One of the reasons many prefer worldly accreditation is because it sets a standard in education that is not seen in many Christian Organizations. We remedy this by setting a very high standard in our teaching, whilst at the same time not embracing worldly ideals such as those mentioned in previous pages.

Here are our standards of Teaching, which must be adhered to strictly by all members of GACFM. This will enable a high standard to be set on all participating bodies and will ensure that all degrees offered will be comparable in professionalism to worldly standards, whilst not embracing worldly ideals.

Teaching Principles to be Adhered To:

1. An emphasis on QUALITY rather than quantity. Students will be encouraged to study further but final assessment must be made on their knowledge of key issues rather than on the time taken to complete the course.

2. Lecturers should have been qualified through ordination and spiritual experience as well as educational accomplishments and not on educational abilities alone.

3. Students must be assessed on consistent progress and growth for the duration of their studies and not only on results of final examinations. We will also accept schools who do not offer final examinations but grade students on progress reports or assessments.

4. Students should not be penalized for embracing alternate viewpoints on doctrine, provided that the following criteria applied:

• Any doctrine which is clearly heretical and contrary to Scripture is clearly unacceptable.
• A student must be able to substantiate their doctrinal stand with clear teaching and Scriptural appeal.
• Such alternate doctrines should be presented by the educational institution as acceptable alternatives, even though they might not be recognized or embraced by the educational institution.
• The student's motive must be a clear conviction on that subject rather than a rebellion against the authority of the educational institution.

5. Students must be able to understand clearly what is required of them in order for them to obtain their qualifications, how long the course is likely to take, and what procedures are involved in obtaining certification on completion of the course.

6. Clear terms and conditions must be made available, including and possible disciplinary measures so that all involved may know at all times the criteria involved in making changes to a student's status.

7. Students should be offered both certification and an opportunity to attend a graduation ceremony where possible when they have qualified in a course of study. This might be waived in the case of distance learning only institutions.

8. Final qualifications should carry a grade that indicates at what level a student qualified. The educational institution is free to use any method of grading that it chooses in order to recognize or give special credence to a student's accomplishments. Such grading does not necessarily have to be based on educational criteria but may include other factors that the institution uses to assess a student.

9. The educational institution must offer the student not only lectures on the subjects studied, but also references for further reading on the subjects. The selection of books and study references is left open for the institution to choose.

10. It is recommended that the educational institution have its own library of reference books and multimedia materials for use by students. Online schools should also make available where possible, an online source of reading materials and reference documents.

11. All new applicants to a school should be assessed in some way before being accepted as a student. Students may be asked to submit details of previous qualifications, but for entry level students, external worldly qualifications such as school education levels should not be the final determining factor in accepting a student.

A student who shows little previous educational ability might be advised against pursuing a high level study a course, but if they feel they can cope, they should rather be offered first a lower level course of study, such as a diploma or associates course.

12. Schools are be empowered to waive entry requirements of a course based on the students previous life experience and accomplishments, but this should never result in the granting of a qualification without some form of effort from the student.

Where a student shows capability due to their life experience and accomplishments, they may be qualified after taking an assessment test. In this way the student will feel better about claiming an educational status, even if it is offered as an honorary qualification.