This article compares Afghanistan's quality assurance framework with that of Pakistan. Specifically, this article answers three key questions to address these issues: Is Afghanistan's current quality assurance policy or mechanism aligned with international standards to ensure quality outcomes in higher education? Second, does an annual assessment of eleven sub-criteria for maintaining accreditation impact the achievement of quality outcomes in higher education? Thirdly, this article answers how the existing system can be improved. A comparative content analysis of policy documents from Afghanistan and Pakistan is employed to answer these questions. It is worth mentioning that the article is based on a policy document analysis of the quality assurance framework of both countries. After comparison analysis, it is asserted that Afghanistan's higher education quality assurance and accreditation policy adopts a "one size fits all" approach across all fields of study, which does not guarantee quality outcomes. This article also highlights that the country's accreditation and quality assurance mechanisms in higher education require improvement in operationalising existing policies and procedures within the accreditation criteria. Additionally, the article critiques the fourth phase of accreditation, which focuses on maintaining certification. The findings are presented along with proposed policy solutions, recommendations, and a roadmap for transformation. Keywords: Afghanistan, Comparative Policy Analysis, Higher Education, Pakistan, Quality Assurance Process
Khan et al. (Mon,) studied this question.