The purpose of this paper is to discuss the experiences of a teacher education program in the United Arab Emirates to demonstrate how a program can best balance the particular needs of a country's educational system with the requirements of international recognition, including benchmarking to international standards and undertaking formal third‐party accreditation.
The process begins first with the self‐reflection or analysis, reviewing the program terms of curriculum, assessment, clinical practice, faculty and operational indicators, coupled with a formal review of the market and economic drivers to determine future directions for the programs' offerings. After a year‐long analysis, the program was able to look at its operations personally, through the eyes of an external agency familiar with it, and those of an external expert in the field. This triangular process parallels the process that accrediting agencies employ to determine the health or effectiveness of the program to meet its mission.
After a process of deliberation, the program decided upon the Teacher Education Accreditation Council as the most appropriate agency to pursue accreditation with.
Many times international institutions must sacrifice or modify their existing programs to accommodate the traditional requirements of the outside accrediting agency. However, the paper shows that by thoroughly reviewing and investigating the agencies and their criteria, an institution can determine which agency will serve its needs and provide for a meaningful and successful partnership in the quest for accreditation and recognition.
