Market-based accreditation systems in American and British higher education

University Accreditation in the U.S.A.

Economic analyses of the American and British higher education systems present interesting, though possibly partial, understandings of the weak and strong points of market competitiveness as a way to coordinate higher education. American higher education represents one among the most market-based educational systems across the globe, as is typically noted. The presence of several privately-financed universities and colleges, by state-supported public universities, which vie, on a national level, with the former (i.e., private institutes), for research funding and students, as well as by national policies offering individuals (instead of institutions) with research aid and students, fostering market competition (Dill, 2003). While federal authorities don't directly accredit higher education institutions, they do provide their approval of accrediting agencies, which, in government's view, is deemed a "trustworthy authority" on training/education quality offered by accredited institutions (Higher Education Accreditation, 2013).

Furthermore, America's education department recognizes specialized/programmatic accrediting organizations for engagement in other federal organization-administered programs. For instance, participation in some specific agriculture department-administered loan schemes necessitates a vet school degree; the institution requires American Veterinary Medical Association accreditation. Hence, the education department also recognizes numerous programmatic accrediting organizations, whose accreditation is needed for federal activities falling outside of Higher Education Act's Title IV (Higher Education Accreditation, 2013). America's federal and state governments assign several billion dollars per annum for supporting the nation's universities. Astonishingly, no governmental standards exist for education quality at American universities. Rather, private, not-for-profit organizations known as accrediting organizations establish minimum educational standards in U.S. universities (Standler, 2002).

The central government of the United Kingdom has, since the start, had relatively much greater power than the U.S. federal government, in the area of public services, like education, welfare, and training. Concurrently, variations in English, Scottish, Northern Irish, and Welsh regional governance have led to fairly different systems of education. Novel constitutional amendments are swiftly influencing them all. Just like America, the UK began a literacy program during the early seventies, characterized by one-on-one tutoring, volunteers, and improvised, frequently creative learning and teaching strategies. The "Right to Read" educational campaign in the UK, launched by volunteer advocates and backed by the media and politicians, was directed at mobilizing local and national governmental resources, raising awareness among the masses, and achieving extensive involvement in adult learning and teaching. Though initially perceived as a short-range response strategy to a crisis that was also of a transient nature, the initiative, in fact, established the foundations for a novel, publicly-financed adult basic educational service (ABE). Certain unique provision styles emerged in this process, including a focus on writing for developing self-empowerment and reading capability, informal techniques of working with adults within the community and small clusters, and assurance of teacher-student (or tutor-student) equality. America may have a lot to learn from the British system, as the changes, which gave rise to the present system of education in the UK, have similarities with the U.S. Our concerns with regard to the motive behind ABE, the literacy debate, and how other social policy and political agendas may overtake these, can just as conveniently be expressed in the context of American adult literacy. Regardless of changes, UK classroom practices, at best, still offer remarkable good practice, with several qualified educators dedicated to, and fostering, the approach of participatory learning. Of particular import is the application of group projects and discussion, learning contracts, focus on writing, and the integration of interests of pupils into the teaching content. In the statutory status of ABE, as a law-mandated service, UK's ABE possesses a secure institutional and funding base, which still lacks in America.