With regards to the famous muddy question of “Who accredits the accreditors?” in education, the superficial answer is: the education department of the respective countries. But what are the criteria and standards to accredit a learning institution? According to Marvin C. (1952), the standards used in accrediting are largely quantitative and superficial, and insistence on common “standards” puts educational institutions in a conventional straight-jacket, destroying the freedom of faculties. The most important questions are how do they arrive at those criteria and standards and how do they continue to update them according to the changing needs of society and the economy?
The truth is that accreditation has not always produced or improved the educational quality in many countries. While many observers of higher education remark that the U.S. has the best colleges and universities in the world, that status is being put at risk by startling examples of deficiencies in collegiate instruction, academic rigor and student success.