Accreditation and Higher Education: the Case of Zimbabwe

Abstract

The chapter assumes a case approach of one developing nation that boosts of a total of 20 universities affiliated to one national accreditation body. Its content is thus qualitatively developed on the basis of related literature review. The authors seek to clarify and provide rationale for accreditation in higher education, paying much tribute to prerequisites for accreditation that should promote harmonisation of educational programmes through adoption of minimum bodies of knowledge (MBKs). The essence of harmonisation is enhancement of local, regional, and international recognition of qualifications so as to promote mobility and employability of would-be employees and employers in this global village characterised by the need to celebrate human diversity