prepared as ministers? What credibility for West African Bible college graduates was anticipated from ACTEA accreditation by missions from non-African churches that Sponsored evangelical African Bible colleges for the preparation of the African clergy? What credibility for West African Bible college graduates was anticipated from ACTEA accreditation by evangelical grad- uate schools in the United States which might receive grad- uates from evangelical Bible colleges in Africa? What credibility for West African Bible college graduates was anticipated from ACTEA accreditation by the governments Which were a large part of the African context in which the churches and mission work? Rationale The correSpondence of the objectives of ACTEA and the expec- tations of its clients as to the credibility of the graduates of African Bible colleges was a matter of growing importance in Africa. African Bible colleges were looking increasingly to ac- creditation as a means of attaining credibility. Credibility was a factor when some African ministers were re- fused the right to conduct religious education classes in the pub- lic schools of their country, an activity provided for by law in a number of African countries (Agboku, 1978). The reason given for the refusal was that the institutions at which they were pre- pared for the ministry were not listed in the particular catalog of "approved" institutions that the reSponsible government admin- istrator consulted. Some African pastors were refused opportuni- ty to Speak on TV because they did not have a baccalaureate de- gree from a college on the approved list consulted by the gov- ernment authority in control of television programming (Oyakhilome, 1980). Increasing numbers of graduates of African Bible colleges were applying to American theological schools to obtain higher de- grees in Specialities not yet available in Africa. The meaning, leve] and quality of the credentials held by Third World persons w"-‘T‘e not always clear to the admissions people of the American theological schools. The ambiguity might result in an injustice, however unintentional, being done to the matriculating student (Guynes, 1977). When the African graduate of an American sem- inary returned home, the meaning of the American credentials was often unclear in Africa. The significance of credentials was not the only aspect of the problem. Power and control were near the vortex of the prob- lem (Seldon, 1960). Accreditation could serve as a means of con- tinuing a sort of "colonial“ control of African Bible colleges by external powers while accomplishing the stated goals of accreditation. The power and control operated in several directions. When the West African Bible college graduate sought admission to the American theological school, the decisive power rested with the American admissions officers. When the African graduate of the American theological school returned home to the work, it was the African church and its context that judged the value of the American credential. The power picture was further complicated by the fact that the governments of Africa played a dominant role in quality can- tI‘OI of education, whereas in the United States, quality control Was maintained, in principle, by numerous voluntary, independent accreditation agencies (look 8: Haggerty, 1936, p. 9). Accreditation was not the only alternative in dealing with the matter of credibility of education in Africa. Accreditation was the uniquely American alternative (Blouch, 1959, p. 3). The Br"itisl1 and i=rench (Continental) alternatives were also Seen in West Africa. Seldon advocated a clear understanding of all three to be able to understand fully any of the three (1960, p. 16). The services of the United Nations Education, Social and Cultural Organization (UNESCO) were in evidence. The African and Malagasy Council for Higher Education (Conseil Africaine et Malagache mur l'Enseignement Supérieur - CAMES) operated in 14 countries of Africa. All the systems suggested means of achieving credibil- ity in higher education in West Africa. Cross-cultural differences added to the complexity of the is- sue. Ill the light of cross-cultural differences as to what fac- tors constituted quality academic credentials, how could American theological schools develop their African students for the most effective service in their African churches? How could accord be actrieved iri these relations that would build lasting, mutuallybeneficial ties between Third World churches and their American counterparts? Mutually acceptable understanding of cred- 1'bllity matters was one part of facilitating that service and those ties. Generalizability of the Study Population validity was the degree of similarity between the target p0pulation and the accessible p0pulation. The target pop- ulation or universe was the population to which the study was gen- eralized. The accessible p0pulation was the population of the study, the data sources (Borg & Gall, 1979, p. 179-180). The population of the study was the evangelical bodies (mis— sions and African churches) in the West African context. The study was designed for the findings to be generalized to the pop- ulation of the evangelical organizations (missions and churches) of Black Africa. Population validity of the study was strengthened by the com- monality of the following variables in Black Africa. West African countries, as most countries of Black Africa, had comon Problems of poverty, under-developed resources and unstable gov- ernments (Ambroggi, 1980, pp. 100-117; Dadzie, 1980, pp. 58-65; Mahler, 1980, pp. 66-77; Sassin, 1980, pp. 118-151; and Scrimshaw & Taylor, 1980, pp. 78-99). West African churches generally Shared the problems of how to relate to African churches of other parts of Black Africa, to each other and to their western counterparts. They had Similar p"‘0blems in training leadership and of inadequate finances Wakatama, 1978; Costas. 1974)- Bible colleges of West Africa and of Black Africa in general commonly suffered from costly student-teacher ratios, from wide differences of competence in the applicants and frequently had to cope with cross-cultural factors within their context (in addi- tion to the mission-church relationship). The common variables between the population of the study and the population to which the study was generalized contributed to the papulation validity of the study. Persons from other regions of Black Africa could find descriptions in the study that could help them better under- stand the credibility problems they faced in post-secondary educa- tion. Indeed, the fact that these commonalities extended through much of the Third World could give value to the results of the study beyond Africa. Definitions Several terms were used in the study, the meanings of which may not have been easily accessible, or they were used in a ”"Nue way in the study. Those terms and their definitions follow, 1‘ -- iii“ .3 5 st and Bible College - The term Bible college was defined by the American Association of Bible Colleges (AABC) as follows: Bible college education is education of college level whose distinctive function is to prepare students for Christian ministries or church vocations (pastor, mis- sionary, Christian education director, minister of mu- sic and other Specialized forms of Christian service by both lay and "professional" workers) through a program of Biblical, general and professional studies (1980, p. 9). The definition was adequate for the study except for the phrase "both lay and." Most Bible college education in Black Africa aimed to develop "professional workers" only and was like- ly to continue to do so for some years to come. The term "pro- fessional workers," as used in this context, referred to members of the clergy who made their living by means of their religious vocation. Some Bible college programs were three-year and some four- .Year programs. The length of the programs in government schools and the types of tests used for admission varied from region to region. Bible colleges in the region of a given university, by ACTEA standards, had to follow the length of program and testing Standards of that given university. In the African context Bible college often referred to sec- ondary level institutions. The term was not used in that sense I" the study. 10 Theological Seminary - A theological seminary, according to Crum (1949, p. 80), was a graduate level institution whose pri- mary objective was to produce persons for religious endeavor at the master's or doctoral levels. This definition was employed in the study. In West Africa, the term seminary was often used for undergraduate programs, for example, the Nigeria Baptist Seminary. The word seminary, in those instances, was equivalent to Bible college as defined in the study. Evangelical - In the study evangelical was equivalent to what Barrett called conservative evangelical. He defined con- servative evangelicals as persons . . . characterized by committment to personal religion (including new birth or personal conversion ex- perience), reliance on Holy Scripture as the only basis for faith and Christian living, emphasis on preaching and evangelism and usually on conservatism in theology . . . . affiliated to . . . national Evangelical fellow- ships or alliances . . . [and] to the World Evangelical Fellowship (WEF) . . . (including Pentecostals) . . . (1982, p. 71). In several notable instances Barrett found the term evangel- ical used by groUps who relied on Holy Scripture as the only ba- SIS for faith and Christian living, who emphasized preaching and evangelism and who were usually conservative in theology, but Were associated directly or indirectly with the World Council of Churches. Barrett distinguished these evangelicals as conserva- tWe in contradistinction with what he termed Conciliar Evangelicals. Conciliar Evangelicals were "not regarded as Conservative Evangelical in doctrine or emphaSIS-" 11 Higher Education - The formal training in a college-level institution. Post-secondary education refers to any type of training, formal or nonformal, after secondary level (Meyer, 1975) . In Western Europe higher education is more equivalent to the American term senior college or post-junior college (Chambers, 1950, p. viii). Africa followed the European meaning in the past, but is Shifting toward the American definition. In this report the two terms were used as suggested by Meyer. Accreditation - The literature was replete with defini- tions of accreditation (or accreditment or accrediting as it has been variously termed). Two earlier historians of accreditation said it was the recognition accorded to an educational institu- tion in the United States by means of an inclusion in a list of institutions issued by some agency or organization which sets up standards or requirements that must be complied with in order to secure approval (Zook & Haggerty, 1936). Blauch said much the same (1959, p. 3). Seldon found deeper Significance. He saw accreditation as a means of control of high- er education, a "struggle over standards among contending groups" (1960, pp. 1, 2, 6). The definition of Zook and Haggerty served for the study except that accreditation reached beyond the bor- ders of the USA by the time of the study. 12 Credibility - Credibility was broadly defined as that which was capable of being believed, that which was plausible. In the study as applied to institutions of higher learning, cred- ibi lity referred to that condition where a person was recognized as having a certain level of competence by virtue of possessing a validly earned credential (e.g. certificate, diploma, degree) from a given educational institution. The term credibility was often replaced in everyday parlance by the phrase "have a diploma from." In educational circles, the Subject was often referred to as "equivalence" (of diplomas). UNESCO rightly suggested the words "recognition," "validation" or "qualification" in place of "equivalence" and "diplomas" in that equivalence and diplomas evaluate secondary evidence of ability while the other words (and credibility of the individual) deal with evaluation of ability (UNESCO, 1976, p. xix). Sending and Receiving Schools - As a student transferred from one School to another the previous school was the sending school. The subsequent school attended was the receiving school. The sending and receiving pertained to the transmission of ac- ademie records. Lest Africa - For the purpose of the study, West Africa in- ClUded Benin, Burkina Faso, Gambia, Ghana, Guinea, Ivory Coast, Liberia, Nigeria, Senegal, Sierra Leone and Togo. Mali, Niger and Chad were not included in the definition of West Africa for 13 the study because of their cultural ties to North Africa and be- cause there was far less intensive evangelical missionary activ- ity in those countries. Assumptions Relative to the Definitions The definition assigned to credibility embodied Some assump- tions which in turn arose from certain personal presuppositions. The definition of credibility used in the study focused on the person rather than the institution. The accent on the indi- vidual was based on the presupposition that the student was the primary beneficiary of credibility. The prestige of an education- al institution would be of little value except that some young person possessing that school's credential had some Special qual- ”1’ represented by that credential. The focus was put on the Person. A presupposition that might escape the western eye was that Possession of a credential normally inferred a certain compe- tehce. In the Third World, a credential may be sought with little regard for the competence it purports to represent. In fact, com- PET-ence and credential were disassociated in certain strata of the Western World. From those strata came the "diploma mills“ that granted Specious degrees and their clientele who willingly paid money to buy those degrees. 14 The stipulation ”a validly earned credential" used earlier in defining credibility anticipated the same problem, credentials which did not represent a commensurate competence. Interest in the quality of education was sometimes superseded by interest in the credential. The heart of the problem was that the Third World frequently viewed the symbol of credibility, ”having a di- ploma," as more important than that which the symbol represented, a well-rounded person. In the analysis, the data were examined for evidence of too much emphasis on credentials with too little on competence. The definition of credibility did not Specify how the creden- tial was to be "validly earned." The assumption was that cred- ibi lity may be obtained by "passing courses" American style, by "passing examinations" European style, by the graduate's own per- formance once on the job, or by other means described in chapter II. The presupposition was that these methods of obtaining cred- ibility were valid. Limitations The study was limited in several dimensions: historical, ge09raphic, academic levels, vocational scope and types of Spon- SOrShip. The rationale for each of these follows. 15 Historical The study was largely limited in its historical scope to the present. A brief coverage of the immediate past (basically the mid-twentieth century to the present) was treated in the review of precedent literature. This limitation was necessary to keep the historical dimension of the study in manageable proportions. The history of quality control of education was large enough that it could have supported several studies in and of itself. Geographical The study focused on West Africa because West Africa was the scene of intensive evangelical missionary and church activity as shown in the appendices. The study was related also to the USA, France and Britain. The USA was the birthplace of accreditation. Britain and France were important for their differences from the USA and their colonial influence in West Africa. Academic Level The study focused on the college undergraduate level. Primary, secondary and graduate levels were considered only as they related to the undergraduate level. This limitation was to help keep the study within manageable limits. 16 Vocational Scope Liberal education in the Christian milieu of Bible colleges was wideSpread in the USA, but not in Africa. The work of Bible colleges in Africa was almost universally to prepare clergy for the churches. For this reason the vocational scope of this study was ministerial education. Sponsorship of the Bible College The study was limited to Bible colleges Sponsored by evangel- ical churches and/or missions. Wider scope would have required too many concessions to accommodate too widely divergent differ- ences. A more narrow scope would have excessively reduced the generalizability of the study. See appendix A for an overview of 'the number of adherents of the churches the Scope includes. Summar The problem was the possibility of a dissonance of expecta- tions between the various groups that were interested in the cred- ibility of the graduates of the evangelical Bible colleges of West Africa. 17 The purpose of the study was to describe the credibility ACTEA intended to offer and the credibility sought for the grad— uates of West African evangelical Bible colleges by West African church leaders, Bible college leaders and students, missions to West Africa, receiving theological seminaries in the USA and the African governments which are part of the context for these groups. Increased use of accreditation in Africa linked with prob- lems of meanings of credentials provided rationale for the study. A review of the background of credibility Showed that it has been an issue of accreditation from its inception. Credibility was defined as that condition where a person was recognized as having a certain level of competence by virtue of possessing a validly earned credential from a given educational institution. The study was limited to current, West Aflfican,posb- secondary, undergraduate-level ministerial education. CHAPTER II. PRECEDENTS IN THE LITERATURE The literature relative to the problem of credibility of higher education as it related to this study was considered top- ically, for issues in accreditation and for methodological precedents. Topical Focus The tapical focus was treated from eight vantage points: U.S. accreditation, the British examination system, the French ministry of education approach, the Togolese approach, the Nigerian approach, West African means of attaining credibility for college graduates, commercially obtained credibility and cred- ibility in the Protestant conmunity. 18 19 American Accreditation Accrediting agencies and associations have been a powerful force in quality control in American higher education (Blouch, 1959, p. 8). The scope and methods of American accreditation have changed with time while the original raison d'étre has stayed essentially unchanged. Accreditation was designed in the late nineteenth century in the United States to provide higher learning with needed quality control that at the same time did not violate the academic freedom appropriate to the American dem- ocratic experiment. The original orientation broadened from ver- tical (secondary to post-secondary) to include horizontal (college to college), and emphasis shifted from pure external criticism to self-study aimed at improvement (Zook & Haggerty, 1936; Nevens, 1959; Seldon, 1960). The British Examination System Britain's post-secondary education was provided by the uni- versities, polytechnics, the open university, teacher-training colleges and art and music colleges (UNESCO, 1976, p. 270). The open universities were an outgrowth of a public cry in the late 19605 for increased higher education opportunities and more ac- tive quality control of higher education standards (Driver, 1971, p. 175). The open universities were more reSponSive in many ways to the felt needs of the public in their use of many non-formal educational methods. 20 The reSponsible body for higher education in England was the Department of Education and Science headed by a Secretary of State for the department. The secretary was advised by the Committee of Vice-Chancellors and Principals of universities. Each university was autonomous (in theory) operating under a royal charter. Autonomy and accountability converged when the university had to submit its budget to the University Grants Committee (UGC) which interceded before parliament. Some 80% of the university funds came through the UGC. The universities, polytechnics, teacher training colleges and arts and music col- leges could grant degrees. Other post-secondary institutions could prepare students for degrees, but could grant only "exter- nal degrees" through the University of London or the Council for National Academic Awards. England was phasing out external de- grees (UNESCO, 1976, pp. 270-271). Credibility in Britain was achieved by the examination sys- tem which was an outgrowth of educational abuses in the Oxford- Cambridge system toward the end of the eighteenth century and in the early nineteenth century. Oxford and Cambridge had become el- egant monopolies for gentlemen with servants, wine, parties and much Spare time. Toward the end of the nineteenth century, Oxford and Cambridge were influenced by the sobriety that was man- ifesting itself in other domains of British life (Rothblatt, 1974). The examination system became a major means of cont- 21 rol'ling (niality of British education and remained so to the time of the study. Each university selected its own number of examinations to give, level to pass and subject matter content. Where further se- lecti

etween a high school certif- fiate and a bachelor's degree (that is, university level), secondary (that is, the last three or four years leading up to the high school certificate), or something else? If some- thing else, what? 4. What are the academic requirements for admission to your Bible seminary? 5. What degree(sl or diploma(s) does ygur school offer? 6. What is your nationality? Please go to next page * Bible seminary means here a school of a level after high school, that is, of university level. In Africa these schools may also be called advanced schools, divinity schools, or even other names. 212 INTERVIEW GUIDE FOR GROUPS 3 AND 4 Page 2 SURVEY INFORMATION 1. Is your Bible Seminary presently accredited with the Accrediting Council for Theological Education in Africa (ACTEA) or do you plan to seek accreditation with them sometime? (If no, ask why not.) 2. We are definigg credibility as "the abilities one is as- sumed to have and the honor due him because he has 'ustly earned a degree from agiven school." With that meaning in mind, if your Bible seminary were (or is) accredited by ACTEA, in what situations or ways would you hope that the credibility gained by the accreditation would benefit the graduates? (Record these reSponses on the checklist as well as on the cassette.) 3. Can you think of situations where accreditation of your Bible seminary by ACTEA would benefit other persons or or- ganizations through the,graduates? (Record these responses on the checklist as well as on the cassette.) 4. I have checked off each situationyou have mentioned on a 'Fist'Illiave here (andladded several that you mentioned that were not on my listl. Let me give you the list soyou can show how_you value each situation on this scale: Hi hly important situation Important situation Moderately important situation Situation of lesser importance Situation of virtually no importance OHNw-h Please mark all the items,you mentioned. [Checklist same for all groups so not repeated.] 213 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator INTERVIEW GUIDE FOR GROUPS 3 AND 4 - FRENCH Bible Seminary Leaders and Students INSTRUCTIONS FOR INTERVIEWER: Go from one question to the next. Read aloud only that which is underscored. Before arriving at the interview read date, time, place of interview, reSpon- dent's name, and position onto cassette to identify inter- view. After arriving converse briefly to set the situation at ease. Ask if it would be all right to tape the inter- view. Explain the questions will not be difficult, only to benefit from the person's expertise. Assure reSpondent he will not be quoted directly, only as "one church official [or student, or missionary] said . . . BACKGROUND INFORMATION 1. Est- -ce que votre école biblique avancée* est plus asso- ciée avec l' All fincediondiale Evangéiique (AME) ou une or- anisation sous son parrainpge, ou bien avec le Conseil ecuménique des Eglises (COE) ou une organisation en rap- port avec lu1 ou bien avec ni l' un ni l' autre, ou avec tous les deux ? 2. Classeriez- vous votre école come étant plus en harmonie avec laposition doctrinale et les pratiques de l'AM'E ou avec le COE ? 3. Placeriez-vous classiez le niveau académique de votre Ecole au dessus de la licence, entre le bac et la licence, entre lelbrevet et le Bac, ou autre niveau ? Lequel ? 4. Quelles sont les exgences académigues pour etre inscrit a votre école avancée ? Odels diplomes votre école délivre-t-elle ? Quelle est votre nationalitéi mm o o Please go to next page * Le mot avancé veut dire ici une école du niveau plus haut que le bac, c'est-‘a-dire, d'un niveau universitaire. En Afrique, ces écoles peuvent ‘étre aussi appelés séminaires, ou méme des autres noms. 214 INTERVIEW GUIDE FOR GROUPS 3 and 4 Page 2 SURVEY INFORMATION Votre école biblique avancee est-elle actuellement homo- loguée par Te TOnseil pour l'Homolopation des Etaiilisse- ments Théologigues en Afrique (le COHETA) ou est-ce qu'on prévoit qu'elle soit homologée dans l'avenir ? (If no, ask “Pourquoi pas ?") Nous définissons la crédibilité comme "les capacités gu on devrait avoir parce gu on a recu a 'Iuste titre un diplome d'une certaine école." Si votre ecole bibligpe avancee etait (ou est) homologuee par le COHETA, en guei les situations ou en guelles fapons pensez-vous que la crédibilité obtenue par 1' homologation bénéficera aux di i6mes ? (Record these reSponses on the checklist as well as on the cassette.) Pouvez- vous concevoir des situations ou l' homologation de votre ecole biblique avancée par le COHETA permettrait a d'autres personnes ou organisations a travers des diplo- més et dien béhéficier ? (Record these responses on the checklist as well as on the cassette.) J'ai coché sur cette liste-ci chaque situationfle vous avez mentionndejy en a outant plusieurs que vous avez men- tionnées que je n'ava"s pas). Permettez-moi de vous pyjsenter cette liste afin que vous uissiez y indiquer selon l'échelle suivante votre valeur e chagge situatfin Situation de haute importance SituatiOn importante Situation d'importance moyenne Situation de,peu d'importance Situation d'importance presgue nulle OHNw-h Donnez une valeur ‘a toutes les rubriques que vous avez mentionnees, SVP. 215 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator INTERVIEW GUIDE FOR GROUP 7 Government Officials INSTRUCTIONS TO INTERVIEWER: Go from one question to the next. Read aloud only that which is underscored. Before arriving at the interview read date, time, place of interview, reSpon- dent's name, and position onto cassette to identify inter- view. After arriving converse briefly to set the situation at ease. Ask if it would be all right to tape the inter- view. Explain the questions will not be difficult, only to benefit from the person's expertise. Assure reSpondent he will not be quoted directly, only as "one government offi- cial said . . ." 1. Does your government see value in the services offered by the Accreditmlg Council for Theological Education in Africa (ACTEA) as a accrediting_ggency? (If no, asR why not.) 2. Does your overnment have anyplans for utilizinggthe ser- vices of AC EA as a accredififig agency in the future? (If no, as)? why not.) 3. We are defining credibility as "the abilities one is as- sumed to have and the honor due high because he has iust:iy earned a dpgree from agiven school." With that mean1n in mind) if a Bible seminary in Togo were accredited by ACIEA, in what situations or ways would you hope that the credibil- ity gained by the accreditation would benefit the raduates? IRecord these reSponses on the checklist as well as on the cassette.) 4. Can you think of situations where accreditation of a Bible seminaryfin Togp by ACTEA would benefit other persons or ggganizations throggh the gpaduates? Record these responses on the checklist as well as on the cassette.) * Bible seminary means here a school higher than high school, that is, of university level. In Africa, these schools may al- so be called advanced schools, divinity schools, or even other names. 216 INTERVIEW GUIDE FOR GROUP 7 Page 2 5. I have checked off each situation you have mentioned on a list I I1ave here (and added several that you mentioned that were not on my list). Let me give you the list so you can show how you value each situatidn on this scale: Highly important situation Important situation Moderately important situation Situation of lesser importance Situation of virtually no importance ou—amwp Please mark all the itemsyyou mentioned. 6. What would a religious post-secondary school have to do to insure that its graduates would be recognized in your country as qualifieTto teach religion in your public schools or perform any other civic function where your country requires a recognized degree in religion? 7. Woulcigyou like to have a resume of the results of the study sent to,you? 217 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT Reverend Alton C. Smith, Project Coordinator B.P. 2313, Lome, Togo, West Africa CHECKLIST FOR INTERVIEWS IN ENGLISH - GROUP 7 Name of Respondent Interview Date Country Responses: 1. Government sees value in ACTEA services I:] Yes I:] No Comments: 2. Has plans to use ACTEA in future [:I Yes [:| No Comments: [For questions 3, 4, and 5, use checklist] 6. What would a religious post-secondary school have to do to insure that its graduates would be recognized in your country? Response: 7. Wants resume of study I:I Yes I:| No 218 CHECKLIST FOR INTERVIEWS (Continuation) Credibility would help in Personal Educational needs Graduate School Admission Inter college Transfer Assurance of Quality Education Well-rounded Personal Development Mention Rating Remarks Ministerial Vocational Needs Ordination Higher Productivity Better pastorate Higher Church Post Greater Influence Teaching in a Bible School Civic Ministerial Role Secular Vocational Needs Secular Post Teaching in Public School 219 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator INTERVIEW GUIDE FOR GROUP 7 - FRENCH Government Officials INSTRUCTIONS TO INTERVIEWER: Go from one question to the next. Read aloud only that which is underscored. Before arriving at the interview read date, time, place of interview, respon- dent's name, and position onto cassette to identify inter- view. After arriving converse briefly to set the situation at ease. Ask if it would be all right to tape the inter- view. EXplain the questions will not be difficult, only to benefit from the person's expertise. Assure respondent he will not be quoted directly, only as "one government offi- cial said . . ." 1. Votre gouvernement accorde—t-il quelque valeur aux services errts par ie COnceil pour l'Homologation des Etablisse- ents Thfialogiques en Afrique (le COHETA) comme organisme d'homologation des éiablissements theologiques au Togo ? (If no, ask, Pourquoi pas ?) 2. Votre Gouvernement envisage-t-il d'utiliser les services du COHETA pouri'homoiogatfin des Etablissements the’ologi- gues dans l'avenir ? (if no, ask, Pourguoi pas ?) 3. Nous définissons la crédibilité comme "les camacités qu'on devrait avoir parce qu'on a repu a juste titre un dipliime d'une certaine école." Si une école biblique avancée* au Togo était Wu est) homologuée par le COHETA) en quelles situations ou en quelles fagons pourriez-vous espérer que la crédibilité obtenue par l'homologation beneficera aux dipldmés ? (Record these responses on the checklist as well as on the cassette.) 4. Pouvez-vous concevoir des situations of: l'homologation d'une école biblique avancée au Togo par le COHETA permettrait de bénéficier ‘a d'autres personnes ou organisations itravers les dipldmés ? (Record these responses on the checklist as well as on the cassette.) * Le mot avancée veut dire ici une école dans un niveau supé- rieur au bac, c'est-‘a-dire, d'un niveau universitaire. En Afrique, ces écoles peuvent ‘étre aussi appelées séminaires, ou meme des autres noms. 220 INTERVIEW GUIDE FOR GROUP 7 - FRENCH Page 2 5. J'ai coché sur cette liste-ci chaque situation que vous avez mentionnée (y en a‘outant plusieurs que vous avez men- tionnées que je n'ava's pas). Permettez-moi vous donner cette liste afin gue vous puissiezy indiquer selon l'é- chelle suiiante votre valeur ae chaque situation : Situation de haute importance 4 Situation importante 3 Situation d'importance modérée 2 Situation de peu d'importance 1 Situation’d'importance presque nulle O Donnez une valeur a toutes les rubriques que vous avez mentionnés, SVP. 6. Que doit faire une école religieuse post-secondaire afin dTEtre assurer que ses dipldmé? soient reconnus dans votre pays comme gualifiés ‘a servir en tant qu'ensei nants de la religion dans les écoles pdbliques ou a aire d'autres fonctions civiques 0T1 undegre de religion soit edge? 7. A la fin de cette recherche, voudriez-vous recevoir un résumé des F§sultats ? 221 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT Reverend Alton C. Smith, Project Coordinator B.P. 2313, Lome, Togo, West Africa CHECKLIST FOR INTERVIEWS IN FRENCH - GROUP 7 Name of Respondent Interview Date Country Responses: 1. Government sees value in ACTEA services I:] Yes I:] No Comments: 2. Has plans to use ACTEA in future [:I Yes [:I No Comments: [For questions 3, 4, and 5, use checklist] 6. What would a religious post-secondary school have to do to insure that its graduates would be recognized in your country? Response: 7. Wants resume of study |:I Yes I:I No aqua-I__— 222 LISTE DE CONTROLE POUR LES INTERVIEWS EN FRANCAIS La Crédibilité aiderai en Mention Eval. Commentaires Besoins Personnels Educationnels Inscription, Ecole Supérieure Transfert Inter-universitaire Assurance d'Instruction de Qualité Developpement Personnel Bien Fondé Besoins Vocationnels du Pasteur Ordination au ministere Augmentation de productivité Meilleur pastorat Poste Ecclésiastique plus Haut Plus Grande Influence Enseigner dans une école biblique Rdle Pastoral en Domaine Civique Besoins Vocationnels Séculiers Enseigner dans une école publique Obtenir un poste seculier APPENDIX E TRANSMITTAL LETTERS AND OUESTIONNAIRES 224 First letter to anglophone ACTEA leaders WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator Aug. 14, 1985 {TITLE} {FNAME} {LNAME} {ADRS} {CITY}. {STATE} {ZIP} {CNTRY} Dear {TITLE} (LNAME): The enclosed survey form is part of a study being carried on in West Africa by Alton C. Smith under my direction in cooperation with the College of Education of Michigan State University, USA. The project is concerned with determining the relationship between educational credibility as provided by the Accrediting Council for Theological Education in Africa (ACTEA) and the credibility needed by West African post-secondary evangelical schools, churches, pastoral students and national governments. The results of the study, by making available information on the needs and importance of credibility as experienced by the various groups, will provide greater understanding of potential areas of agreement and differences as regards credibility. We need eSpecially your responses because of the important role you play as {ACTEA POST}. The enclosed instrument has been tested by a sampling of persons who like yourself play vital roles in evangelical-oriented ministerial preparation and was revised to obtain a maximum amount of useful data with a minimum expenditure of your time, probably about 25 minutes. It will be deeply appreciated if you will complete the form and mail it back as soon as possible. An envelope addressed to Reverend Smith and international response coupons (that can be exchanged for stamps at your post office) are enclosed for that purpose. We would welcome any cements that you have as to any aspect of the subject not covered by the instrument. Thank you very much for your cooperation. Sincerely yours, Dr. Ted Ward, Professor of Educational Administration as 225 Follow-up letter to anglophone ACTEA leaders WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT Reverend Alton C. Smith, Project Coordinator B.P. 2313, Lome, Togo, West Africa 8 May 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADDRESS} {CITY}, {STATE} {ZIP} {CNTRY} Dear {TITLE} {LNAME}: This letter is to follow-up on a letter to you from Dr. Ted Ward sent about two months ago. He asked your help in filling out a question- naire. Your response was supposed to be sent here. It has not come. Perhaps you never received the packet or your reSponse got lost. Those things happen too frequently and greatly complicate third world research. A model of his letter and the questionnaire are enclosed. The reSponse of each ACTEA leader is essential to the success of the sin1dy. 'The key role you play in ACTEA makes your reSponse of Special importance to the study. Several years of work have already gone into the study. We are confi- dent the study will produce valuable results. Your reSponses to the questionnaire are the last vital data needed to complete the study. Your response will be appreciated beyond what can be expressed. Please let us hear from you by return mail -- air mail -- please. If’ you have mailed your response to the first packet in the last week, please disregard this inquiry. As they say here in Africa, "Thank you in advance." Yours for souls in Africa, Alton C. Smith, Project Coordinator as Enclosures 226 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator QUESTIONNAIRE FOR GROUP 1 ACTEA LEADERS INSlWRUCTIONS: Fill in the general information Spaces. Study the definition of credibility as used in the survey (see box below). Fill in the survey part of the questionnaire. BACKGROUND INFORMATION Date Your Name Role in ACTEA Your Your Address City Residence Your Country Phone African churches you work with Foreign Mission Affiliation Your Nationality Would you like to have a resume of the findings and conclusions of this project when finished? (Mark your choice with an "X" in the box.) __ ._ I_I Yes I_l No ********************** CREDIBILITY "the abilities one is assumed to have and the honor due him because he has justly earned a degree from a given school." *fl'lfl-I-l'fl'll' ***$*** ********************* Please go on to next page 227 QUESTIONNAIRE FOR GROUP 1 PAGE 2 SURVEY INFORMATION 1. If a post-secondary Bible seminary were (or is) accredited by ACTEA, in what situations or ways would you hope that the credibility gained by the accreditation would benefit the graduates? (Please do not list more than one item to a letter. Rating A. If more space is needed, please use back of this page. 228 QUESTIONNAIRE FOR GROUP 1 PAGE 3 2. Cam: you add to the above the situations where accreditation of a Bible seminary by ACTEA would benefit other persons or organizations through the graduates? Rating A. 3. Please go back to your responses to questions 1 and 2 and rate your responses by the following scale: Highly important Important Moderately important Of lesser importance Of virtually no importance OHNw-h i’lease rate all the items you listed above. Put the ratings in the boxes by the reSponse they are to rate. PLEASE MAIL THIS FORM TO REVEREND SMITH IN THE ENCLOSED ENVELOPE. THANK YOU VERY MUCH! 229 First letter to francophone ACTEA leaders PROJET SUR L'EDUCATION 0U LEADERSHIP EVANGELIQUE EN AFRIQUE OE L'OUEST Révérend SMITH Alton C., Coordinateur du Projet B.P, 2313, Lomé, Togo -- Tél. (228) 21-06-63 13 Février 1985 {TITLE} {FNAME} {LNAME} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Cher {TITLE}, Le formulaire d'enqu‘éte ci—joint est une partie de l'étude qui est en train d' étre menée en Afrique de l'Ouest par Alton C. SMITH sous ma direction en collaboration avec le College of Education de la Mi- chigan State University (USA). Le projet vise ‘a determiner les rela- tions entre la crédibi lité éducationelle telle qu'elle est pourvue par le Conseil pour l'Homologation des Etablissements Théologiques en Afrique (COHETA) et la crédibilité requises par les écoles supé- rieurs, les églises, les étudiants pastorals et les gouvernements des pays de l'Afrique de l'Ouest. Les résultats de cette étude, en fournissant des informations dispo- nibles sur les besoins et l'importance de la crédibilité telle qu'elle est eXpirimentée par les différents groupes, permettront de mieux comprendre des possibilités d'agréements ainsi que des diffé- rences en ce qui concerne la crédibilité. Nous avons tout particulierement besoin que vous répondiez a notre enquéte, en raison du r6le important que vous jouez comme {ACTEA POST}. Le formulaire ci-joint a été testé par des personnes de votre rang qui comme vous-méme jouent un r6le vital dans la preparation évangélique orientée pour le ministére, et a été revisé pour obtenir un maximum de données utiles avec no minimum de perte de temps pour vous, probablement 25 minutes environ. Nous apprécerions beauCOUp Si vous pouviez remplir le formulaire et nous le renvoyer aussi t6t que possible. Une enveloppe ‘a l'adresse du Révérend SMITH et des coupons-réponses internationaux (pouvant étre échangés contre des timbres au bureau de poste le plus proche) tous sont joints ‘a cet effet. Les commentaires que vous pourriez faire sur quelque aSpect du sujet non traité par ce travail seront bien recus. Merci infiniment de votre coopération. Veuillez agréer, Cher {TITLE}, mes salutations fraternelles. Dr. Ted Ward, Professeur d'Administration en Education 230 Followup letter to francophone ACTEA leaders PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Révérend SMITH Alton C., Coordinateur du Projet B.P. 2313, Lomé Togo -- Tel. (228) 21-06-63 8 Mai 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Monsieur, Cette lettre suit une lettre du Dr Ted WARD qu'il vous a envoyé il y a ‘a peu prés deux mois. Il vous a demandé de remplir un question- naire. C'est ici qu'on aurait dO envoyée la réponse. Elle n'est pas la. Peut-‘étre vous n'avez jamais recu le paquet ou votre réponse S'est égarée. Cela arrive trop fréquemment et complique fortement la re- cherche dans le tiers monde. Un modele de sa lettre et un duplicata du questionnaire se trouvent ci-joints. La réponse du chaque leader du COHETA est essentielle pour le succés du l'étude. Le r6le clé que vous jouez en COHETA rend vos réponses d'importance Spéciale a l'étude. On a déja dépensé environ deux ans de travail sur l'étude. On est SOr que l'étude produira de résultats valables. Vos réponses au questionnaire sont les derniéres données vitales dont on a besoin pour completer l'enquete. On appréciera votre réponse plus qu'on peut dire. S'il vous plait, que nous recevions votre réponse par retour -- par avion. Si vous avez déj‘a renvoyé votre réponse au paquet premier dans la dern1ere semaine. veuillez ingorer cette lettre. Comme on dit ici en Afrique, "Merci d'avance." SMITH, Alton C. Coordinateur du Projet as Ci-Joints 231 PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Révérend Alton C. Smith, Directeur du Projet B.P. 2313, Lome, Togo -- Tél. (228) 21-06-63 QUESTIONNAIRE POUR LA PREMIERE CATEGORIE LEADERS DU COHETA INSTRUCTIONS: A remplir les espaces pour l'information géné- rale. Veuillez étudier la definition de credibilité em- ployée dans l'enquéte (voir la case en bas). HHS, a remplir le formulaire. INFORMATION GENERALE Date Nom Profession Adresse Ville Pays 0D vous récidez Téléphone .Eglise Africaine d'affiliation Mission étrangere d'affiliation Nationalité A la fin de cette recherche, voudriez-vous recevoir un résumé des résultats ? ._ ._ I_I Oui I_I Non ********************** LA CREDIBILITE * "les capacités qu'on devrait avoir * parce qu'il a gagné a just titre * un diplfime d'une certaine école." * * * ******* ********************* TSVP 232 (NJESTIONNAIRE POUR LA PREMIERE CATEGOIRE PAGE 2 FORMULAIRE 1. Si une école biblique avancee post-secondaire était (ou est) homologuée par le COHETA, en quelles situations an en quelles facons espérez-vous que la crédibilité obtenue par l'homologation bénéficerait aux diplfimés ? (Ne pas lister plus d'une Situation pour chaque lettre.) Evalu- ation Si l'espace manque, utiliSer le verso, SVP. 233 QUESTIONNAIRE POUR LA PREMIERE CATEGOIRE PAGE 3 2. Pouvez-vous ajouter aux situations ci-dessus celleS 0D l'homologation de votre école biblique avancée par le COHETA avantagerait autres personnes ou organisations 31 travers les dipl6més ? Evalu- ation A. | | l l B. I l I I C. | l l l D. I l | l E. 3. Veuillez retourner a la question lre et 2me et évaluer vos réponses selon l'echelle suivante : Situation de haute importance 4 Situation importante 3 Situation d'importance modérée 2 Situation de peu d'importance 1 Situation d'importance presque nulle O Donnez une valeur a toutes les rubriques que vous avez men- tionnées, SVP. Mettre chaque valeur dans la petite case correSpondante. SVP, A ENVOYER CE FORMULAIRE A REVEREND SMITH DANS ENVELOPPE CI-JOINTE. MERCI BEAUCOUP ! 234 First letter to anglophone African church leaders WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator 19 February 1985 {TITLE} {FNAME} {LNAME} {POSTI} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Dear {TITLE} {LNAME}: The enclosed survey forms are part of a study being carried on in West Africa by Alton C. Smith under my direction in cooperation with the College of Education of Michigan State University, USA. The project is concerned with determining the relationship between educational credibility as provided by the Accrediting Council for Theological Education in Africa (ACTEA) and the credibility needed by West African post-secondary evangelical schools, churches, pastoral students and national governments. The results of the study, by making available information on the needs and importance of credibility as experienced by the various grOUps, will provide greater understanding of potential areas of agreement and differences as regards credibility. We need especially your responses because of the important role you play as a distinguished African church leader. The enclosed instrument has been tested by a sampling of persons who like yourself play vital roles in evangelical-oriented ministerial preparation and was revised to obtain a maximum amount of useful data with a minimum expenditure of your time, probably about 25 minutes. Data on ACTEA are also enclosed if you wish to look at them. It will be deeply appreciated if you will complete the form and mail it back as soon as possible. An envelope addressed to Reverend Smith and international response coupons (that can be exchanged for stamps at your post office) are enclosed for that purpose. We would welcome any comments that you have as to any aSpect of the subject not covered by the instrument. Thank you very much for your cooperation. Sincerely yours, Dr. Ted Ward, Professor of Educational Administration 235 Followup letter to anglophone African church leaders, school leaders and students and missionary leaders and directors WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT Reverend Alton C. Smith, Project Coordinator B.P. 2313, Lome, Togo 8 May 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADDRESS} {CITY}, {STATE} {ZIP} {COUNTRY} Dear {TITLE} {LNAME}: This letter is to follow-up on a letter to you from Dr. Ted Ward sent about two months ago. He asked your help in filling out a question- naire. Your reSponse was SUpposed to be sent here. It has not come. Perhaps you never received the packet or your reSponse got lost. Those things happen too frequently and greatly complicate third world research. A model of his letter and the questionnaire are enclosed. If your denomination has a post-secondary school an here in West Afr“ica, your response to the questionnaire is essential to the success of the study. Even ifypu have no post-secondary school(s) in West Africa, we needgtngt confirmed: Several years of work have already gone into the study. We are confi- dent the study will produce valuable results. Your reSponses to the questionnaire are the last vital data needed to complete the study. Your response will be appreciated beyond what can be expressed. Please let us hear from you by return mail -- air mail -- please. 11’ you have mailed your response to the first packet in the last week, please disregard this inquiry. As they say here in Africa, "Thank you in advance." Yours for souls in Africa, Alton C. Smith, Project Coordinator as Enclosures 236 First letter to anglophone missionary leaders WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator 19 February 1985 {TITLE} {FNAME} {LNAME} {POSTI} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Dear {TITLE} {LNAME}: The enclosed survey forms are part of a study being carried on in West Africa by Alton C. Smith under my direction in cooperation with the College of Education of Michigan State University, USA. The project is concerned with determining the relationship between educational credibility as provided by the Accrediting Council for Theological Education in Africa (ACTEA) and the credibility needed by West African post-secondary evangelical schools, churches, pastoral students and national governments. The results of the study, by making available information on the needs and importance of credibility as eXperienced by the various groups, will provide greater understanding of potential areas of agreement and differences as regards credibility. We need especially your responses because of the important role you play as a missionary leader in Africa. The enclosed instru- ment has been tested by a sampling of persons who like yourself play vital roles in evangelical-oriented ministerial preparation and was revised to obtain a maximum amount of useful data with a minimum expenditure of your time, probably about 25 minutes. Data on ACTEA are also enclosed if you wish to look at them. It will be deeply appreciated if you will emulate the form and mail it back as soon as possible. An envelope addressed to Reverend Smith and international response coupons (that can be exchanged for stamps at your post office) are enclosed for that purpose. We would welcome any comments that you have as to any aspect of the subject not covered by the instrument. Thank you very much for your cooperation. Sincerely yours, Dr. Ted Ward, Professor of Educational Administration 237 First letter to anglophone mission directors WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator 19 February 1985 {TITLE} {FNAME} {LNAME} {(RG} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Dear {TITLE} {LNAME}: The enclosed survey forms are part of a study being carried on in West Africa by Alton C. Smith under my direction in cooperation with the College of Education of Michigan State University, USA. The project is concerned with determining the relationship between educational credibility as provided by the Accrediting Council for Theological Education in Africa (ACTEA) and the credibility needed by West African post-secondary evangelical schools, churches, pastoral students and national governments. The results of the study, by making available information on the needs and importance of credibility as experienced by the various groups, will provide greater understanding of potential areas of 'agreement and differences as regards credibility. We need especially your reSponses because of the important role you play as a distinguished missionary leader. The enclosed in- strument has been tested by a sampling of persons who like your- self play vital roles in evangelical-oriented ministerial prepar- ation and was revised to obtain a maximum amount of useful data with a minimum expenditure of your time, probably about 25 min- utes. Data on ACTEA are also enclosed if you wish to look at them. It will be deeply appreciated if you will complete the form and mail it back as soon as possible. An envelope addressed to Reverend Smith and international response coupons (that can be exchanged for stamps at your post office) are enclosed for that purpose. We would welcome any cements that you have as to any aSpect of the subject not covered by the instrument. Thank you very much for your cooperation. Sincerely yours, Dr. Ted Ward, Professor of Educational Administration 238 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator QUESTIONNAIRE FOR GROUPS 2 and 5 Church and Mission Leaders INSTRUCTIONS: Fill in the background information Spaces. Study the definition of credibility as used in the survey (see box at bottom of next page). Fill in the survey part of the questionnaire. BACKGROUND INFORMATION Date Your Name Job Title Your Your Address City Residence Your Country Phone African church Affiliation Foreign Mission Affiliation Your Nationality 1. Does your church have a Bible seminary* in Africa to train ministers of the Gospel? l:| Yes |:I No I:l Other response (If "no,'T you need not fill out the rest of the form, but we wil I appreciate very much your sending the above information back to us. Thank you. If "yes," please, by all means go on and fill out the rest of this form.) 2. Would your Bible seminary in West Africa associate most normally with the World Evangelical Fellowship (WEF) or one of its affiliate organizations, with the World Council of Churches (WCC) or one of its affiliates, neither, or both? III WEF _ I:I wcc _ III Neither III Both L_I Does not apply I_I I do not know Please go to next page *EibTe seminary means here a school higher than high school or secondary school, that is, of university level. In Africa, these schools may also be called advanced schools, divinity schools, post-secondary schools or even other names. 239 QUESTIONNAIRE FOR GROUPS 2 and 5 Page 2 3. Would you characterize the views of your Bible seminary in West Africa as more in harmony with the doctrinal position and practices of the WEF or the WCC? |:I WEF I:I WCC I:| Does not apply I:| I do not know How would you classify your school: I_I Beyond the bachelor degree, that is, masters level I_I Between a high School certificate and bachelors degree, __ that is, post-secondary level I__I The last 3 or 4 years leading up to the high school cer- ._ tificate, that is secondary level I_I Other (Please specify): What is the name of your Bible seminary? What are the academic requirements for admission to your Bible seminary? If you need more Space, please use back of this Sheet. What degree(s) or diploma(s) does your school offer? Woulci you like to have a resume of the results of the study sent to you? [I Yes I—I No ********************** CREDIBILITY * "the abilities one is assumed to have * and the honor due him because he has * justly earned a degree from a given * * * school." ********************* I'M-*I’fifl-il' Please go to next page 240 QUESTIONNAIRE FOR GROUPS 2 and 5 Page 3 SURVEY INFORMATION 1. IS your Bible seminary in West Africa presently accredited with ACTEA or do you plan to seek accreditation with them sometime? I] Yes D No Comments: 2. If your Bible seminary were (or is) accredited by ACTEA, in what Situations or ways would you hope that the credibility gained by the accreditation would benefit the graduates? (Please do not list more than one item to a letter.) Rating A. If you need more Space, please use baCk of this Sheet. 241 QUESTIONNAIRE FOR GROUPS 2 and 5 Page 4 3. Please add to the situations in question 2 those where ac- creditation of your Bible seminary by ACTEA would benefit other persons or organizations through the graduates? Rating A. If you need more Space, please use back of this sheet. 4. Please go back to question 2 and 3 and rate your reSponseS according to the following scale: Highly important situation 4 Important Situation 3 Moderately important Situation 2 Situation of lesser importance 1 Situation of virtually no importance 0 Please rate all the items you listed. Put your ratinqs in the small boxes by the reSponseS they are to rate. PLEASE MAIL THIS FORM TO REVEREND SMITH IN THE ENCLOSED ENVELOPE. THANK YOU VERY MUCH! 242 First letter to francophone church leaders PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Révérend SMITH Alton C., Coordinateur du Projet B.P, 2313, Lomé, Togo -- Tél. (228) 21-06-63 20 Février 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Cher {TITLE} {POST1}, Le formulaire d'enquéte ci-joint est une partie de l'étude qui est en train d'étre menée en Afrique de l'Ouest par Alton C. SMITH sous ma direction en collaboration avec le College of Education de la Mi- chigan State University (USA). Le projet vise ‘a determiner les rela- tions entre la crédibilité éducationelle telle qu'elle est pourvue par le Conseil pour l'Homologation des Etablissements Théologiques en Afrique (COHETA) et la crédibilité requises par les écoles supé- rieurs, les églises, les étudiants pastorals et les gouvernements des pays de l'Afrique de l'Ouest. Les résultats de cette étude, en fournissant des informations diSpo- nibles sur les besoins et l'importance de la crédibilité telle qu' elle est expirimentée par les différents groupes, permettront de mieux comprendre des possibilités d'agréements ainsi que des diffé- rences en ce qui concerne la credibilité. Nous avons tout particulierement besoin que vous répondiez a notre enqu‘éte, en raison du r6le important que vous jouez comme leader distingué de l'église chrétienne en afrique. Le formulaire ci-joint a été testé par des personnes de votre rang qui come vous-meme jouent un r6le vital dans la preparation évangélique orientée pour le ministére, et a été revisé pour obtenir un maximum de don- nées utiles avec un minimum de perte de temps pour vous, probablement 25 minutes environ. Des informations sur le COHETA sont aussi ci- jointes si vous voudriez le voir. Nous apprécerions beaucoup Si vous pouviez remplir le formulaire et nous le renvoyer aussi t6t que possible. Une enveloppe ‘a l'adresse du Révérend SMITH et des coupons-réponses internationaux (pouvant étre échangés contre des timbres au bureau de poste le plus proche) tous sont joints 3 cet effet. Les commentaires que vous pourriez faire sur quelque aSpect du sujet non traité par ce travail seront bien recus. Merci infiniment de votre cooperation. Veuillez agréer, Cher Directeur, mes salutations fraternelles. Dr. Ted Ward, Professeur d'Administration en Education 243 Follow-up letter to francophone church leaders, school leaders and students and missionary leaders and directors PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Révérend SMITH Alton C., Coordinateur du Projet B.P. 2313, Lomé Togo -- Tél. (228) 21-06-63 8 Mai 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADDRESS} {CITY}, {STATE} {ZIP} {COUNTRY} Cher {TITLE}, Cette lettre suit une lettre du Dr Ted WARD qu'il vous a envoyée il y a ‘a peu prés deux mois. Il vous a demandé de remplir un question- naire. C'est ici qu'on aurait d0 envoyé la réponse. Elle n'est pas 1a. Peut-‘étre vous n' avez jamais recu le paquet ou votre réponse S'est égarée. Cela arrive trop fréquemment et complique fortement la re- cherche danS le tiers monde. Un modele de sa lettre et un duplicata du questionnaire se trouvent ci-joints. Si votre denomination a une école post-secondaire n'importe of: en Afrique de l'Ouest, votre réponse au questionnaire est essentielle au succés de l'enqu‘e‘t. M‘éme Si vous n'avez pas d'écolepost- secondaire en Afrique Occidentale, nous avons besoin que cela soit confirmé} On a déj‘a dépensé environ deux ans de travail sur l'étude. On est sOr que l'étude produira de résultats valables. Vos réponses au questionnaire sont les dernieres données vitales dont on a besoin pour completer l'enqu‘éte. On appréciera votre réponse plus qu'on peut dire. S'il vous plait, que nous recevions votre réponse par retour -- par avion. Si vous avez déj‘a renvoyé votre réponse au paquet premier dans la derniere semaine, veuillez ingorer cette lettre. Come on dit ici en Afrique, "Merci d'avance." SMITH, Alton C. Coordinateur du Projet as Ci-Joints 244 PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Révérend SMITH Alton C., Directeur du Projet B.P. 2313, Lomé, Togo -- Tél. (228) 21-06-63 QUESTIONNAIRE POUR LES CATEGORIES 2 ET 5 Leaders des Eglises et des Missions INSTRUCTIONS: A remplir les eSpaceS pour l'information géné- rale. Veuillez étudier la definition de crédibilité em- ployée dans l'enquéte (voir la case sur la prochaine page). Puis, a remplir le formulaire. INFORMATION GENERALE Date Votre Nom Votre poste dans l'église Votre Votre Adresse Ville Pays oD Votre on demeure Téléphone Affiliation avec quelle église africaine Affiliation avec quelle mission étrangere Votre Nationalité 1 Votre église a-t-elle une école biblique avancée* en Af- rique pour preparer des pasteurs a précher l'évangile ? ('Si "non," ce n'eS—t pas la peineTa remplir le reste du formulaire, mais nous serons tres reconnaissants Si vous nous l'enverrez. Merci. Si "oui," en tout cas, SVP, a remplir le reste du formulaire.) 2. Votre école biblique avancée associerait-elle plus norma- lement avec l'Alliance Mondiale Evangelique (AME) ou une organisation sous son parrainage, ou bien avec le Conseil Oecuménique des Eglises (COE) ou une organisation en rap- port avec lui, ou avec ni l'un ni l'autre, ou avec tous les deux ? I_l Oui I:] Non | | Autre résponse l:| AME l:| COE I:| Ni l'un l'autre I:| Tous les deux I:I N'applique pas |:I Je ne sais pas TSVP * Le mot avancie veut dire ici une école dans un niveau supé- rieur au bac, c'est-‘a-dire, d'un niveau universitaire. En Afrique, ces écoles peuvent étre aussi appelées séminaires, ou meme d'autres denominations. 245 (MJESTIONNAIRE POUR LES CATEGORIES 2 ET 5 Page 2 3. Caractériseriez-vous votre école comme étant pus en harmonie avec la position doctrinale et les pratiques de l'AME ou avec le COE ? I:I AME I:I COE |:| N'applique pas I:I Je ne sais pas Placeriez-vous le niveau académique de votre école I Au dessus de la licence, supérieure I Entre le bac et la licence, universitaire I Entre le brevet et le bac, secondaire I I: I- I:: Autre niveau ? (Lequel, SVP ? ) Quel est le nom de votre école ? Quelles sont les exigences académiques pour ‘étre inscrit dans votre école avancée ? Si l'eSpace manque, utiliser le verso, SVP. Quel diplOme (ou diplfimes) votre école délivre-t-elle ? A 'la firi de cette recherche, voudriez-vous recevoir un résu- mé des résultats ? |:lOui I:INon ********************** LA CREDIBILITE "les capacités qu'on devrait avoir parce qu'il a gagné a just titre un dipl6me d'une certaine école." ****$***** *I'M‘I'fl'fl'l'IFI- ********************* TSVP 246 (MJESTIONNAIRE POUR LES CATEGORIES 2 ET 5 Page 3 FORMULAIRE 1. Votre école biblique avancée est-elle actuellement homolo- guée sous le COnseil pour l'Homologation des Etablissements Théologiques en Afrique (le COHETA) ou est-ce qu'on pré- voit qu'elle soit homologée dans l'avenir ? |:| Oui I:I Non Remarques 2. Si votre école biblique avancée post-secondaire était (ou est) homologuée par le COHETA, en quelles Situations ou de quelles facons espérez-vous que la credibilité obtenue par l'homologation bénéficerait aux diplfimés ? (A ne pas lister plus qu'une Situation pour chaque lettre.) Evalu- ation Si l'eSpace manque, utiliser le verso, SVP. 247 First letter to anglophone school directors WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator 19 February 1985 {TITLE} {FNAME} {LNAME} {POST1} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Dear {TITLE} {LNAME}: The enclosed survey forms are part of a study being carried on in West Africa by Alton C. Smith under my direction in cooperation with the College of Education of Michigan State University, USA. The project is concerned with determining the relationship between educational credibility as provided by the Accrediting Council for Theological Education in Africa (ACTEA) and the credibility needed by West African post-secondary evangelical schools, churches, pastoral students and national governments. The results of the study, by making available information on the needs and importance of credibility as experienced by the various groups, will provide greater understanding of potential areas of agreement and differences as regards credibility. We need eSpecially your responses because of the important role you play as {POST1} and as {FUNCTION}. The enclosed instrument has been tested by a sampling of persons who like yourself play vital roles in evangelical-oriented ministerial preparation and was revised to obtain a maximum amount of useful data with a minimum expenditure of your time, probably about 25 minutes. Data on ACTEA are also enclosed if you wish to look at them. It will be deeply appreciated if you will complete the form and mail it back as soon as possible. Please pass the packet marked "Student Council President" on to the student you think most represents your student body. Envelopes addressed to Reverend Smith and international response coupons (that can be exchanged for stamps at your post office) are enclosed for that purpose. We would welcome any comments that you have as to any aSpect of the subject not covered by the instrument. Thank you very much for your cooperation. Sincerely yours, Dr. Ted Ward, Professor of Educational Administration 248 First letter to anglophone student leaders WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator 19 February 1985 {POST1} {GIG} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Dear {POST1}: The enclosed survey forms are part of a study being carried on in West Africa by Alton C. Smith under my direction in cooperation with the College of Education of Michigan State University, USA. The project is concerned with determining the relationship between educational credibility as provided by the Accrediting Council for Theological Education in Africa (ACTEA) and the credibility needed by West African post-secondary evangelical schools, churches, pastoral students and national governments. The results of the study, by making available information on the needs and importance of credibility as experienced by the various groups, will provide greater understanding of potential areas of agreement and differences as regards credibility. We need eSpecially your responses because of the important role you play as {POST1} and as {FUNCTION}. The enclosed instrument has been tested by a sampling of persons who like yourself are students in preparation for evangelical ministry and was revised to obtain a maximum amount of useful data with a minimum expenditure of your time, probably about 25 minutes. Data on ACTEA is also enclosed if you wish to look at it. It will be deeply appreciated if you will complete the form and mail it back as soon as possible. An envelope addressed to Reverend Smith and international response coupons (that can be exchanged for stamps at your post office) are enclosed for that purpose. We would welcome any coments that you have as to any aspect of the subject not covered by the instrument. Thank you very much for your cooperation. Sincerely yours, Dr. Ted Ward, Professor of Educational Administration as 249 Follow-up letter to anglophone student leaders WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT Reverend Alton C. Smith, Project Coordinator B.P. 2313, Lome, Togo 8 May 1985 {TITLE} {POST1} {ORG} {ADDRESS} {CITY}, {STATE} {ZIP} {COUNTRY} Dear {POST1}: This letter is to follow-up on a letter to you from Dr. Ted Ward sent about two months ago. He asked your help in filling out a question— naire. Your response was supposed to be sent here. It has not come. Perhaps you never received the packet or your response got lost. Those things happen too frequently and greatly complicate third world research. A model of his letter and the questionnaire are enclosed. If your school iS a post-secondary school, your response to the questionnaire is essential to the success of the study. Even if your school is not a post-secondary school, we need tug; confirmed. Several years of work have already gone into the study. We are confi- dent the study will produce valuable results. Your reSponses to the questionnaire are the last vital data needed to complete the study. Your response will be appreciated beyond what can be expressed. Please let uS hear from you by return mail -- air mail -- please. If ,you have mailed your response to the first packet in the last week, please disregard this inquiry. As they say here in Africa, "Thank you in advance." Yours for souls in Africa, Alton C. Smith, Project Coordinator as Enclosures 250 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Director QUESTIONNAIRE FOR GROUPS 3 and 4 Bible Seminary Leaders and Students INSTRUCTIONS: Fill in the background information Spaces. Study the definition of credibility as used in the survey (see box at bottom of next page). Fill in the survey part of the questionnaire. BACKGROUND INFORMATION Date Your Name Your School Position Your School Address City Country Phone African church Affiliation Foreign Mission Affiliation Your Nationality 1. Woulci your Bible seminary* associate most normally with the World Evangelical Fellowship (WEF) or one of its affiliate organizations, with the World Council of Churches (WCC) or one of its affiliates, or neither, or both? I] WEF I:| WCC I:| Neither I:I Both I:I Does not apply [I I do not know 2. Would you characterize the views of your Bible seminary in West Africa as more in harmony with the doctrinal position and practices of the WEF or the WCC? I:I WEF I:| WCC I:I Does not apply I:I I do not know Please go to next page * Bil) Te seminary means here a school higher than high School or secondary school, that is, of university level. In Africa, these schools may also be called advanced Schools, divinity schools, post-secondary schools or even other names. 251 QUESTIONNAIRE FOR GROUPS 3 and 4 Page 2 3. How would you classify your school: [:| Beyond the bachelor degree, that is, masters level I_I Between a high school certificate and bachelors degree, '_ that is, post-secondary level I__I The last 3 or 4 years leading up to the high School cer- __ tificate, that is secondary level I_I Other (Please specify): What is the name of your Bible seminary? What are the academic requirements for admission to your Bible seminary? If you need more space, please use back of this sheet. What degree(s) or diploma(s) does your school offer? Would you like to have a resume of the results of the study sent to you? |:| Yes I I No ********************** CREDIBILITY "the abilities one is assumed to have and the honor due him because he has justly earned a degree from a given school." *********I~fl- *fififl'fl’fl'fifltfl'fl- ********************* Please go to next page 252 QUESTIONNAIRE FOR GROUPS 3 and 4 Page 3 SURVEY INFORMATION 1. Is your Bible seminary in West Africa presently accredited with ACTEA or do you plan to seek accreditation with them sometime? |:l Yes I:I No Comments: 2. If your Bible seminary were (or is) accredited by ACTEA, in what Situations or ways would you hope that the credibility gained by the accreditation would benefit the graduates? (Please do not list more than one item to a letter.) Rating If you need more Space, please use Back of this sheet. 253 QUESTIONNAIRE FOR GROUPS 3 and 4 Page 4 3. Please add to the situations in question 2 those where ac- creditation of your Bible seminary by ACTEA would benefit other persons or organizations through the graduates? Rating A. If you need more Space, please use back of this Sheet. 4. Please go back to questions 2 and 3 and rate your reSponses according to the following scale: Highly important situation 4 Important situation 3 Moderately important Situation 2 Situation of lesser importance 1 Situation of virtually no importance 0 Please rate all the items you listed. Put your ratings in the small boxes by the reSponses they are to rate. PLEASE MAIL THIS FORM TO REVEREND SMITH IN THE ENCLOSED ENVELOPE. THANK YOU VERY MUCH! 254 First letter to francophone school leaders PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Révérend SMITH Alton C., Coordinateur du Projet B.P, 2313, Lomé, Togo -- Tél. (228) 21-06-63 18 Février 1985 {TITLE} {FNAME} {LNAME} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Cher Directeur, Le formulaire d'enquéte ci-joint est une partie de l'étude qui est en train d'étre menée en Afrique de l'Ouest par Alton C. SMITH sous ma direction en collaboration avec le College of Education de la Mi- chigan State University (USA). Le projet vise a determiner les rela- tions entre la crédibi lité éducationelle telle qu'elle est pourvue par le Conseil pour l'Homologation des Etablissements Théologiques en Afrique (COHETA) et la crédibilité requises par les écoles supé- rieurs, les églises, les étudiants pastorals et les gouvernements des pays de l'Afrique de l'Ouest. Les résultats de cette étude, en fournissant deS informations diSpo- nibles sur les besoins et l'importance de la crédibilité telle qu'elle est eXpirimentée par les différents groupes, permettront de mieux comprendre des possibilités d'agréements ainsi que des diffé- renceS en ce qui concerne la crédibilité. Nous avons tout particuliérement besoin que vous répondiez a notre enqu‘éte, en raison du rdle important que vous jouez comme leader en education chrétienne en Afrique. Le formulaire ci-joint a été tes- té par des personnes de votre rang qui come vous-meme jouent un r6le vital dans la preparation évangélique orientée pour le mi- nistére, et a été revisé pour obtenir un maximum de données utiles avec un minimum de perte de temps pour vous, probablement 25 minutes environ. Des informations sur le COHETA sont aussi ci-jointes si vous voudriez le voir. Nous apprécerions beaucoup Si vous pouviez remplir le formulaire et nous le renvoyer aussi t6t que possible. Veuillez donner le paquet adressée au "Président du Conseil Estudiantin" ‘a l'étudiant que vous croyez represente le plus vos étudiants. Des enveloppes a l'adresses au Révérend SMITH et des coupons-réponses internationaux (pouvant ‘étre échangés contre deS timbres au bureau de poste le plus proche) tous sont joints ‘a cet effet. Les comentaires que vous pourriez faire sur quelque aspect du sujet non traité par ce travail seront bien recus. Merci infiniment de votre cooperation. Veuillez agréer, Cher Directeur, mes salutations fraternelles. Dr. Ted Ward, Professeur d'Administration en Education 255 Follow-up letter to francophone school and student leaders PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Révérend SMITH Alton C., Coordinateur du Projet B.P. 2313, Lomé Togo -- Tél. (228) 21-06-63 8 Mai 1985 {POST1} {ORG} {ADDRESS} {CITY}, {STATE} {ZIP} {COUNTRY} Cher Monsieur, Cette lettre suit une lettre du Dr Ted WARD qu'il vous a envoyée il y a ‘a peu pres deux mois. II vous a demandé de remplir un question- naire. C'est ici qu'on aurait dO envoyé la réponse. Elle n'est pas l‘a. Peut-étre vous n' avez jamais recu le paquet ou votre réponse S'est égarée. Cela arrive trop fréquemment et complique fortement la re- cherche dans le tiers monde. Un modele de sa lettre et un duplicata du questionnaire se trouvent ci-joints. Si votre école est une école post-secondaire, votre réponse au questionnaire est essentielle au succés de l'enquét. Mane Si votre école n'est pas une école post-secondaire, nous avons besoin que cela soit confirmé. On a déj‘a dépensé environ deux ans de travail sur l'étude. On est SOr que l'étude produira de résultats valables. Vos réponses au questionnaire sont les dernieres données vitales dont on a besoin pour completer l'enquéte. On appréciera votre réponse plus qu'on peut dire. S'il vous plait, que nous recevions votre réponse par retour -- par avion. Si vous avez déja renvoyé votre réponse au paquet premier dans la derniere semaine, veuillez ingorer cette lettre. Comme on dit ici en Afrique, "Merci d'avance." SMITH, Alton C. Coordinateur du Projet as Ci-Joints 256 PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Révérend SMITH Alton C., Directeur du Projet B.P. 2313, Lomé, Togo -- Tél. (228) 21-06-63 QUESTIONNAIRE POUR LES CATEGORIES 3 ET 4 Leaders et Etudiants des Ecoles Bibliques Avancées INSTRUCTIONS: A remplir les espaces pour l'information géné- rale. Veuillez étudier la definition de crédibilité em- ployée dans l'enquéte (‘a voir la case sur la prochaine page). Puis, a remplir le formulaire. INFORMATION GENERALE Date Votre Nom Votre poste dans l'école Votre Adresse a l'école Ville Pays Téléphone Affiliation avec quelle église africaine Affiliation avec quelle mission étrangére Votre Nationalité 1. Votre école biblique avancée* associerait-elle plus norma- lement avec l'Alliance Mondiale Evangelique (AME) ou une organisation sous son parrainage, ou bien avec le Conseil Oecuménique des Eglises (COE) ou une organisation en rap- port: avec lui, ou bien avec ni l'un ni l'autre, ou avec tous les deux ? I:I AME I:| COE I:I Ni l'un l'autre I:l Tous leS deux I:| N'applique pas I:I Je ne sais pas 2. Caractériseriez-vous votre école comme étant ohm en harmonie avec la position doctrinale et les pratiques de l'AME ou avec le COE ? I:I AME I:I COE |:I N'applique pas I:l Je ne sais pas TSVP * Le mot avancée veut dire ici une école dans un niveau supé- rieur au bac, c'est-‘a-dire, d'un niveau universitaire. En Afrique, ces écoles peuvent ‘étre aussi appelées séminaires, ou méme d'autres denominations. 257 QUESTIONNAIRE POUR LES CATEGORIES 3 ET 4 Page 2 3. Placeriez-vous le niveau académique de votre école Au dessus de la licence, supérieure Entre le bac et la licence, universitaire Entre le brevet et le bac, secondaire Autre niveau ? (Lequel, SVP ? ) 4. Quel est le nom de votre école ? 5. Quelles sont les exigences académiques pour ‘étre inscrit dans votre école avancée ? Si l'espace manque, utiliSer le verso, SVP. 6. Quel dipl6me (ou dipldmes) votre école délivre-t-elle ? A 'la firi de cette recherche, voudriez-vous recevoir un résu- mé deS résultats ? I:lOui I:INon ********************** LA CREDIBILITE "les capacités qu'on devrait avoir parce qu'il a gagné a just titre un diplfime d'une certaine école." **fl-fl-*fl-**** *fl'fl-I‘I'I'fl'l'd' ********************* TSVP 258 (MJESTIONNAIRE POUR LES CATEGORIES 3 ET 4 Page 3 FORMULAIRE 1. Votre école biblique avancée est-elle actuellement homolo- guée sous le COnseil pour l'Homologation des Etablissements Théologiques en Afrique (le COHETA) ou est-ce qu'on pré- voit qu'elle soit homologée dans l'avenir ? I:I Oui I:I Non Remarques 2. Si votre école biblique avancée post-secondaire était (ou est) homologuée par le COHETA, en quelles Situations ou en quelles facons espérez-vous que la crédibilité obtenue par l'homologation bénéficerait aux dipldmés ? (A ne pas lister plus qu'une Situation pour chaque lettre.) Evalu- ation Si l'eSpace manque, utiliser le verso, SVP. 259 QUESTIONNAIRE POUR LES CATEGORIES 3 ET 4 Page 4 3. Pcurvez-vous ajouter aux situations dans la question 2 celles ou l'homologation de votre école biblique avancée par le COHETA avantagerait autres personnes ou organisations 3 travers les dipl6més ? Evalu- ation A. I I I I B. I I I I C. I I I l D. I I I I E. Si l'espace manque, utiliser le verso, SVP. 4. Veuillez retourner aux questions 2 et 3 et évaluer vos ré- ponses selon l'echelle suivante : Situation de haute importance 4 Situation importante 3 Situation d'importance moyenne 2 Situation de peu d'importance 1 Situation d'importance presque nulle O Donnez une valeur ‘a toutes les rubriques que vous avez men- tionnées, SVP. Mettre chaque valeur dans la petite case correSpondante. SVP, A ENVOYER CE FORMULAIRE A REVEREND SMITH DANS ENVELOPPE CI-JOINTE. MERCI BEAUCOUP ! 260 First letter to American admissions officers WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator 16 February 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Dear (TITLE) {LNAME}: The enclosed survey form is part of a study being carried on in West Africa by Alton C. Smith under my direction in cooperation with the College of Education of Michigan State University, USA. The project is concerned with determining the relationship between educational credibility as provided by the Accrediting Council for Theological Education in Africa (ACTEA) and the credibility needed by West African post-secondary evangelical schools, churches, pastoral students and national governments. The results of the study, by making available information on the needs and importance of credibility as experienced by the various groups, will provide greater understanding of potential areas of agreement and differences as regards credibility. We need especially your responses because of the important role you play as {POST1} and as (FUNCTION). The enclosed instrument has been tested by a sampling of persons who like yourself play vital roles in evangelical-oriented ministerial preparation and was revised to obtain a maximum amount of useful data with a minimum expenditure of your time, probably about 25 minutes. Data on ACTEA are also enclosed if you wish to look at them. It will be deeply appreciated if you will complete the form and mail it back as soon as possible. An envelope addressed to Reverend Smith and international response coupons (that can be exchanged for stamps at your post office) are enclosed for that purpose. We would welcome any coments that you have as to any aSpect of the subject not covered by the instrument. Thank you very much for your cooperation. Sincerely yours, Dr. Ted Ward, Professor of Educational Administration as 261 Follow-up letter to American admissions officers WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT Reverend Alton C. Smith, Project Coordinator B.P. 2313, Lome, Togo 8 May 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADDRESS} {CITY}, {STATE} {ZIP} {COUNTRY} Dear {TITLE} {LNAME}: This letter is to follow-up on a letter to you from Dr. Ted Ward sent about two months ago. He asked your help in filling out a question- naire. Your reSponse was supposed to be sent here. It has not come. Perhaps you never received the packet or your reSponse got lost. Those things happen too frequently and greatly complicate third world research. A model of his letter and the questionnaire are enclosed. Inasmuch as the {ORG} is one of only four schools chosen for the study, your response to the questionnaire is essential to the success of the study. Several years of work have already gone into the study. We are confi- dent the study will produce valuable results. Your reSponses to the questionnaire are the last vital data needed to complete the study. Your response will be appreciated beyond what can be expressed. Please let us hear from you by return mail -- air mail -- please. If’ you have mailed your response to the first packet in the last week, please disregard this inquiry. AS they say here in Africa, "Thank you in advance." Yours for souls in Africa, Alton C. Smith, Project Coordinator as Enclosures 262 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - Tel. (228) 21—06-63 Reverend Alton C. Smith, Project Director QUESTIONNAIRE FOR GROUP 6 Seminary Admissions Officers INSTRUCTIONS: Fill in the background information Spaces. Study the definition of credibility as used in the survey (see box below). Fill in the survey part of the questionnaire. BACKGROUND INFORMATION Date Your Name Job Title Business Address City Country Phone School's religious affiliation Seminary with which you are you associated? Associations with which your school is accredited (or seeking accreditation) Would you like to have a resume of the results of the study sent to you? _ _ I_I Yes I I No ********************** CREDIBILITY "the abilities one is assumed to have and the honor due him because he has justly earned a degree from a given school." earn-zetx-ao» own-4&4» ********************* Please go to next page I /_ _ 263 QUESTIONNAIRE FOR GROUP 6 Page 2 SURVEY INFORMATION 1. Please describe the process you use to establish the cred- ibility of a person from a foreign country applying for ad- mission to your school. Please include any quantitative or qualitative criteria you use for evaluation. (If you have written policies or procedures beyond your school catalog, may we please have c0pies?) 2. What effects would there be on the above process of estab- lishing credibility if the applicant presented a B.A. or B.Th. degree granted by a Bible college in West Africa that was accredited with the Accrediting Council for Theological Education in Africa (ACTEA)? 264 QUESTIONNAIRE FOR GROUP 6 Page 3 3. To what means might Africa's evangelical Bible colleges re- sort in order to enhance the probability for admission of their graduates to your school? (You may include ACTEA in your list as a means of establishing credibility of the applicant or omit it as you see fit.) Rank A. (If you need space, please use back of this Sheet.) Please try to rank the list of enhancements for admission that you gave in question 3. Rank the most important as 1, next as 2, etc. 265 QUESTIONNAIRE FOR GROUP 6 Page 4 5. If ACTEA accreditation iS not on your list above, please in- dicate why below. PLEASE MAIL THIS FORM TO REVEREND SMITH IN THE ENCLOSED ENVELOPE. THANK YOU VERY MUCH! 266 First letter to anglophone government officials WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Coordinator 19 February 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Dear Mr. {TITLE} {LNAME}: The enclosed survey form is part of a study being carried on in West Africa by Alton C. Smith under my direction in cooperation with the College of Education of Michigan State University, USA. The project is concerned with determining the relationship between educational credibility as provided by the Accrediting Council for Theological Education in Africa (ACTEA) and the credibility needed by West African post-secondary evangelical schools, churches, pastoral students and national governments. The results of the study, by making available information on the needs and importance of credibility as experienced by the various groups, will provide greater understanding of potential areas of agreement and differences as regards credibility. We need especially your reSponses because of the important role you play as a distinguished leader of university education in Africa. The enclosed instrument has been tested by a sampling of persons who like yourself play vital roles in evangelical- oriented ministerial preparation and was revised to obtain a maximum amount of useful data with a minimum expenditure of your time, probably about 25 minutes. It will be deeply appreciated if you will complete the form and mail it back as soon as possible. An envelope addressed to Reverend Smith and international response coupons (that can be exchanged for stamps at your post office) are enclosed for that purpose. We would welcome any comments that you have as to any aspect of the subject not covered by the instrument. Thank you very much for your cooperation. Sincerely yours, Dr. Ted Ward, Professor of Educational Administration as 267 Follow-up letter to anglophone government officials WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT Reverend Alton C. Smith, Project Coordinator B.P. 2313, Lome, Togo 8 May 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADDRESS} {CITY}, {STATE} {ZIP} {COUNTRY} Dear {TITLE} {LNAME}: This letter is to follow-up on a letter to you from Dr. Ted Ward sent about two months ago. He asked your help in filling out a question- naire. Your response was supposed to be sent here. It has not come. Perhaps you never received the packet or your reSponse got lost. liiose iniings happen too frequently and greatly complicate third world research. A model of his letter and the questionnaire are enclosed. Your~ goverwunent is one of only 11 in Africa that were selected to be part of the study, therefore, your response to the questionnaire representing the {ORG} of {COUNTRY} is highly important to the success of the study. Several years of work have already gone into the study. We are confi- dent the study will produce valuable results. Your reSponses to the questionnaire are the last vital data needed to complete the study. Your response will be appreciated beyond what can be expressed. Please let us hear from you by return mail -- air mail -- please. If’ you have mailed your response to the first packet in the last week, please disregard this inquiry. As they say here in Africa, "Thank you in advance." Yours for souls in Africa, Alton C. Smith, Project Coordinator as Enclosures 268 WEST AFRICAN EVANGELICAL LEADERSHIP EDUCATION PROJECT B.P. 2313, Lome, Togo - Tel. (228) 21-06-63 Reverend Alton C. Smith, Project Director QUESTIONNAIRE FOR GROUP 7 Government Officials INSTRUCTIONS: Fill in the background information spaces. Study the: definition of credibility as used in the survey (see box below). Fill in the survey part of the questionnaire. BACKGROUND INFORMATION Date Your Name Job Title Your Your Address City Your Your Country Phone SURVEY INFORMATION 1. Does your government see value in the services offered by the Accrediting Council for Theological Education in Africa (AcfrEA) as a accrediting agency? (Please see enclosed infor- mation Sheet on ACTEA if not already aware of ACTEA's functions.) |:| Yes I_I No Remarks 2. Does your government have any plans for utilizing the ser- vices of ACTEA as a accrediting agency in the future? I:| Yes I__I No Remarks ********************** CREDIBILITY "the abilities one is assumed to have and the honor due him because he has justly earned a degree from a given school." ******** ****$** ********************* 269 QUESTIONNAIRE FOR GROUP 7 Page 2 3. If a Bible seminary* in your country were accredited by ACTEA, in what situations or ways would you hope that the credibility gained by the accreditation would benefit the graduates? (Please do not list more than one item to a letter.) Rating A. If you need more space, please use backiof this Sheet—.— 4. Please add to the Situations in question 3 those where ac- creditation of a Bible seminary in your country by ACTEA would benefit other persons or organizations through the graduates? * Bible seminary means here a school higher than high school, that is, of university level. In Africa, these schools may al- so be called advanced schools, divinity schools, or even other names. 270 QUESTIONNAIRE FOR GROUP 7 Page 3 5. Please go back to question 3 and rate your responses accord- ing to the following scale: Highly important situation 4 Important situation 3 Moderately important Situation 2 Situation of lesser importance 1 Situation of virtually no importance 0 Please rate all the items you listed. Put your ratings in the small boxes by the reSponseS they are to rate. 6. Can you see any way that ACTEA could be of service to your government as an accrediting agency? |:I Yes I__I No Remarks 7. What would ACTEA need to do to become useful to your country as an accrediting agency? 8. Would you like to have a resume of the results of the study sent to you? I:| Yes I I No PLEASE MAIL THIS FORM TO REVEREND SMITH IN THE ENCLOSED ENVELOPE. THANK YOU VERY MUCH! 271 First letter to franc0phone government officials PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Reverend SMITH Alton C., Coordinateur du Projet B.P, 2313, Lome, Togo -- Tel. (228) 21-06-63 9 Mars 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADRS} {CITY}, {STATE} {ZIP} {CNTRY} Cher Monsieur le {TITLE}, Le formulaire d'enqu‘éte ci-joint est une partie de l'etude qui est en train d'etre menée en Afrique de l'Ouest par Alton C. SMITH sous ma direction en collaboration avec le College of Education de la Mi- chigan State University (USA). Le projet vise ‘a determiner les rela- tions entre la credibilite éducationelle telle qu'elle est pourvue par le Conseil pour l'Homologation des Etablissements Théologiques en Afrique (COHETA) et la credibilite requises par les écoles supe- rieurs theologiques, les eglises, les etudiants pastorals et les gouvernements des pays de l'Afrique de l'Ouest. Les résultats de cette etude, en fournissant des informations diSpo- nibles sur les besoins et l'importance de la credibilite telle qu'elle est eXpirimentee par les différents groupes, permettront de mieux comprendre des possibilites d'agreements ainsi que des diffe— rences en ce qui concerne la credibilite. Nous avons tout particulierement besoin que vous répondiez a notre enquete, en raison du r6le important que vous jouez comme leader distingué d'enseignement au niveau superieur. Le formulaire ci-joint a été testé par deS personnes de votre rang qui comme vous-meme jouent un rele vital dans la preparation evangelique orientée pour le ministere, et a été revise pour obtenir un maximum de don- nees utiles avec un minimum de perte de temps pour vous, probablement 25 minutes environ. Nous apprecerions beaucoup Si vous pouviez remplir le formulaire et nous le renvoyer aussi t6t que possible. Une enveloppe ‘a l'adresse du Reverend SMITH et deS coupons-réponses internationaux (pouvant etre echanges contre (les timbres au bureau de poste le plus proche) tous sont joints 3 cet effet. Les commentaires que vous pourriez faire sur quelque aspect du sujet non traite par ce travail seront bien recus. Merci infiniment de votre cooperation. Veuillez agreer, Cher Mon- sieur le {TITLE}, mes salutations fraternelles. Dr. Ted Ward, Professeur d'Administration en Education 272 Follow-up letter to francophone government officials PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Reverend SMITH Alton C., Coordinateur du Projet B.P. 2313, Lome Togo -- Tel. (228) 21-06-63 8 Mai 1985 {TITLE} {FNAME} {LNAME} {ORG} {ADDRESS} {CITY}, {STATE} {ZIP} {COUNTRY} Cher {TITLE}, Cette lettre suit une lettre du Dr Ted WARD qu'il vous a envoyée il y a ‘a peu pres deux mois. Il vous a demandé de remplir un question- naire. C'est ici qu'on aurait dO envoye la réponse. Elle n'est pas l‘a. Peut-‘étre vous n' avez jamais recu le paquet ou votre réponse S'est egaree. Cela arrive trop frequemment et complique fortement la re- cherche dans le tiers monde. Un modele de sa lettre et un duplicata du questionnaire se trouvent ci-joints. Votre gouvernement est un de seulement 11 gouvernements africains Selectionnes pour etre partie de l'enquete, donc, votre réponse au questionnaire est tres important pour le succes de l'étude. On a déja depense environ deux ans de travail sur l'etude. On est SOr que l'étude produira de résultats valables. Vos réponses au questionnaire sont les dernieres données vitales dont on a besoin pour completer l'enqu‘éte. On appreciera votre réponse plus qu'on peut dire. S'il vouSplait, que nous recevions votre reponse par retour -- par avion. Si vous avez dej‘a renvoyé votre reponse au paquet premier dans la derniere semaine, veuillez ingorer cette lettre. Comme on dit ici en Afrique, "Merci d'avance." SMITH, Alton C. Coordinateur du Projet as Ci-Joints 273 PROJET SUR L'EDUCATION DU LEADERSHIP EVANGELIQUE EN AFRIQUE DE L'OUEST Reverend SMITH Alton C., Directeur du Projet B.P. 2313, Lome, Togo -- Tel. (228) 21-06-63 QUESTIONNAIRE POUR LA CATEGORIE 7 Officiers Gouvernmentaux INSTRUCTIONS: A remplir les eSpaces pour l'information gene- rale. Veuillez étudier la definition de credibilite em- ployee dans l'enquete (voir la case sur la prochaine page). Puis, a remplir le formulaire. INFORMATION GENERALE Date Votre Nom Votre poste dans le gouvernement Votre Votre Adresse Ville Votre Votre Pays Telephone FORMULAIRE 1. Votre gouvernement accorde-t-il quelque valeur en les ser- vices du COnceil pour l'Homologation des Etablissements Théologiques en Afrique (le COHETA) pour homologuer des etablissements theologiques ? (Veuillez voir la brochure informatique ci-jointe sur le COHETA Si vous ne connaissez pas deja ses fonctions.) |:I Oui |:I Non Remarques 2. Votre gouvernement envisage-t-il d'utiliser les services du COHETA pour l'homologation des etablissements theologiques dans l'avenir ? |:| Oui I:l Non Remarques ********************** LA CREDIBILITE * "les capacités qu'on devrait avoir * parce qu'il a gagne a just titre * * 'k un dipleme d'une certaine ecole." ********************* ***fl-** 274 QUESTIONNAIRE POUR LA CATEGORIE 7 PAGE 2 3. Si une ecole biblique avancée* danS votre pays etait (ou est) homologuée par le COHETA, en quelles situations an en quelles facons espérez-vous que la credibilite obtenue par l'homologation bénéficerait aux dipl6mes ? (A ne pas lister plus qu'une Situation pour chaque lettre.) Evalu- ation Si l'eSpace manque, utiliser le verso, SVP. 4. Pouvez-vous ajouter aux situations dans la question 3 celles 0E1 l'homologation d'une ecole biblique avancee dans votre pays par le COHETA avantagerait autres personnes ou orga- nisations a travers les dipl6mes ? * Le mot avancee veut dire ici une ecole dans un niveau supe- rieur au bac, c'est-‘a-dire. d'un niveau universitaire. En Afrique, ces ecoles peuvent etre aussi appelées séminaires, ou meme deS autres nomS. 275 QUESTIONNAIRE POUR LA CATEGORIE 7 5. 7. PAGE 3 Veuillez retourner ‘a la question 3 et évaluer vos re- ponses selon l'echelle suivante : Situation de haute importance Situation importante Situation d'importance moyenne Situation de peu d'importance Situation d'importance presque nulle 4 3 2 1 0 Donnez une valeur ‘a toutes les rubriques que vous avez men- tionnees, SVP. Mettre chaque valeur dans la petite case correSpondante. Pouvez-vous concevoir des moyens par lesquels le COHETA peut-étre utile ‘a votre gouvernment comme organisation d'homologation ? |:l Oui |:l Non Remarques Que doit faire le COHETA pour etre valable comme organisa- tion d'homologation pour votre pays ? 276 QUESTIONNAIRE POUR LA CATEGORIE 7 PAGE 4 5. A la fin de cette recherche, voudriez-vous recevoir un resu- me des résultats ? |:I OUT [I Non SVP, A ENVOYER CE FORMULAIRE A REVEREND SMITH DANS ENVELOPPE CI-JOINTE. MERCI BEAUCOUP ! APPENDIX F ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS 278 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Quality Ed Definition-->Accreditation Should facilitate quality education Grp Rating -------------------- ReSponse -------------------------------- bbbbhbbbbbwwwwwwwwwwmmmmNNNNNHHHHHHHHI—JHHHHH bkmmbbhbthDWN-fiwwmbwa-DhkWNAWDDQWbWWWD-bw-Dbb +Graduate will have better academic preparation +Acc. provides a solid externally evaluated education in Bible 8 Theol. +Assures graduate his training iS of highest quality +Assures church of quality of graduate's training +Quality of knowledge because school is accredited, attains a standard +Acc encourages self-evaluation which can improve education +Acc enhances communication, sharing, innovations via ACTEA network +ACTEA insists on contextualization which helps grad'S ministry be relv +Acc encourages a better school library +Acc encourages skills for self-education +Acc watches for evaluation of performance +Acc encourages professional standards of the school +Acc wants professional standards for the faculty (staff) +Acc provides the grad with better quality education +Acc would usually lead to higher quality graduates +Acc helps assure Grads have same level as peers in the universities +Grad more likely to benefit from better library in an acc school +Acc would raise the standard of the seminary +Acc would help update the seminary and keep it current academically +Acc upgrades school which in turn upgrades the graduates +Acc should encourage good knowledge in the grad +Staffing will be improved for students' great benefit in an acc school +Acc improves library which will be available to all for research +Churches will receive better trained and qualified grads +Grad would be a better minister of the GOSpel +Mutual contact with a continent-wide net-work of Similar colleges +Healthy services and housing +Regular personal counselling +Agreed standards of quality provided and encouraged by ACTEA +Improved library holdings +More contextualized curriculum encouraged +Guided practical experience encouraged +Regular personal counselling for students +Grad benefits from advanced supervision provided by ACTEA +Grad motivated by attending ACTEA Seminars, workshops, lectures +Grad benefits from practical aids for theological studies from ACTEA +Wealth of experiences from ACTEA's tools, news, seminars, passed on +Grad would have access to news about theological education in Africa +(Fr) We will benefit from better qualified teaching staff +(Fr) We will have a better structured program +(Fr) Contact with a contenental network of Similar schools will help +Acc shows grads have received good academic training +ACTEA improves standards so grads will have quality effect on others 279 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Quality Ed Definition-->Accreditation should facilitate quality education Grp Rating -------------------- Response -------------------------------- 5a 4 +Acc offers a higher level of training for the ministry of the country 5a 3 +Acc insures quality of subjects taught 5a 3 +Insure competence of staff 5a 3 +Higher quality candidates means higher qualities in grads, hopefully 5a 3 +Acc fulfills the desire of the pastor for best quality training 5a 4 +Creates community, fraternity, fostering growth, enrichment 5a 2 +Acc provides graduate level ed opportunities eg XXX [undergrad school] 5a 2 +Grad assurance of a quality education increased 5a 3 +A mutual sharing of information, problems, etc. 5a 2 +Assistance from the accrediting agency 5a 4 +Self—examination improves school's ministry to students 5a 3 +Self-study programs of ACTEA or WAATI helps school keep acad level up 5a 4 +Acc upgrades the school. ACTEA has criteria to meet. 5a 4 +Quality & abilities of higher standard because ACTEA will demand it 5a 3 +ACTEA schools get discounts on ACTEA books. 5a 3 +Grads from acc schools should lessen risk of incompetent people 5a 4 +Ed in Af more culturally relevant and sensitive to African needs 5a 4 +A sort of measurement of excellence 5a 3 +A means of comparison with other theological Schools 5a 4 +Person will be better qualified 5a 4 +Standards of seminary would be upgraded producing better grads 5a 3 +Acc helps to maintain high standards 5b 3 +Acc assures grad he has best training available in Africa 5b 4 +Acc provides reliable measurement of quality ed 5b 4 +Guarantee quality of work 5b 4 +grads enrich other students not in B.Th. Program currently enrolled 7 4 +Govt wishes that admissions standards be same as for secular Univ 7 4 +Govt wants general ed in Bib Col to follow rules governing pub Schools 7 3 +Govt wants general studies have sufficient importance along with Theol 7 4 +Bib coll to teach secular subjects in harmony with nat'l curriculum 7 4 +Govt wants students of Bib coll to take official exams for sec subject 7 3 +Govt wants Bib coll to include secular science in curriculum 7 3 +Govt wants teachers to be of same education as peers in public school 261 RECORDS SELECTED 00076 280 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Transfer Cr Definition-—>Accreditation should aid transfer of credit to other schools Grp Rating -------------------- ReSponse -------------------------------- 0101010101UiU‘IUiLnUi-bbkbbhbbbbbbbwwwwwwwmmmmmHHHr—H—Ii—at—Ir—a Q) 00:949.) GI 01 91019! wawwwbwwwbwawa-thw-bhbwhwwbhwhbbbwmww#waN +Graduate's chances to be admitted to grad school increased +Assures training can be transferred to graduate study elsewhere +Grad more able to further education at grad level in Afr or overseas +Acc would facilitate acceptance for further study if opportunity comes +Acc makes possible equivalence without insisting on uniformity +Acc enhances recognition by other schools +Acc aids entrance into credible programs for further studies +Acc enhances access to further studies whether abroad or in Africa +Acc would help admission to evangelical institutions overseas I +Grads from Acc Schools can pursue their studies at higher levels +The grad can attend the higher institution with less difficulty +Other schools more likely to accept the grad +Acc would help the grads gain admission into higher institutions +Acc helps transfer to other schools in Africa, recognition, acceptance +Acc helps to get other ACTEA schools to recognize training and acc +Acc helps getting into schools in Western countries, recognized +Grads going for further studies in Af or overseas better recognized +Overseas & other schools have an objective measure of quality of grad +Acc opens more doors to future studies, easier in USA or Europe +Grads have better chance of going to grad schools of higher quality +Grads will be accepted by European schools +Acc provides better opportunities of being accepted for grad studies +(Fr) Our degree will be more transferable to higher institutions +Grad gets quality educ which helps get admission to Similar colleges +Grads recognized by other ACTEA schools in Africa +Acc helps grads enroll in grad Schools outside Africa +Grad's credentials will be accepted by other theological Schools +Grads would have equal rights other university grads in our country +Grads privileged for graduate studies because school is recognized +Grads adjust more easily to curricula of other higher institutions +Help him to prepare himself for higher education level +Acc helps get admission in other colleges accredited by ACTEA +Acc will facilitate easy admission to higher institutions +Transfer of credit to other undergraduate schools +Cross-over to other institutions as teachers, etc. Standards check +Acc aids acceptance in other institutions for study, Fr or Eng +Benefit transfer of credit to other schools of higher learning +Transferable credits to other institutions +Going on for further studies, graduate work +Acc Expands possibilities for further ed for qualified dip.th. student +If a grad wants to do grad work in Am or Eur ACTEA can intercede +Grads Should have less problem entering grad schools overseas +To aid in admission to further study 281 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Transfer Cr Definition-->Accreditation should aid transfer of credit to other Schools Grp Rating -------------------- Response -------------------------------- 5a 2 +Grad can transfer to Schools in Af, Eur and USA 5a 3 +Preparing a select few for higher theOTOgical studies overseas 5a 3 +Transfer of credits to other institutions 5a 3 +Grad'S work weighted, evaluated properly as they Seek higher ed 5b 3 +Outside institutions can evaluate transcripts and accept credits 5b 2 +Encouragement for grads to undertake master's level studies 5b 3 +Credits accepted by other institutions 5b 2 +Post-graduate study facilitated at other institutions *‘ 7 3 +Govt wants transfer of credit between same-level schools 164 RECORDS SELECTED 00052 282 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Recognition Definition-->Acc encourages reSpect for person, school, degree, staff Grp Rating -------------------- ReSponse ------------------------------------- +Accreditation brings recognition to graduate for what they've done +Graduate of accredited school esteemed among his friends +Accreditation brings reSpect from the church that is served by grad +Acc helps confer recognition on the denomination of the grad +Credentialling would enhance acceptance of ministry and message of grd +Acc encourages academic recognition +Acc enhances recognition by grad's government +Acc enhances curriculum and rec0gnition by the government +Grad of an Acc school may have greater Speaker acceptance in church +Grad is recognized and accepted where ever he goes +Grad would have more credibility with govt and other educators +Grad would have more credibility in his organization +Grads reSpected coming from a school recognized for quality +Grads will be recognized as products of a well-balanced curriculum +Govt might recognize work sooner for such as study leaves +Grads more recognized, have more open doors with higher qualifications +Acc will give the grad a good reference +The academic recognition of the school's program +Acc gives grad assurance degree is recognized throughout the contenent +(Fr) We will be recognized by ACTEA +(Fr) We will acquire better credibility +ACTEA'S acc would guarantee grad's reliability in public +Grad could join unions and fellowships of ACTEA accredited colleges +Grad will enjoy international recognition +Grad wil receive government recognition in his own country +Grads would be accepted and recognized by our society +Grads will be recognized abroad hbbbbbhhbwwwwwwwwmHI—Ii—Ii—Jr—Jr—Jh—‘r—H—I WHNWNbbmwwwwwa-bw-bbbbbbbt—‘wbbbwi—l-bOJ-b430000000.) 5a +Rec09nition in the academic world .5a +If govt recognizes school they will accept degree as well 5a +Acc gives students some recognized credibility in Af evang community 5a +Government recognition of graduates 5a +Encourages int'l student body, int'l credibility 5a +Grads would be more recognized by institutions under government 5a +Grads would be more respected academically by students, colleagues 5b +Grad's alma mater honored, benefits from ministry of grads 5b +Gains govt and public recognition of degrees 5b +Acc gives credibility to the schooling grads have received 5b +Greater respect from members of church and general public 7 +Govt sees acc as way to increase recognition of degrees of Bibl colls 124 RECORDS SELECTED 00039 283 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Self Image Definition-->Acc should help person, school to view self more confidently Grp Rating -------------------- Response ------------------------------------- 1 4 +Accreditation adds feeling of competence in one's field, boosts ego 1 4 +Self confidence iS enhanced in grad in execution of his ministry 1 4 +Acc gives the professors a sense of satisfaction and achievement 1 3 +Acc places professors, administration on equal with educational peers l 4 +Acc would enhance self-image of African who tends to Self denigration I 3 +Acc aids greater self-confidence, freedom from inferiority feelings 2 4 +Grads are proud and happy, they have self-ethos 2 4 +Acc should encourage grad be called of God 3 4 +Acc helps grad have self confidence knowing training is equivalent 3 2 +Grad will have more confidence in their educ that it's sound 4 4 +Student has confidence that school is as other ACTEA Schools in Africa 5a 4 +Sense of belonging to a "fraternity" of like-minded leaders 5a 2 +Sense of worth for churches & national bodies, ie, stature 5a 2 +Self—esteem for the graduate 5a 3 +A sense of accomplishment by graduates 5a 4 +Grads will have more self confidence in their appointments 5a 3 +Self-acceptance, knowing degree is equivalent if not better than forgn 5a 3 +Pastoring highly education laymen with NO SENSE OF INFERIORITY 5b 4 +Acc gives Grads a confident self image 5b 3 +Greater feelings of self worth 68 (ECORDS SELECTED 00020 284 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: DevelOpment Definition-->Person matures Spiritually, intellectually, inter-personally Grp Rating -------------------- ReSponse ------------------------------------- 2 4 +Acc should encourage grad be a good example 2 3 +Acc Should encourage grad have good character 2 4 +Acc Should encourage grad put his trust in God 2 3 +Acc should encourage grad be an "active" person [ambitious] 2 3 +Acc should develop a strong worker 2 4 +Acc should encourage the grad to be ready to share his Christian love 3 4 +Grad would be a better husband and father 4 4 +Grad studies further, his higher Christian growth aids his listeners 4 3 +Acc helps grads be practically, Spiritually and personnally developed 4 4 +Grads acquire better life of discipline, morality supported by ACTEA 5a 2 +Family and friends would benefit from grads 5b 1 +Grad who goes on in school enriches that school's life 00 KO ECORDS SELECTED 00012 285 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Enrollment Definition-->Acc should enhance school's ability to attract enrollment Grp Rating -------------------- ReSponse ------------------------------------- +The school benefits as it can draw more students being recognized +Students would be encouraged to attend the accredited institution +Accreditation would encourage more organizations to Sponsor candidates +Acc could attract more qualified students to ministerial study +Acc encourages international students to enroll in our school +Acc encourages other denominations to enroll students in our School +Knowing a School is recognized will attract students continent-wide +Grads will be proud of the School and thus commend it to many people +Acc will attract higher quality candidates +Greater prestige for grad's college with public brings more applicants (fiU‘l-bbbthNF—J wawwwwwww Um I'\) (I) CORDS SELECTED 00010 286 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Finances Definition-->Accreditation Should improve finances of school, denomination Grp Rating -------------------- Response ------------------------------------- 1 3 +Acc encourages good financial and physical development of School 1 2 +Acc saves money by not sending students overseas 2 2 +Churches benefit as students don't travel so far to get to good Schls 3 1 +Better scholarship aid programs 4 2 +Acc helps grad do less time in adv training, gets back to people quick 4 2 +Acc saves money used to send people abroad for advanced training 4 1 +Acc saves money of missionaries to come when trained grad can do work 5a 3 +Ed in Af more economical than abroad 5b 3 +Greater prestige for school Should lead to greater financial support l—J k0 ECORDS SELECTED 00009 287 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Pastorate Definition-->Grad's pastoral skills Should be enhanced by accreditation Grp Rating -------------------- Response ------------------------------------- mmbbbwwwwwNNNNNHHHHr—I mm bbwbhbhwbbbwhbbbbbwbb 01 0' CD CD +To exercise better the ministry for which the student is prepared +Churches benefit by being assured graduates are of quality +Assures a well-rounded foundation for graduate's ministry +Grad will be better able to pastor African urban churches +Grad better able to do Bible teaching in local churches +Grad should be a better witness to other people because of acc +Seminary more likely to produce grads well-prepared to pastor +Grads appointed as ministers in our churches with Special care +Acc Should increase dedication to the ministry in the grad +Local churches benefit from our grads +Churches could be more confident of their pastors' ed, up to standard +Local churches would benefit from being better organized +Church members can have more confidence in pastor's training +Churches can be more confident in training of grads +Churches benefit from Spiritual, biblically sound, practical grad +(Fr) Acc benefits the churches with better pastors, evangelists, etc. +Grads academically fit for pastoral and Christian ed ministries +People would benefit Spiritually through the grads r+Lay leaders of our churches for short-term courses +Offering ministry to urban persons who have better education +Acc leads to better trained pastors for churches that can afford them ECORDS SELECTED 00021 t‘ 288 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: BS Teaching Definition-->Accreditation Should enhance grad's value as Bib Schl Teacher Grp Rating -------------------- ReSponse ..................................... +Grad will be able to teach at the Bible colleges +ACTEA insists on adequate proportion of African teachers +Nationalization of Bible schools, BS teachers Speeded up by Acc +Bible Schools benefit from our grads +Acc seminary will produce grads better prepared to teach in Bible Schl +Grads likely to be appointed as tutors in our Bible college +Grad can teach in Bible school +Local Bible schools would benefit from better instructors +(Fr) Acc benefits Bible colleges with grads for teachers +Acc improves chance to grad to become Seminary teachers +Other Bible schools where grads teach benefit +Bible teachers in secondary schools [Secondary level Bible Schools] +National staff better trained to teach in existing Bible schools +Teaching in Bible colleges and pastors' schools +Schools would benefit from grads +Grad could teach in mission & other schools +Acc enables grads to teach other students with confidence +Source of tutors for non-degree courses offered by the college mmmmmbwaNNND—‘i—JH DJ CD CD OJ Q) thWWbWbbbb-DNh-bwmb U'lU'lU'l UCTU' on p...» RECORDS SELECTED 00018 289 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Denomination Definition-->Accreditation Should enhance grad's value to the denomination Grp Rating -------------------- ReSponse ..................................... +Accreditation benefits the proprietors of the school +Accreditation assuring hiring organization of trained personnel +Graduate of accredited School will contribute more to the organization +Assures church of better leadership +Grad able to produce ed materials in SS, Vacation BS, Camps, etc. +Grad better able to serve denomination in administrative capacity +Grad able to pioneer church planting & cross-cultural missions +Grad can lead workShOpS on leadership (or discipleship) +Grad can better do tent-making missionary enterprize +Professional proficiency is assumed to have been attained by grad +Acc opens possibility of leadership in natl church, Speeding indig ch +Acc raises standard of Bible teaching, Spiritual life, leadership +Grads more likely of a stature to assume natl church reSponsibilitieS +Grads can serve as liaisons between the church and the Bible college +Grads stand the chance of being appointed as executive members +National church would benefit from better pastors +Denomination benefits from well-trained leadership in churches +AccentS training in the grad's country, Speeds organizational devpt +Acc provides more manpower quicker to the org with local trained grads +Grads would contribute educationally to their organization +The denomination will have confidence to train their pastors bbbbwwNNNHHi—IHHHr—IHHHHH bewwa-hw-D-fi-hwbw-bbwbw-D-owwwhhw-Db 5a +Preparation for leadership on high levels in church aided 5a +Our denomination would have greater confidence in calibre of college 5a +Acc aids qualify leaders to advance in ministerial recognition, posts 5a +Church Specialists in youth and childrens' ministry 5a +Church would gain better prepared ministers with ACTEA recommendations 5a +Credibility in denominational eyes who look too much to Eur and Am 5a +Ed in Af might decrease defection of students studying abroad 5a +Church would benefit from grad 5a +Serving in leadership roles in our national convention 5b +Speedier entry into leadership in the denomination 108 REC ORDS SELECTED 00031 290 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Christendom Definition-->Accreditation Should enhance grad's value to all Christendom Grp Rating -------------------- Response ------------------------------------- thwaan-wwbwwboaahbwwbbwwwbwbwwbbmwm mmmmmmmmmmmbbbhbbbbbbwwwwmmmi—ar—JHHHHHH C'QIDJ mm a: a: 9: mm m 114 +Church iS confident of grad's performance at int'l forums, conferences +Grad able to lead evening or lunch Bible institutes in cities +Grad can better assist various parachurch organizations +Acc encourages servanthood +Persons affected by the grad will benefit from his better education +Acc opens opportunities in church/parachurch organizations +Churches/parachurch orgs benefit having a measure of suitability +ACTEA grad likely to aid much more in mission-church relations +Grads will more likely be accepted into any well organized institution +The whole Christian populations benefits from the grads +Grad can work with other orgs like WEF +Acc will give an advantage to the grad in other organizations +Grad has more respect by other church orgs, understanding them better +Supporting church ministries benefit from grads of Accredited schools +Acc could gain the grad a good standing with the evang churches here +Other denominations can have confidence to train pastors at our school +Grads would help persons and orgs psychologically +Persons and orgs benefit from soundly taught grad of ACTEA school +Local conventions, associations benefit from trained leaders +Grad can better relate to needs of his countrymen +Other people will be helped by grads as studies will be advanced +Grad could better defend the Christian Faith when demanded +(Fr) Acc benefits translation of the Bible by providing better workers +Grad more able to minister beyond his denomination +Local and foreign churches benefit by sound-trained pastors +Obviously, those served by the grad would receive a good product +Travelling secretaries of evang student groups, fellowships, youth +Grad will be a better worker +Grad will have wider influence +Grad will have greater influence in other denominations +Other orgs who hire grads benefit from high quality curriculum +Grads from acc schools assure satisfactory job performance +Grad will have more influence in Assn of ministers +Grad can minister to a wider scope of people +Grad will have more influence in pan-Af orgs +Grads reflect their training thru the institutions in which they serve RECORDS SELECTED 00036 291 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Civic Role Definition-->Acc Should enhance grad's value to church in the community Grp Rating -------------------- ReSponse ------------------------------------- +Accreditation is an incentive for the graduate in the community +Grad will be better able to teach religious ed in govt Secondary Schls +Acc may help recognition from govts thus extending grad's ministry +Acc, if recognized by govt may extend grad's ministry in Schools, etc. +Acc encourages community relationship-discipleship role +Acc aids recognition in community, opens doors of opportunity +Acc opens possibilities with govt e.g. teaching R.E. in Govt Schools +Acc offers greater status within the community and church +The community as a whole benefits from grads of an acc school +Graduate will be more accepted as chaplain for higher institutions +The public sector benefits from grads of acc Schools +Acc could help the govt have a better view of Bible colleges +If Govts recognize ACTEA, govts would employ Spiritual, edcucated grad +Involvement with the local community in which college is Situated +Government of country benefits from a better citizen +Private & public Schools blessed by trained, qualified teachers, grads +Some Government organizations would hire them as chaplains +(Fr) Acc would benefit centers of communication (mass media) +Grad can better approach higher institutions (universities) to preach +Grads would help morally the society in which they live +Nation's armed forces benefit by trained chaplain +Christian and public Schools are benefited by trained teachers +Govt ministries and agencies benefit by trained chaplains +Grads would contribute more to others socially +Perhaps govt recognition for chaplancy or teaching could come about +Community would benefit from grads wmbbbbbbbwwwwwwNNNh—IHHHHi—Ji—Ir—I wNwawaW-bwth—‘wa—‘wwabbbwm (DD) V U1 RECORDS SELECTED 00026 292 ANALYSIS TO DETERMINE NEEDS CLASSIFICATIONS NEED NAME: Job Opport Definition-->Acc should enhance grad's salary, job benefits, Opportunities Grp Rating -------------------- ReSponse ------------------------------------- 1 4 +Added incentive of economic value, i.e. salaries 2 2 +Organizations and groups easier employ grads of accredited Schools 2 4 +Grad can teach in government schools 4 4 +Grads will gain employment in every church in the country 4 3 +Grads gain tchng appointments in secndry schls and other govt instns 4 3 +Employment easier for grad from seminary with better academic standard 5a 2 +Govt school system benefits as some Dip Th stdns are employed as tchrs 5a 4 +Grads would benefit financially in certain institutions 5b 4 +Financial renumeration from local church, church ministries improved 3O RECORDS SELECTED 00009 APPENDIX G NUMBER OF RESPONSES BY GROUP AND NEED 294 NUMBER OF BESPQNSES BY ERQUE AND EXPEQTATIQN Categories G R O U P of 1* 2 *3 4 5a 5b 7 ‘TOTALS Expectations N=10 N=6 N=8 N=9 N=15 N=4 N=2 N=58 EDUCATIONAL Quality Ed 14 9 10 10 22 4 7 76 Transfer Cr 8 5 7 13 14 4 1 52 Recognition 9 1 8 9 7 4 1 39 Self Image 6 2 2 1 7 2 O 20 Devel0pment O 6 1 3 1 1 O 12 Enrollment 1 2 1 4 1 1 O 10 Finances 2 1 1 3 l 1 O 9 VOCATIONAL Pastorate 5 5 5 3 2 1 O 21 BS Teaching 3 4 1 2 5 3 O 18 Denomination 12 3 2 4 9 1 O 31 Christendom 8 3 4 10 IO 1 O 36 Civic Role 8 3 6 7 2 O O 26 Job Opport 1 2 O 3 2 I O 9 TOTAL RESPONSES 77 46 48 72 83 24 9 359 * I-ACTEA leaders, 2-Church leaders, 3-College leaders, 4-Student leaders, 5a-Mission leaders, 5b-MiSSion directors, 6-Admissions Officers, 7-Government educational officers. APPENDIX H CREDIBILITY POINTS BY GROUP AND NEED 296 QBEDIBILITY PQINTS BY fiRQUP fiND SXPESTfiTIQN Categories G R O U P of 1* 2 3 4 5a l5b 7 TOTALS Expectations N=10 N=6 N=8 N=9 N=15 N=4 N=2 N=58 EDUCATIONAL Quality Ed 51 29 31 38 72 15 25 261 Transfer Cr 23 19 24 43 42 IO 3 164 Recognition 28 3 28 32 22 8 3 124 Self Image 22 8 6 4 21 7 ** 68 Devel0pment 21 4 11 2 1 39 Enrollment 3 6 3 12 3 1 28 Finances 5 2 1 5 3 3 19 VOCATIONAL Pastorate 19 19 19 12 7 4 80 BS Teaching 9 14 4 8 17 9 61 Denomination 43 11 7 15 31 1 108 Christendom 25 IO 14 32 29 4 114 Civic Role 24 7 20 19 5 75 Job Opport 4 6 10 6 4 30 TOTAL POINTS 256 155 161 241 260 67 31 1171 * l-ACTEA leaders, 2-Church leaders, 3-College leaders, 4-Student leaders, 5a-MiSSion leaders, 5b-Mission directors, 6-Admissions Officers, 7-Government educational officers. ** Blanks indicate cells where no reSponseS were registered. APPENDIX I FORMUALS FOR THE DESCRIPTIVE STATISTICS 298 FORMULAS FOR THE DESCRIPTIVE STATISTICS Mean Given: n - Total number of observations in the sample yi - The ith score in a group of n observations y' - Sample mean E - Sigma, the Sign of summation and n ._ E Y1 y = i=1 n Variance Given: n - Total number of observations yi - The ith score from a group of n observations ‘y - Sample mean yi -'y - Deviation score S2 - Sample variance E - Sigma, the Sign of summation and n 2 2 E (y - y) s = i=1 n - 1 Note: The reason for the -1 in the divisor was that as the sam- ple variance was extrapolated to a population variance, in the long; ruri, an underestimation would take place. The -1 tended to correct that problem (Christensen, 1977, p. 110-111). 299 Standard Deviation Given: 52 - Sample variance S - Standard deviation and S =~/;§— Pearson Product-Moment Correlation Coefficient Tiris coefficient can be calculated in terms of the z Scores or in terms of the raw data. In the study the coefficient was calculat- ed from the raw data hence the formula was as follows. Given: n - Total number of observations 0 x - The score from a group of n observations y - The score from another group of n observations E - Sigma, the Sign of summation and r nExy - (Ex)(Ey) ,./FEnEx2 - (Ex)2] [nEy2 - (Ey)2] APPENDIX J SCATTER PLOTS 0F FEANS BY GROUP 301 SCATTER PLOT 0F MEANS (HORIZONTAL) GROUP 2 (VERTICAL) GROUP 1: 1.34 2.01 2.68 3.35 4.02 +----+----+----+----+----+----+----+----+----+—---+----+----+, .67 O 3.5 * 2.8 1k 2.1 I | I | + I | I I + I I I | + I | I I 1.4+ I I I l + I | I I .7 O I + I I I I + * 2 ----+---—+----+----+----+----+----+----+----+----+—---+----+, .7 O + .+ .67 1.34 2.01 2.68 3.35 4.02 O 13 POINTS 302 SCATTER PLOT OF MEANS (HORIZONTAL) GROUP 3 (VERTICAL) GROUP 1: 1.28 1.92 2.56 3.2 3.84 +----+----+----+----+----+----+----+-—--+----+----+----+----+ .64 O 3.5 2.8 2.1 1.4 .7 0 | I I I + I I I l + I I I I + I I I I + I I I I + I I I I + * * * 3 ,+----+----+----+----+----+----+----+—---+----+----+----+----+, I I I I + I I I l + | I I I + I | I | + I I I I + l I I I + 3.5 2.8 2.1 1.4 .7 O 3.84 3.2 .64 1.28 1.92 2.56 0 13 POINTS 303 SCATTER PLOT OF MEANS (HORIZONTAL) GROUP 4 (VERTICAL) GROUP 1: .67 1.34 2.01 2.68 3.35 4.02 0 5 8 1 4 7 0 3 2 2 1. .IIIIII+ (III + 1111.... 1'11... III! + IIIII+ + . .2 * . . . + n . * . * . . + . * * . . .w . + . * . . . + * . . . . + . . . . + . . . . + . * . . . + . . . . + . . . . + . . . . + . . . . + * .IIII+ IIII+ IIII+ IIII+ IIII+ IIIII+ 3 5 2.8 2.1 1 4 .7 O ,+----+----+----+----+----+----+----+--—-+----+----+----+----+, 02 1.34 2.01 2.68 3.35 4. .67 0 13 POINTS 304 SCATTER PLOT 0F MEANS (HORIZONTAL) GROUP 5a (VERTICAL) GROUP 1: 1.18 1.77 2.36 2.95 3.54 +----+----+----+----+----+----+----+----+----+----+----+----+ .59 O 5 O 3 2 1 O 2 4 1 7 o 0 .1I111111+.111111111.111111111.111111111.111111111.1I1I111I1. * * * * 'k * ,+----+--—-+—---+----+--—-+----+----+----+----+----+—---+----+, 2 I I I I + I I I I + I I I I + I I I I + | I | I + I I I I + 3.5 2.8 2.1 .1.4 .7 0 .59 1.18 1.77 2.36 2.95 3.54 0 13 POINTS 305 SCATTER PLOT 0F MEANS (HORIZONTAL) GROUP 5b (VERTICAL) GROUP 1: .63 1.26 1.89 2.52 3.15 3.78 0 5 8 1 4 7 o o o o o 0 3 2 2 1 .IIII+ III! .7 (11!... 1111+ (11!... 1111+ + . * . . . + * . . . . + . . . * . .7 . . . . + . .t . . . + . . . . .x + . . . . .T . . . . + . . . . + t . . . . + . . . . + . . . . + t .2 .x .w * 2 .IIII+ IIIII+ IIII+ IIII+ IIIII+ IIII+ 5 8 1 4 3 2 2. 1 .7 O ,+----+----+----+----+----+----+—---+----+----+----+----+----+, .63 1.26 1.89 2.52 3.15 3.78 O 13 POINTS 306 SCATTER PLOT OF MEANS (HORIZONTAL) GROUP TOTALS (VERTICAL) GROUP 1: 2.4 2.69 2.98 3.27 3.56 3.85 2.11 5 8 1 4 7 0 3 2 2 1 .1111... 1111+ IIIIII... IIII+ IIIIII+ 1111.? + . . .x . . 4. . . . . + . . . * . + .r . * t . . * . + . * . . . 2 + * . . . . + . . . . * + . . * . . + . . . . + . . . . IT . . _ . + . . . . + * .IIIIIII... IIIII+ IIII+ IIIIII... (III... 11.11 + 5 8 1 4 o o o o 7 3 2 2 1 . 0 ,+----+----+----+----+----+----+----+----+----+----+----+----+, 2.11 2.69 2.98 3.27 3.56 3.85 2.4 13 POINTS APPENDIX K CORRELATIONS OF GROUP NEANS -—. GROUPl GROUP2 GROUP3 GROUP4 GROUPSa GROUPSb GROUPTTL GROUPI GROUP2 GROUP3 GROUP4 GROUPSa GROUPSb GROUPTTL CORRELATIONS OF GROUP MEANS GROUPl 1 .0214224 .772765 -.103621 .667117 .367743 .277991 GROUPSa .667117 .322586 .663319 i226953 .356438 .711238 308 GROUP2 .0214224 1 .147309 .12648 .322586 .187547 .682463 GROUPSb .367743 .187547 .152626 -.155051 .356438 1 .303283 PEARSON'S CORRELATION MATRIX GROUP3 .772765 .147309 1 .0247161 .663319 .152626 .424796 GROUPTTL .277991 .682463 .424796 .395563 .711238 i303283 GROUP4 -.103621 .12648 .0247161 1 .226953 -.155051 .395563 APPENDIX L LATE RETURNS 310 LATE RETURNS The terminal date for acceptance of survey forms into the sinIdy was necessarily set at 10 June 1985. Between that date and August 6, 1985, the date the study was completed, a total of 43 late returns were received. The returns came from the groups in the following distribution: Grp Group Forms Forms that could Lang, ID# - Name Received have been included Afr West Eng l-ACTEA leaders 2 2 1 1 Eng 2-Church leaders 4 1 3 1 Frn 2-Church leaders 2 - 2 - Eng 3-College leaders 12 9 2 10 Frn 3-College leaders 2 2 - 2 'Eng 4-Student leaders 4 - 4 - Eng 5a-MiSSion leaders 12 - 1 11 Frn 5a-Mission leaders 1 - - 1 Eng 5b-Missn Directors 2 1 - 2 Frn 7-Gov't Officials 2 2 2 - TOTALS 43 17 15 28 x of late returns 34.8 65.2 'The l'esponses on the 17 returns that could have been includ- ed ‘in {Hie study were classified into the 13 categories of expec- tations apart of the statistics of the study. The contents of true responses would not have effected the eXpanded definitions of ‘I 311 the 13 categories. The proportion of African viS-‘a-vis Western responses was comparable to the proportions which were returned in the study. The modifications to the main body of the study that were suggested by the late returns were 1. The reliability of the study as a whole was strengthened by the increased returns and by their Similarity to those already received. 2. Ccnisidering the 116 on-time returns and the 43 late returns (159 total), 27% of all returns came in late. Clearly, part of the fault of procedure contributing to the low return experienced in the study was Setting the cut-off date too early. APPENDIX M MAP OF DISTRIBUTION OF RESPONDENTS The outline map on the following page Showed the geographic distribution of each person who responded to the survey. Each dot represented one respondent. If more than one respondent 'Lived in the same city, the dots representing them were clustered as close to the location of the city as possible. Those reSpon- dents who were living outside Africa at the time of the study were not included on the map. ATLANTIC OCEAN AFRICA Scale of MiIos L290 490 690 ago 1900 fl INDIAN OCEAN 313 BIBLIOGRAPHY BIBLIOGRAPHY Books Accrediting Council for Theological Education in Africa. ACTEA Directory of Theological Schools in Africa. NahoEi, Kenya: Evangel Publishing House, 1982. Association of Theological Schools (ATS). Bulletin 34, Part I: The ATS. Vandalia, Ohio: ATS, 1980. Blauch, Lloyd E., ed. Accreditation in Higher Education. Washington, D.C.: U.S. Department of Health, Education, and Welfare, 1959. Borg, Walter R., and Gall, Meredith Damien. Educational Research: An Introduction. 3rd ed. New York: Longman, 1979. Brown, Godfrey N. and Hiskette, Mervin, eds. Conflict and Harmony in Education in Tropical Africa. London: George Allen & Unwin Ltd., 1975. Chambers, M.M., ed. Universities of the World Outside U.S.A. first edition, Washington, D.C.: American Council on Education, 1950. Costas, Orlando E. The Church and its Mission: A Shattering Critique from the Third World. Wheaton: Tyndale House Publishers, Inc., 1974. Christensen, Howard B. Statistics Step by Step. Boston: Houghton Mifflin Company, 1977. Crum, Terrelle B. "Bible College Education." Accreditation in Higher Education edited by L.E. Blauch. Washington,i).C.: U.S. Department of Health, Education, and Welfare, 1959. Davies, Ivor K. The Management of Learning. London: McGraw-Hill Book Company (UK) Limited, 1971. DertJ1ick, I..G. Forward to Accreditation in Higher Education by L.E. Blauch. Washington, D.C.: U.S. Department of Health, Education, and Welfare, 1959. Driver, Christopher. The EXploding University. London: Hodder and Stoughton, 1971. 315 316 Emrich, Nell P. Systems of Higher Education in Twelve Countries. New Ydrk: Praeger Publishers, 1981. Federal Republic of Nigeria. National Policy on Education. Revised. Lagos: Federal Government Press, 1981. Fitz-Gibbon, Carol Taylor, and Morris, Lynn Lyons. How to Dequn a Program Evaluation. Beverly Hills: Sage Publications, 1978. Fletcher, Basil. Universities in the Modern World. New York: Pergamon Press, 1968. Franke, Richard W., and Chasin, Barbara H. Seeds of Famine: Ecological Destruction and the Development Dilemma in the West African Sahel. Montclair, New Jersey: Allenheld, Osmun & Co. Publishing, Inc., 1981. Halls, W. D. International Equivalences in Access to Higher Education: A Study of Proplems with Special Reference to Selected Countries. Paris: UNESCO, 1971. Isaac, Stephen, and Michael, William B. Handbook in Research and Evaluation: A Collection of Principles, Methods, and Strategies Useful in Planning, Design, and Evaluation of Studies in Education and the Behavioral SciEnces. ZnTed. San Diego: EdITS Publishers, 1981. Ki-Zerbo, Joseph. Histoire de l'Afrique Noire: D'Hier ‘a Demain. Paris: Hatier, 1978. Mayers, Marvin K.; Richards, Lawrence 0.; and Webber, Robert. Reshaping Evangelical Higher Education. Grand Rapids: Zondervan Publishing House, 1972. Mayers, Marvin K. Christianity Confronts Culture: A Strategy for Cross-Cultural Evangelism. Grand Rapids: Zondervan Publishing House, 1974. Meyer, Peter. Awarding College Credit for Non-College Learning. San’Francisco: Jossey-Bass Publishers, 1975. Missions Advanced Research and Communication Center. Mission Handbook: North American Protestant Ministries Overseas, Vol. 1. Monrovia, California: MARC, 1973. Nevins, John F. A Study of the Organization and Operation of Voluntary Accrediting Agencies. Washington, D.C.: The Catholic University Of America Press, 1959. 317 Overseas Liaison Committee. International Directory for Educational Liaison. Washington, D.C.: Overseas Liaison Committee, American Council on Education, 1973. Rakotondraibe, Richard. Directory of the Theological Institutions in Africa: Advanced and Diploma Level. Lome: All Africa Coderence of Churches, 1981. Rothblatt, Sheldon. "The Student Sub-Culture and the Examination System in Early 19th Century Oxbridge." In Lawrence Stone The University in Society, Vol. 1. Princeton: Princeton University Press, 1974. Sasnett, Martena Tenny. Education Systems of the World: Interpretations for We in Evaluation of Foreigg Credentials. California: University of Southern California Press, 1952. Seldon, William K. Accreditation: A Struggle over Standards in Higher Education. New YorR: Harper 3. rothers, I960. Stone, Lawrence, ed. The University in Society, Vol I. Oxford aqg Cambridge from the 14th to the Early19th Century. Princeton: Princeton University Press, 1974. Terrace, Herbert and Parker, Scott. Psychological Statistics. 7 vols. Dallas: Individual Learning Systems, 1971, Vol. 1: Introduction to Statistics. Terrace, Herbert and Parker, Scott. Psychomical Statistics. 7 vols. Dallas: Individual Learning Systems, 1971, Vol. 3: The Normal Distribution. UNESCO. A World Guide to Higher Education: A Comparative Survey of Systems, Degrees and Qualifications. Epping, Essex, England: Bowicer Pubiishing Company, Ltd., UNESCO, 1976. Wakatama, Pius. Independence for the Third World Church: An African's Perspective on Missionary Work. Downers Grove, Iil.: Ihtervarsity Press, 1978. Zook, George, and Haggerty, M.E. Principles of Accrediting Higher Education, Vol. 1: The Evaluation of Higher Institutions. Chicago: The University of Chicago Press, 1936. 318 REPORTS - PUBLISHED Agbokou, Togbenyo Koamy. Guide de l'Enseignant: Administration et Legislation Scolaires. Lome: Government of Togo, 1978. Alexander, D.A.R. Report of the Tribunal Appointed to Inquire into Leakages ofExaminationiluestionS of the FirstSchool Leaving Certificate and the West African School Certi icate examinations in 1967. Lagos: Ministry of Information Printing Division,41967. American Association of Bible Colleges. Credentials Evaluation Guidelines for Students from Theological Schools id Africa. Fayetteville, AR: AABC, 198?. Association of African Universities. Report of the Second General Conference of the Association of African Universities Held at Lovanium University - Kinshasa. Khartoum: Association of African Universities, 1970. Capen, Samuel P. "Seven Devils in Exchange for One." Coordination of Accrediting Activities. American Council on Education Studies, Series 1. Washington, D.C.: American Council on Education, 1939. Council on Postsecondary Accreditation. Organization, Membership, and Publications List. July, 1980. Implementation Committee for the National Policy on Education (ICNPE). Blueprint. Federal Republic of Nigeria, 1978. Miller, Jerry W., and Mills, Olive. Credentialing Educational Accomplishment: Report and Recommendations of the Task Force on Educational Credit and Credentials. Washington, D.C.: American Council on Education, 1978. Rotirii, Burmn 0. "School Inspectors as Innovators in Curriculum Renewal." Educafrica, English ed. UNESCO Regional Office, February, 1974, pp. 25-32. West African Examinations Council (WAEC). Annual Report for the Year Ended 31 March 1970. [AccraTIz The West African Examinations Council, 1970. 319 Proceedings - Published Pinkham, F.O. "The National Commission on Accrediting Progress Report." Northwest Association of Secondary and Higher Schools Proceedings. December 1952. Reports and Proceediggs - Unpublished Conseil Africain et Malagache pour l'Enseignement Superieur (CAMES). "Colloque du CAMES sur l'Equivalence deS Diplemes." Ouagadougou, Burkina Faso, 16-20 January 1978, pp. 6, (Mimeographed). Ministere de l'Education Nationale et de la Recherche Scientifique. "Decret Relatif ‘a la Creation d'Une Commission Nationale d'Etude des Equivalences de Dipldmes." Lome, Togo, c1977, pp. 3, (Mimeographed). Ministere de l'Education Nationale, Commission Nationale d'Etude des Equivalences de Diplemes. "Reglement Interieur." Lome, Togo, 15 February 1977, pp. 2, (Mimeographed). Yearbooks West African Examinations Council (WAEC). The West African Examinations Council: The First 21 Years. Accra: West African Examinations Council, 1973. Articles in Journals or Magazines Accrediting Council for Theological Education in Africa. ACTEA Bulletin, No. 1 (February 1979) through No. 13 (July 1983). 320 Amadi Alfred U., and Abal-Biggs, Opunabo S. "Double Standards." West Africa, 29 March 1982, 859-60. Ambroggi, Robert P. "Water." Scientific American, September 1980, 110-117. Beasley, Kenneth E. "Issues in Library Accreditation." Journal of Education for Library and Information Science, 25(2) Fall 1984, 67-81 Dadzie, K.K.S. "Economic Development." Scientific American, September 1980, 58-65. Davis, Charles H. (Moderator). "Issues and Organizational Concerns about Accreditation: A Panel Discussion." Journal of Education for Library and Information Science, 25(2) Fall 1984, 120-127. Engdahl, L.E. "Objectives, Objectives, and Options: Current Perceptions of Regional Accreditation." North Central Association Quarterly, 1981, 3-13. Frame, Randy. "'Cheap' Degrees: Are They Worth It?" Christianity Today, 29(2) 1 February 1985, 38-42. Kaplin, William A. "Accrediting Agencies Legal ReSponsibilitieS: In Pursuit of the Public Interest." Journal of Law and Education, 12(1), January 1983, 87-114. Kasouf, Deborah. "Independence Under Threat, Report Says." E Times Higher Education Supplement, 29 October 1982, 6. Kirkwood, Robert. "The Myths of Accreditation." Educational Record, 54(3) 1973, 211-215. Mahler, Halfdan. "People." Scientific American. September 1980, 66-77. Millard, Richard M. "The Council on Postsecondary Accreditation: Background, Structure, and Functions." 25(2), Fall 1984, 83-100. Mosley, James N. et al. "Focus on Research: A Candid Look at Accreditation." Contemporary Education, LV(4), Sumner 1984, 242-245. North Central Association of Colleges and Schools. "Bylaws of the North Central Association." North Central Association Quarterly, Fall 1981, 368-378. 321 O'Leary, John. "Giving Credit Where Credit's Due." The Times Higher Education Supplement, 30 November 1984, 10. Pace, C. Robert. "Historical Perspectives on Student Outcomes: Assessment with Implications for the Future." NASPA Journal, 22(2), Fall 1984, 10-18. Romine, S.A. "Objectives, Objectives, and Options: Some Perceptions of Regional Accreditation." North Central Association Quarterly, 1975, 365-375. Sassin, Wolfgang. "Energy." Scientific American, September 1980, 118-151. Scrimshaw, Nevin. S., and Taylor, Lance. "Food." Scientific American, September 1980, 78-99. Turner, Judith Axler. "New Computer-Science Accrediting Plan IS Assailed by Liberal-Arts Educators." The Chronicle of Higher Education, XXVIII(16), 13 June 1984, 1. World Council of Churches. "Directory of Associations of Theological Schools." Ministerial Formation. 26, May 1984, 23-27. Articles in Encyclopedias Barrett, David B. World Christian Encyclopedia: A Comparative Study of Churches and Religions in the Modern World: AD 1900-2000. Nairofii: Oxford University Press, 1982. ngublished Papers Accrediting Council for Theological Education in Africa. Standards and Procedures for Accreditation at POST-Secondary Levei. Kaduna, Nigeria: Accrediting Council for Theological Education in Africa, 1979. 322 Aderinto, Adeyemo. Multiple Admissions in Nigerian Universities. Human Resources Research Unit Research Bdiletin No. 79/02. Lagos: University of Lagos, 1979. American Association of Bible Colleges. American Association of Bible Colleges Manual: Policies, Procedures, Criteria. [North Carolina]: American Association of Bible Colleges, 1980. Asuquo, Augustine Okon. "Linkages in Higher Education Between Developed and Devel0ping Nations: A review of The Links Between American and Nigerian Universities." Ph.D disseration, University of Oregon, 1982. Bamisaiye, Emmanuel Adewale. "Democratization of Nigeria's System of Higher Education Through Policy Innovations in Response to The Changing Demands of Society." Ph.D dissertation, The George Washington University, 1978. Barikor, Cosy Nuaba. "The Public-Service Oriented Philosophy of Higher Education with Implications for Nigerian Rural DeveIOpment." Ph.D dissertation, Michigan State University, 1980. . "Bowers, Paul. Letter to Alton C. Smith, 7 April 1981. Conference of African Theological Institutions (CATI). "Conference of African Theological Institutions." Mimeographed public relations paper of CATI. Geneva, Switzerland, c1984. Dwankiyes, Michel Lami. "University Education and Government: The Nigerian Case." Ph.D. disseration, Univesity of Missouri, 1980. Enin, Okut A.A. "An Examination of Higher Education in the Process of Economic DeveIOpment and Social Change in Nigeria." Ph.D. disseration, North Texas State University, 1983. Frey, James S. Letter to Alton C. Smith, 15 August 1984. Harlow, Glenda Whitaker. "A Study of the Usefulness of the Focused Interview as A Method to Determine if Secondary School Principals Exhibit Rational Behavior in the Decision-Making Process." Ph.D. dissertation, The University of Alabama, 1979. 323 Isom, Bess A. et al. "Research on SACS: Does Accreditation Really Matter?" Paper presented at the annual meeting of the Southern Association of Colleges and Schools, December, 1982. Kobayashi, Sharon Fisher. Letter to Alton C. Smith, 1 June 1984. Morrissey, Mariam Assefa. Letter to Alton C. Smith, 3 August 1984. Nwosu, Silvanus Uchechukwu. "Establishment of The Need for A Two-Year Community College System in Nigeria." Ph.D. dissertation, The Georgetown Univesity, 1981. Oduneye, Tanimowo Oludotun. "Role of The National Universities Commission (NUC) in Higher Education in Nigeria." Ph.D. disseration, University of Pittsburgh, 1983. Ogulu, Promise Ezekiel. "Government Administrations and The Operation of Universities in Nigeria." Ph.D. disseration, Southern Illinois University at Carbondale, 1982. Olugbemi, Samuel Adebowale. "The Principalship in Advanced Teachers' Colleges in Nigeria." Ph.D. disseration, Columbia Univesity Teachers College, 1977. Redeker, Norma Jean. "Strategies for Decision Making and Accountability in Cooperative Extension." Ph.D. disserta- tion, University of Northern Colorado, 1980. Sepmeyer, (Mrs.) Inez H. Letter to Alton C. Smith, 22 May 1984. Slocum, Joel B. Letter to Alton C. Smith, 19 May 1984. Smith, Alton C. "Transferring Credit from Overseas to American Assemblies of God Bible Colleges." Paper published to all American Assemblies of God admissions officers, Lome, Togo, April, 1985. Tuso, Hamdesa. "The Academic Experience of African Graduate Students at Michigan State University." Ph.D. disseration, Michigan State University, 1981. Ward, Ted. Michigan State University, East Lansing, Michigan. Lecture, 6 April 1982. 324 Interviews Guynes, Delmer, Assemblies of God Graduate School, Springfield, Missouri. Interview, 8 July 1977. Oyakirilome, G.0. West Africa Advanced School of Theology, Lome, Togo. Interview, 10 November 1980. bWNH o o o 0 LIST OF FIGURES Population and Data Sources ............ Subjects for Pilot Test of Interview Protocol . . . Subjects for Pilot Test of Questionnaires ..... Scatter Plot of Means and Credibility Values of African and Western Respondents . . . . . ix 47 55 56 116