This article aims to compare Afghanistan’s accreditation system with those of Bhutan and Sri Lanka to identify areas for improvement in the Ministry of Higher Education (MoHE) accreditation system checklist. A Qualitative research approach is applied to analyse the secondary data. The findings reveal that the MoHE’s checklist has numerous flaws, particularly the way checklists are designed, too much weightage to research activities, requiring institutions to unnecessarily publish plans on walls, corridors, and social media platforms, the unlimited authority of the visiting board, the paradox in the indicators of digitalisation and internationalisation and the way evaluation is conducted are some of the major issues discussed in details in this article. The paper recommends that these major issues need to be addressed in future accreditation processes.
Aryanpor et al. (Mon,) studied this question.