Higher Education and Quality Assuarance A2 Outline Answer

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components of accreditation of higher-education institutions in the United States? To what extent does accreditation in the American model measure student-learning input?

The purpose of higher-education institutions' accreditation is: making sure they meet satisfactory quality levels in imparting educational facilities. In America, accreditation involves both state governmental bodies and non-governmental organizations (USDE, 2015). The key elements of accreditation for American educational institutions are:

Institutional Accreditors: In America, two kinds of accrediting organizations exist, for institutional accreditation, namely, national and regional accreditors. While the latter chiefly accredit private and public nonprofit educational institutions that confer degrees, they also accredit several for-profit educational institutions. National accreditors for educational institutions are classified into two general categories: (1) faith-related: these accreditors predominantly accredit nonprofit doctrinally-based and religious institutes, and (2) career-related: these accreditors predominantly accredit non-degree awarding institutions and for-profit career institutes (PNPI, 2013).

Programmatic/Specialized Accreditors: These accreditors assess a specific school, program, or department, normally connected with a certain vocation or profession. This class of accreditors assesses various academic fields, right from humanities and arts (like art, drama, dance, and music), to services (massage therapy, for instance), and diverse healthcare-linked vocations (like, nursing, medicine, and physical therapy). For being eligible for institutional loans and grants under Title IV, institutional accreditation suffices. But in some cases, an accreditation by a specialized/programmatic accreditation agency can also function as an institutional accreditation, when the vocational/specialized institute is independent, with operations associated with no other accredited institute having broader offerings and academic mission (PNPI, 2013).

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Of late, accrediting organizations have suffered sharp criticism by an increasing number of lawmakers and politicians, owing to their practice of over-emphasis of accreditation decisions on the inputs of institutions than on their outputs. For instance, accrediting agencies usually face criticism for their concentration on factoids, such as how many faculty members hold doctoral degrees or how many books the institution's library houses, instead of putting emphasis on what knowledge/expertise is being imparted to students, the frequency of graduations, etc. As a response, the accrediting organizations, to differing levels, display aggressiveness in compelling member institutes to implement some or other quantifiable measures of output (AFT, n.d.).

Objectives of the British government in passing the Further & Higher Education Act in 1992 and in establishing the Quality Assurance Agency five years later.

The Further and Higher Education Act (FHEA) (6 March 1992):

1. formed the FEFCs or Further Education Funding Councils;

1. removed sixth form and further education colleges from the control of the local education authority;

1. integrated higher education financing under HEFCs or Higher Education Funding Councils;

1. initiated competition, among institutions, for finances; and

1. put an end to the Council for National Academic Awards (Gillard, 2011)

Therefore, FHEA accomplished the same for sixth form….....

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