Formerly the EEAA

Internal QA

Definition: Quality in professional accreditation can be defined as a set of well-regulated activities that take place in line with published standards, policies and processes for the ongoing monitoring, evaluation and enhancement of educational institutions and programmes.

The ECTE further defines its internal QA policies in terms of the standards and guidelines provided in ESG 2 and 3.  This section summarises the policies, guidelines and procedures that are in place to meet and monitor these standards.

ESG 2.1 – Consideration of internal quality assurance

ECTE accreditation standards and processes address the effectiveness the internal quality assurance processes of institutions as they relate to two bodies of standards: ESG 1 and the ICETE SG-GETE. This can be seen in the document Standards and Guidelines[1] for ECTE Accreditation that is used for ECTE accreditation activities.

In particular, the ECTE accredited institutions are required to make provisions for internal quality assurance according to the standards of ESG 1 as follows:

ESG 1.1 – Policy for quality assurance. The ECTE requires institutions to have a policy for quality assurance that is made public and forms part of their strategic management. Internal stakeholders should develop and implement this policy through appropriate structures and processes, while involving external stakeholders. This can be seen in Standards and Guidelines for ECTE Accreditation, section A.2.

ESG 1.2 – Design and approval of programmes. The ECTE requires institutions to have processes for the design and approval of their programmes. The programmes should be designed so that they meet the objectives set for them, including the intended learning outcomes. The qualification resulting from a programme should be clearly specified and communicated and refer to the correct level of the national qualifications framework for higher education and, consequently, to the Framework for Qualifications of the European Higher Education Area. This can be seen in Standards and Guidelines for ECTE Accreditation, sections B.2 and B.5.

ESG 1.3 – Student-centred learning. The ECTE requires institutions to ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach. This can be seen in Standards and Guidelines for ECTE Accreditation, section B.3.

ESG 1.4 – Student admission, progression, recognition and certification. The ECTE requires institutions to consistently apply pre-defined and published regulations covering all phases of the student “life cycle”, e.g. student admission, progression, recognition and certification. This can be seen in Standards and Guidelines for ECTE Accreditation, section B.4.

ESG 1.5 – Teaching staff. The ECTE requires institutions to assure themselves of the competence of their teachers. They should apply fair and transparent processes for the recruitment and development of the staff. This can be seen in Standards and Guidelines for ECTE Accreditation, section A.3.

ESG 1.6 – Learning resources and student support. The ECTE requires institutions to have appropriate funding for learning and teaching activities and ensure that adequate and readily accessible learning resources and student support are provided. This can be seen in Standards and Guidelines for ECTE Accreditation, sections A.5, A.6.

ESG 1.7 – Information management. The ECTE requires institutions to ensure that they collect, analyse and use relevant information for the effective management of their programmes and other activities. This can be seen in Standards and Guidelines for ECTE Accreditation, section A.5.

ESG 1.8 – Public information. The ECTE requires institutions to publish information about their activities, including programmes, which is clear, accurate, objective, up-to date and readily accessible. This can be seen in Standards and Guidelines for ECTE Accreditation, section A.1.

ESG 1.9 – On-going monitoring and periodic review of programmes. The ECTE requires institutions to monitor and periodically review their programmes to ensure that they achieve the objectives set for them and respond to the needs of students and society. These reviews should lead to continuous improvement of the programme. Any action planned or taken as a result should be communicated to all those concerned. This can be seen in Standards and Guidelines for ECTE Accreditation, section B.2.

ESG 1.10 – Cyclical external quality assurance. The ECTE requires institutions to undergo external quality assurance in line with the ESG on a cyclical basis. This can be seen in Standards and Guidelines for ECTE Accreditation, section A.2.

ESG 2.2 – Designing methodologies fit for purpose

The ECTE standards and procedures are designed and defined to fit the purposes of European theological education and operate within the relevant regulations and frameworks that pertain to cross-border professional accreditation in the European Higher Education Area. ECTE’s internal stakeholders are involved in the design and improvement of the ECTE’s standards and methodologies.

This can be seen, for example, in the following policies, guidelines and procedures.

  • Definition of criteria and procedures for accreditation. See Criteria and Procedures for ECTE Accreditation.[2]
  • Published statements on the aims and objectives of ECTE quality assurance. See section 2.3 of Introducing the ECTE. [3]
  • Definition of direct and indirect stakeholders.See Stakeholder Involvement and Extension Policy. [4]
  • Production and implementation of strategic plan for stakeholder extension and involvement. See Stakeholder Involvement and Extension Policy [5] and standing item on ECTE Council agenda.
  • Involvement of student representatives in governance and work. See Student Council Member Policy. [6]
  • Designing guidelines for methodologies that include: programme design and using ECTS, internal QA policies, dual and joint accreditation, information packages, special access, production of Diploma Supplement, recognition of formal, non-formal and informal learning, distinguishing research and practice oriented programmes, distance and online education, producing self-evaluation reports, site visits and VETs.See supplemental guidelines series. [7]
  • Collection of stakeholder satisfaction data.See ECTE Stakeholder Survey 2020-21. [8]
  • Collection of visitation feedback and consideration thereof as standing item on Council agenda for improvement in methodologies. See Guidelines for Site Visits and VETs[9], Visitation Feedback forms[10]and Visitation Feedback Policy.[11]

ESG 2.3 – Implementing processes

The ECTE applies processes that are reliable, useful, pre-defined, implemented consistently and published.  The ECTE’s accreditation procedures include self- assessment, site visits, production of reports from external assessment and consistent follow up with recommendations and requirements.  The ECTE collects feedback of its processes. A Review Secretary and external experts act independently from the deciding body and full final reports are published on the ECTE website.

This can be seen, for example, in the following policies, guidelines and procedures.

  • Definition and publication of processes for accreditation. See Criteria and Procedures for ECTE Accreditation. [12]
  • Guidelines for production of full reports that explicitly address issues of integral QA. Section 3 of Guidelines for Site Visits and VETs including the Review Report Template and Appendix A with Review Report Worksheets. [13]
  • Publication of full final Review Reports on the ECTE website together with Council decisions and appeals.See Review Reports [14]
  • VETs are trained in procedures and in issue of reporting that include the distinction between recommendations and requirements.See ECTE VET Training [15]
  • Separation of review from decision-making procedures. See sections 2.2, 3.2 and 4.2 of Criteria and Procedures,[16] section 3.2 of Guidelines for Site Visits and VETs,[17] Independence and Conflict of Interest Policy[18] and No Conflict of Interest Declaration. [19]
  • Measures and policies for consistency in decision making. See section 3.1 of Guidelines for Site Visits and VETs[20] and Consistency Guarantee [21]
  • Procedures for consistent follow up on site visits. See section 1.2, 1.3 and 1.4 of Guidelines for Site Visits and VETs.[22]

ESG 2.4 – Peer-review experts

The ECTE avails itself of external peer experts to carry out reviews that include a variety of stakeholders. ECTE expert peer-reviewers are called visitation evaluation teams (VET).  VETs are selected, subject to ongoing training and cleared for conflict-of-interest.  The ECTE has VET recruiting policies and criteria, provides VET training, considers range of stakeholder expertise and distinguishes the roles of external experts from the deciding body.

This can be seen, for example, in the following policies, guidelines and procedures.

  • Published guidelines are in place concerning ECTE VETs.These are found in Guidelines for Site Visits and VETs[23] and include guidelines for perspectives and composition (section 2.1), selection, recruitment and nomination (section 2.2), briefing, training and development (section 2.3), independence issues (section 2.4) and student VETs (section 2.5).
  • VET recruitment considers the breadth of perspectives in the pool of experts. See VET Listing[24]
  • VET selection includes an initial skill assessment.See selection criteria in section 2.2 Guidelines for Site Visits and VETs[25] and VET Application[26]
  • A 5-year strategy is in place to develop VETs.See VET Development Policy[27] and the 10-hour online ECTE VET Training[28]  course developed thorough the ICETE Academy.  Physical training events are also considered in the VET Development Policy.[29] This is a standing item on ECTE Council agenda.
  • VETs are external to the decision-making body and undersign declarations of no conflict of interest and independence.See section 2.4 of Guidelines for Site Visits and VETs,[30] Independence and Conflict of Interest Policy[31] and No Conflict of Interest Declaration. [32]  Signing of the form is included as a completion requirement of the ECTE VET Training[33]  course and is necessary to be deployed for visits. Signed forms are held in the ECTE archive by the General Secretary.
  • Student members are recruited, trained and employed as VETs on all site visits.See section 2.5 of Guidelines for Site Visits and VETs,[34] Occasional Student VET Application form[35] and Occasional Student VET training course. [36]
  • VETs are evaluated and their ongoing professional development is addressed. See section 2.3 of Guidelines for Site Visits and VETs[37] and Visitation Feedback[38]
  • A dedicated area for VETs is provided on the ECTE website. [39]
  • A Review Secretary is present on the ECTE staff as the liaison and coordinator of ECTE VETs.See 3.4.4 in Introducing the ECTE[40] and section 2.6 of Guidelines for Site Visits and VETs.[41]

ESG 2.5 – Criteria for outcomes

The ECTE makes accreditation judgments on the basis of explicit, published and consistent criteria.  ECTE accreditation applies these criteria consistently on the basis of both documentary and visitation evidence and makes a distinction between requirements and recommendations. External experts are trained to ensure the consistency of interpretation of ECTE criteria.

This can be seen, for example, in the following policies, guidelines and procedures.

  • Published criteria for accreditation. See Criteria and Procedures for ECTE Accreditation. [42]
  • Published standards and guidelines for accreditation. See Standards and Guidelines[43] for ECTE Accreditation.
  • Provision for consistency in accreditation decisions and in distinguishing requirements and recommendations. See sections 2.2, 3.2 and 4.2 of Criteria and Procedures, [44] section 3.1 and 3.3. of Guidelines for Site Visits and VETs,[45] Consistency Guarantee[46] statement and workshop 1.7 in online ECTE VET Training[47]

ESG 2.6 – Reporting

The ECTE has an approved policy to publish reports by its external experts as well as decisions based on these reports.  Full reports and related formal decisions are published.

This can be seen, for example, in the following policies, guidelines and procedures.

  • Full reports are published from 2011 to present. See ECTE website Review Reports[48]
  • Reports are full and complete, and oversight is in place through the Review Secretary to guarantee their quality and consistency. See the Review Report Template in section 3.3 of Guidelines for Site Visits and VETs[49] that has been implemented since 2020.
  • Procedures are in place for institutions and VET to sign off reports and point out factual errors. See section 3.2 of Guidelines for Site Visits and VETs.[50]
  • Formal accreditation decisions are published alongside review reports.See ECTE website Review Reports[51]
  • VETs are trained and supervised by the Review Secretary in reporting procedures. See sections 3 of Guidelines for Site Visits and VETs,[52] workshop 1.7 in online ECTE VET Training[53] (for the Review Secretary’s supervisory role in reporting, see 3.4.4 in Introducing the ECTE[54] and section 2.6 of Guidelines for Site Visits and VETs[55]).

ESG 2.7 – Complaints and appeals

The ECTE has a published complaints and appeals process and VET evaluation procedures that are regularly employed.

This can be seen, for example, in the following policies, guidelines and procedures.

  • Procedures including the right to appeal. See Criteria and Procedures. [56]
  • Published procedures for first, second and third level appeals. See Appeals and Complaints page on ECTE website. [57]
  • Distinction made between complaints and appeals. See Appeals and Complaints page on ECTE website.[58]
  • Published procedures for complaints. See Appeals and Complaints page on ECTE website. [59]
  • Institutions surveyed on satisfaction with appeals and complaints procedures. See results in section 5.6.1 of Introducing the ECTE.[60]
  • Provision of an ‘under review’ category. See sections 2.2, 3.2 and 4.2 of Criteria and Procedures. [61]

ESG 3.1 – Activities, policy and processes for quality assurance

The ECTE undertakes QA activities on a regular basis in coherence with explicit goals and objectives that are made public and that translate into its daily work.  Stakeholders are involved in the governance of the ECTE through the General Assembly.  Clear distinctions are made between ECTE activities of accreditation and activities of networking and development (the latter two are not regulated by the ESG).

This can be seen, for example, in the following policies, guidelines and procedures.

  • Specific goals and objectives of the ECTE are defined. See section 1.3 of Introducing the ECTE[62] and Goals and Objectives page on the ECTE website. [63]
  • Activities, scope and daily work are spelled out and published. See Activities, Scope and Daily Work page on the ECTE website.[64]
  • The nature of our interaction with relevant stakeholders and especially HEIs is addressed. See Stakeholder Involvement and Extension Policy.[65]
  • Stakeholders are involved in governance and work through a strategic plan. See section 5 of the ECTE Statutes (section 3.1 of Introducing the ECTE[66]) and Stakeholder Involvement and Extension Policy.[67]
  • Stakeholders are consulted concerning their involvement in governance and the ECTE’s work and methodologies. See ECTE Stakeholder Survey[68] and section 5.6.1 of Introducing the ECTE.[69]
  • ECTE activities are well defined with a distinction of those that are regulated by the ESG. See section 2 of Introducing the ECTE[70] and Activities, Scope and Daily Work page on the ECTE website.[71]
  • Conflict of interest issues and independence are safeguarded in activities. Consultancy activities were suspended in 2020 and training has been outsourced to the ICETE Academy.

ESG 3.2 – Official status

The ECTE has official status under German law as a non-profit agency.  The ECTE is a cross-border, professional, discipline-specific, independent accreditation agency that operates according to the European Standards and Guidelines (ESG) for quality assurance in the European Higher Education Area (EHEA) and the Standards and Guidelines for Global Evangelical Theological Education (SG-GETE).

This can be seen in the following documents.

  • ECTE’s official status registered in the statues as a non-profit agency whose purposes include the ‘promotion and securing of quality of theological training of the member institutes based on uniform standards’. Registered in Baden-Württemberg, Germany (Registration Number: VR 201286). See section 2.1 of the ECTE Statutes (section 3.1 of Introducing the ECTE[72]).
  • Published description of ECTE’s official status and identification as a cross-border QA agency registered in Germany. See Official Status page on ECTE website [73] and section 1.2 of Introducing the ECTE.[74]

ESG 3.3 – Independence

The ECTE operates independently in full autonomy and responsibility for its operations and outcomes without third party influence.  Although formally governed through a General Assembly of member schools as a peer-accreditation agency, the nomination of external experts, the production of reports and all accreditation decisions are performed independently by the ECTE Council with no influence or interference from the General Assembly. VET undersign declarations related to independence.[75]

This can be seen in the following policies, guidelines and procedures.

  • Operation independence is clearly defined. See Independence and Conflict of Interest Policy page on the ECTE website [76] and ECTE Statutes sections 5.6 and 6.3 (section 3.1 of Introducing the ECTE[77]).
  • Analysis of organisational, operational and formal outcomes independence in the ECTE. See chart in Independence and Conflict of Interest Policy page on the ECTE website. [78] CARMEN, TAKE A GOOD LOOK AT THIS PLEASE.
  • Explicit provisions are made for VET independence in selection, recruitment, nomination and operation. See section 2.4 of Guidelines for Site Visits and VETs,[79] Independence and Conflict of Interest Policy[80] and No Conflict of Interest Declaration. [81]
  • VETs involved in training with an institution will not be included in a site visitation panel to that institution for at least 5 years. See section 2.4 of Guidelines for Site Visits and VETs.[82]

ESG 3.4 – Thematic Analysis

The ECTE has a strategic plan for thematic analysis and reports on general findings of its external QA activities.

This can be seen in the following policies, guidelines and procedures.

  • A strategic plan for thematic analysis is in place, matching human resource allocation and implementation timeline. See Thematic Analysis Strategic Plan. [83]
  • Thematic analysis produced and published. See Thematic Analysis page on the ECTE website[84] and section 5.6 of Introducing the ECTE.[85]
  • Provisions in place for outsourcing thematic analysis. See Thematic Analysis Project Application Form. [86]
  • Data collection points arranged for systematic analysis. Database plans include collection points for thematic analysis.See Annual Progress Report form with data collection point [87] and production of Fact Sheets in section 5 of Introducing the ECTE.[88]
  • Thematic analysis is a standing item on ECTE Council agendas at least twice a year.

ESG 3.5 – Resources

The ECTE ensures adequate and appropriate resources, both human and financial. Fee structures are in place to support its staff and operations.

This can be seen in the following documents, policies, guidelines and procedures.

  • Fees are approved to support budget and published.See minutes of General Assemblies.
  • Fees and related policies afe published.See Finances and Fees[89]  page on ECTE website.
  • Budget is monitored twice a year and financial operations are audited every two years. See minutes of Council meetings, General Assembly meetings and audit archives.
  • Staff is structured to support ESG standards. See ECTE Staff Policy (include structuring section) and section 3.4 of Introducing the ECTE.[90]
  • Budget includes provision for improvement, reflection on practice and public information. See Strategic Budgeting plans.
  • Operational resources are in place to support all activities.See section 3.5 of Introducing the ECTE.[91]

ESG 3.6 – Internal quality assurance and professional conduct

The ECTE has internal QA processes that define, assure and enhance the quality of its operations.  These processes regularly implemented, monitored for improvement and developed.

This can be seen in the following documents, policies, guidelines and procedures.

  • Quality in professional accreditation is defined. See ECTE Staff Policy and section 4 of Introducing the ECTE.[92]
  • Professional codes and ethical requirements are defined. See ECTE Staff Policy
  • Policies and procedures for ongoing review and improvement monitoring are in place. See ECTE Staff Policy
  • The aims of the accreditation process are clear and published. See section 2.3 of Introducing the ECTE[93]and in the Aims of ECTE Accreditation page on the ECTE website.[94]
  • ESG labels are clearly referenced in ECTE accreditation standards. See Standards and Guidelines[95] for ECTE accreditation.
  • Data is protected by GDPR.See Data Protection Policy[96], and GDPR Commitment form[97] for personell and Data Protection Law Consent form. [98]
  • A staff development policy is present. See ECTE Staff Policy
  • Internal and external feedback mechanisms
  • Ongoing monitoring and improvement of internal QA procedures
  • Strategic Planning Cycle

The QM Cycle starts and finds in culmination in the bi-annual General Assembly of all Member Schools. The duties and responsibilities of the GA are spelled out in the Statutes. It receives reports from the various office-holders, elects board members, receives and accepts/approves the budget and fiscal reports, decides on any amendments to the statutes.

Any strategic initiative is presented to the GA (usually with substantial information sent out with the agenda), discussed in a plenary session and then voted on.

This includes detailed information on budgetary implications as well as a risk analysis and implementation options/plans.

If approved, the Council and General Secretary are tasked with pursuing and implementing the strategic initiative.

Implementation steps are then defined and developments tracked by the General Secretary. Council Meetings review the progress made since the last meeting and discuss/design/delegate tasks for completion until the next meeting.

Regular updates are sent to all member schools by the Chairman of ECTE between GA’s.

ESG 3.7 – Cyclical External Review of Agencies

The ECTE undergoes regular external reviews to demonstrate compliance to quality assurance standards as a quality assurance agency. In 2021 the first review will take place for listing in the EQAR.

This can be seen in the following documents, policies, guidelines and procedures.

  • Formal decisions are made to undergo external review.See Council minutes and General Assembly minutes.
  • Ongoing self-evaluation is in place.See SWOT analysis against ESG 1,2,3
  • Ongoing planning for improvement is in place.See ESG Compliance Action Plan as a standing item in Council meetings.
  • Policy for External Review – write this; every 5 years, in the meantime we monitor, upkeep of the Fact Sheets, hire ERM… The ECTE is committed to the importance of undergoing regular external reviews to demonstrate compliance to quality assurance standards as a quality assurance agency and in 2020 has applied for eternal review for listing in the EQAR.

[1] http://ecte.eu/qa/standards/

[2] http://ecte.eu/qa/procedures/

[3] http://ecte.eu/introducing/

[4] http://ecte.eu/about/policies/stakeholders/

[5] http://ecte.eu/about/policies/stakeholders/

[6] http://ecte.eu/introducing/policies/student-council/

[7] http://ecte.eu/qa/guidelines/

[8] http://ecte.eu/development/surveys/ecte-stakeholder-survey-2020-21/

[9] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[10] http://ecte.eu/qa/forms/visitation-feedback/

[11] http://ecte.eu/introducing/policies/visitation-feedback/

[12] http://ecte.eu/qa/procedures/

[13] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[14] http://ecte.eu/qa/reports/

[15] https://icete.academy/course/view.php?id=135

[16] http://ecte.eu/qa/procedures/

[17] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[18] http://ecte.eu/introducing/policies/independence-coi/

[19] http://ecte.eu/qa/forms/no-conflict-of-interest-declaration/

[20] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[21] http://ecte.eu/introducing/policies/consistency-guarantee/

[22] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[23] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[24] http://ecte.eu/about/organisation/vet-listing/

[25] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[26] http://ecte.eu/qa/forms/vet-application-form/

[27] http://ecte.eu/introducing/policies/vet-development/

[28] https://icete.academy/course/view.php?id=135

[29] http://ecte.eu/introducing/policies/vet-development/

[30] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[31] http://ecte.eu/about/policies/independence-coi/

[32] http://ecte.eu/qa/forms/no-conflict-of-interest-declaration/

[33] https://icete.academy/course/view.php?id=135

[34] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[35] http://ecte.eu/qa/forms/osvapplication/

[36] https://icete.academy/course/view.php?id=138

[37] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[38] http://ecte.eu/qa/forms/visitation-feedback/

[39] http://ecte.eu/development/vet-peer-expert-area/

[40] http://ecte.eu/introducing/

[41] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[42] http://ecte.eu/qa/procedures/

[43] http://ecte.eu/qa/standards/

[44] http://ecte.eu/qa/procedures/

[45] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[46] http://ecte.eu/introducing/policies/consistency-guarantee/

[47] https://icete.academy/course/view.php?id=135

[48] http://ecte.eu/qa/reports/

[49] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[50] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[51] http://ecte.eu/qa/reports/

[52] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[53] https://icete.academy/course/view.php?id=135

[54] http://ecte.eu/introducing/

[55] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[56] http://ecte.eu/qa/procedures/

[57] http://ecte.eu/qa/appeals/

[58] http://ecte.eu/qa/appeals/

[59] http://ecte.eu/qa/appeals/

[60] http://ecte.eu/introducing/

[61] http://ecte.eu/qa/procedures/

[62] http://ecte.eu/introducing/

[63] http://ecte.eu/introducing/identity-and-mission/goals-and-objectives/

[64] http://ecte.eu/introducing/activities/

[65] http://ecte.eu/introducing/policies/stakeholders/

[66] http://ecte.eu/introducing/

[67] http://ecte.eu/introducing/policies/stakeholders/

[68] http://ecte.eu/development/surveys/ecte-stakeholder-survey-2020-21/

[69] http://ecte.eu/introducing/

[70] http://ecte.eu/introducing/

[71] http://ecte.eu/introducing/activities/

[72] http://ecte.eu/introducing/

[73] http://ecte.eu/introducing/identity-and-mission/history-and-official-status/

[74] http://ecte.eu/introducing/

[75] See http://ecte.eu/qa/forms/no-conflict-of-interest-declaration/

[76] http://ecte.eu/introducing/policies/independence-coi/

[77] http://ecte.eu/introducing/

[78] http://ecte.eu/introducing/policies/independence-coi/

[79] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[80] http://ecte.eu/about/policies/independence-coi/

[81] http://ecte.eu/qa/forms/no-conflict-of-interest-declaration/

[82] http://ecte.eu/wp-content/uploads/2020/09/Guidelines-for-Site-Visits-and-VETs.pdf

[83] http://ecte.eu/introducing/policies/thematic-analysis-strategic-plan-2020-2025/

[84] http://ecte.eu/development/thematic-analysis/

[85] http://ecte.eu/introducing/

[86] http://ecte.eu/qa/forms/thematic-analysis-project-application-form/

[87] http://ecte.eu/qa/forms/apr/

[88] http://ecte.eu/introducing/

[89] http://ecte.eu/introducing/fees/

[90] http://ecte.eu/introducing/

[91] http://ecte.eu/introducing/

[92] http://ecte.eu/introducing/

[93] http://ecte.eu/introducing/

[94] http://ecte.eu/introducing/identity-and-mission/aims-of-ecte-accreditation/

[95] http://ecte.eu/qa/standards/

[96] http://ecte.eu/introducing/policies/gdpr/

[97] http://ecte.eu/introducing/policies/gdpr/gdpr-commitment/

[98] http://ecte.eu/2019/08/02/ecte-data-protection-consent/