Formerly the EEAA

VET directory (peer experts)

Listing

The following experts have completed their training and currently serve as ECTE Visitation Evaluation Teams (alphabetical listing):

Regular VET members

  • Almeida, Fernando – Academic leadership and QA expert
  • Baumert, Manfred (Germany) – Ecclesial leadership
  • Behera, Marina (India) – Academic faculty and programme leader
  • Born, Horst (Germany) – Academic faculty
  • Brandt, Heike (Germany) – Church leader
  • Ciprian Gheorghe-Luca (Romania) – Employer
  • Fonseca, Tiago (Netherlands) – Academic leader and faculty, QA expert
  • Harvey, Thomas – Academic faculty, Leadership in academic context
  • Hutcherson, Caleb (Lebanon) – Academic faculty and leader
  • Jaeger, Lydia (France) – Academic faculty, Leadership in academic context, Representative of an ECTE accredited or member institution
  • Janzon, Göran (Sweden) – Academic faculty, Leadership in academic context, Representative of an ECTE accredited or member institution
  • Kleiner, Paul (Switzerland) – Ecclesial leader, Academic faculty and leader
  • Lockwood, James (UK) – Ecclesial leader
  • Macelaru, Marcel (RO) – Academic faculty, Leadership in academic context, QA agencies
  • Mitchel, Patrick (UK) – Academic faculty, Leadership in academic context, Administrator in academic context, Representative of an ECTE accredited or member institution
  • Moacan, Benjamin (Romania) –
  • Moseley, Anne (UK) – Educational specialists, academic faculty, research specialist, curriculum design
  • Ndreca, Ervehe (Albania) – Administrative leadership
  • Osmani, Jonida (Albania) – Student services, mentor advisor
  • Parushev, Parush (Bulgaria) – Academic faculty and scholars network
  • Penner, Peter (Austria) – Academic faculty and leader
  • Penner, Katharina (Austria) – Librarian
  • Pfau, Wolfgang (Germany) – Employer (mission agency)
  • Schael, Stephanus (Germany) – Academic faculty, Leadership in academic context, theology student
  • Singh, David (UK) – Academic faculty
  • Tarasenko, Nadezhda (Russia) – Academic leadership, Employer, Faculty member
  • Tasouli, Olympia (GR) – Administrator/finance in academic context
  • Toth, Lina (UK) – Academic faculty, Leadership in academic context, Administrator in academic context
  • Vilamajó Sanchis, Edith – Academic faculty, Leadership in academic context
  • de Wit, Willem (Egypt) – Academic faculty and programme leade
  • Wuench, Hans Georg (Germany)- Academic faculty and leader
  • Zailaa, Walid (Lebanon) – Academic faculty, Leadership in academic context

Student VET members

  • Demian, Samah (Lebanon)
  • Enxhi, Tashi (Albania)
  • Ghadeer, Hanna (Palestine)
  • Gheorghe-Luca, Ciprian (Romania)
  • Grăjdan, Raul (Romania)
  • Hampp, Nathanael (Germany)
  • Loesener, Naomi 
  • Ndreca, Ervehe (Albania) – Administrative leadership
  • Osmani, Jonida (Albania) – Student services, mentor advisor
  • Panteliou, Irini (Greece)
  • Pina, Greta (Albania)
  • Schael, Stephanus (Germany)
  • Zailaa, Walid (Lebanon)

Inactive

The following experts are completing their training or are not currently active as ECTE VETs.

  • Fulton, Karen (Ireland) – Academic faculty
  • Ott, Bernhard (Switzerland)  – ECTE council, academic faculty and leader
  • Shaw, Perry (Lebanon) – Academic faculty, Leadership in academic context
  • Soref, Erez (Israel) – Leadership in academic context, ECTE member institution
  • Student VET members
    • Simon Platt (UK)
    • Musvamhiri, Simba (UK)
    • Rebeca Couto, Rebeca (Portugal)
    • Mirko Fritzlar
    • Hannah Marks (Zimbabwe, UK)
    • Jieen Chen  (Germany)

Selection criteria

ECTE VET members are carefully selected to ensure the appropriate skills, competences and attitudes necessary for their task. Consistent processes are in place for their nomination. The criteria employed by the for ECTE Council to select ECTE VET members include the following:

  1. Subscription to ECTE’s goals and objectives and core values.
  2. Possession of threshold competences.The initial VET Application form will include a survey of competences that are specific to the task of peer evaluation.  It is acknowledged that not all candidates will possess all competences, but a threshold level of competences will normally be expected.
  3. Established experience and reputation. VET panel members must be men and women of established experience, maturity and good reputation within their communities.
  4. Commitment to quality assurance. VET panel members must understand and be committed to the value of quality assurance as applied to theological education.
  5. Fluency in the English language. All ECTE accreditation is carried out in English, therefore fluency in reading, writing, speaking and listening is expected.
  6. Completion of training. Before nomination and listing as ECTE VET panel member, all candidates must either attend a VET training event or complete the ICETE Academy ECTE VET Training course.
  7. Appreciation of diversity.The goal of accreditation is to help institutions achieve more effectively their objectives and to improve the quality of education at level(s) of training offered. Not all member institutions have the same objectives and each theological institution has its own background and history, its own context, its own faith tradition and its own mission statement and learning outcomes. Although these differences represent a welcome richness, they may also cause misunderstanding. Peer experts must endorse a climate of mutual understanding and an appreciation of diversity.
  8. VET panel members must be prompt, efficient, precise, accurate and conscientious in the use of information or insights received. They should respect the theological institution visited, maintain confidentiality and conduct their task in the spirit of humility that is conducive to mutual cooperation and confidence.
  9. VET panel members must collaborate with the ECTE office, promptly reply to correspondence and submit reports according to the required time frames.  Although each VET has a leader, all VET panel members must work together in a spirit of service, listening and mutual appreciation for the competence of all team members,

The ECTE’s Visitation Evaluation Teams (VET) conduct on-site reviews of institutions and programmes that are seeking ECTE accreditation. VET members include a variety of stakeholder perspectives as described below. Student VETs participate in each visit, either as regular VETs or as Occasional Student VETs. Each VET panel has a team leader that coordinates the visit and the production of the review report together with the Review Secretary. For more information on VET perspectives, composition, selection, recruitment, nomination, briefing and training, independence see the Guidelines for Site Visits.

ECTE Visitation Evaluation Teams operate independently from the ECTE Council. The ECTE Accreditation Commission is responsible for all final accreditation decisions based on the VET reports.


Summary of perspectives

The following charts summarise the current VET perspectives and geographical representation.