A critical analysis of higher education accreditation policy processes in the emerging CARICOM Single Market and Economy Territories.

This thesis addresses the question: `How do Higher Education Accreditation Policy
Processes Compare Among Emerging CARICOM Single Market and Economy (CSMF? )
Territories? ' I investigate the perspectives of accreditation policy experts, namely
researchers, analysts, text writers and implementers, through written materials and
interviews, to be able to answer the research question.
I begin by discussing the new regionalism as a theoretical backdrop to the study and
explain how the philosophy and approaches to new regionalism relate to the development
of Caribbean higher education accreditation policy framework, as articulated by the
Caribbean Community (CARICOM). In this discussion, I refer to Jules' (2008) postulate
of harmonization of regional education policies within CARICOM. His study was
analyzed as a suitable frame of reference for my study.
In this study, I used a critical policy analysis to assess the policy production processes in
five countries in the Caribbean region as they relate to regional accreditation. These
policies are measured against the draft model legislation for accreditation proposed by the
CARICOM. In addition to this, I focused attention on three policies -Barbados, Guyana
and Trinidad and Tobago- to understand the mechanism of harmonization. The study
focuses on the new development on regional sustainability called the CSME, the central
aim of the policy within the CSME and corresponding processes by which higher
education accreditation policies were being formulated and enacted. I applied theoretical
thematic analysis to analyze data from documentary sources and experts' perceptions to
interpret how accreditation policy production processes were applied in three stages in
policy analysis; `defining policy', `researching policy' and `negotiating policy'. These
stages were examined in relation to globalization contexts, nation state policy making
within a federal context and the roles of politics, empirical policy research and
stakeholder participation.
Data analysis revealed that accreditation policy production and implementation showed a
tendency to exhibit what Jules referred to as `harmonization' at the CARICOM level,
whereas `policy borrowing and dissemination' seemed to have occurred at the national
level due to contextualization pressures. The political negotiation process was al voured
approach during policy production. Conversely, inadequate emphasis was placed on
empirical policy research. Although stakeholders were consulted, their views were
considered much less than the state's role in policy production. Following from this
analysis, the thesis argues for the need to emphasize an empirical approach to the study of
accreditation policy and practice that utilizes culturally appropriate education policy
frameworks as tools for education policy making in the Caribbean region.