Abstract
In view of the interest which certain countries have expressed in developing accreditation systems for higher education based on the American model, the author lists nine attributes which he considers critical to the success of this model. As the success of the American model depends very much on certain fundamental characteristics of American higher education, they should be adapted with very great care in different contexts. Indeed, even in the United States, traditionally held views of what accreditation represents and how it should be conducted are being increasingly challenged. The feeling is that normal accreditation procedures have neglected consideration of such matters as the quality and the results of education programmes, student attrition rates, the default rate on student loans, and similar matters of great concern to the public. The author proposes a series of reforms so as to address these criticisms and to develop a reformed accreditation model.
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