Qualitative analysis highlights flaws in Afghanistan’s accreditation system, suggesting improvements needed for digitalisation and internationalisation.
Key Points
The accreditation system in Afghanistan shows significant flaws, indicating a need for urgent revisions.
Key issues include excessive focus on research activities and the arbitrary authority of the visiting board.
Qualitative research using secondary data reveals issues in checklist designs and evaluation methods.
Recommendations point towards addressing flaws to enhance the MoHE accreditation process and overall higher education quality.