1.3 Accreditation and Quality Standards Explained
Parents comparing international schools in Jakarta encounter an array of claims: accreditation, memberships, licences, curriculum authorisations, inspection ratings, and partnerships. These terms can appear interchangeable, but they represent very different forms of oversight. Some signify deep, whole-school evaluation; others simply confirm programme access or legal compliance. Understanding these distinctions helps families interpret quality claims and assess whether a school’s standards are externally verified.
In international education markets, accreditation is one of the few mechanisms that provides a structured, independent assessment of a school’s actual practice rather than its intentions.
What accreditation is
Accreditation is a formal, independent evaluation carried out by a recognised international body. It examines whether a school meets defined standards across teaching quality, leadership, safeguarding, curriculum delivery, governance, and pupil outcomes. Crucially, it assesses what happens in classrooms and how effectively the school supports learning, not simply what policies state.
“Accreditation is an independent evaluation… Its purpose is to determine whether a school meets defined standards in teaching, safeguarding, leadership, governance, and pupil outcomes.”
Accreditation is cyclical, not permanent. Schools undergo multi-year review processes that include a self-study, site visits, interviews, inspection of documentation, and scrutiny of improvement plans. After accreditation is awarded, schools must demonstrate ongoing development. This prevents stagnation and ensures that standards evolve with international expectations. For parents, this means accreditation is evidence that quality is monitored continuously and not based on legacy reputation.
Accreditation differs from internal evaluations because the judgements are made by trained external reviewers who compare the school against international benchmarks. This creates a consistent, comparable measure that is difficult to recreate through school-produced marketing or data.
How accreditation differs from licensing
In Indonesia, schools must be licensed to operate. For international-style schools, the relevant category is typically SPK. Licensing focuses on regulatory compliance: governance structure, Indonesian curriculum requirements, building permissions, and partnership arrangements. It ensures the school is legally established and meets national rules.
Accreditation addresses something entirely different: educational quality. It examines whether the school delivers its curriculum effectively, whether pupils are supported, whether safeguarding is robust, and whether leadership drives improvement.
“Licensing is compliance; accreditation is quality assurance.”
A school can be fully licensed yet have no external verification of teaching quality. Conversely, some highly regarded international schools operate within the SPK framework while also maintaining accreditation from CIS, WASC, or NEASC. For parents comparing schools with similar facilities or branding, accreditation provides a transparent benchmark that licensing alone cannot offer.
Major accreditation bodies in Jakarta
Jakarta hosts schools accredited or authorised by several well-recognised international organisations. Understanding what each body evaluates helps parents make more meaningful comparisons.
CIS (Council of International Schools)
CIS accreditation is structured around a comprehensive set of standards covering safeguarding, curriculum integrity, teaching practice, assessment, leadership, governance, and school culture. Schools begin with membership but only achieve accreditation after completing a rigorous multi-year process, including a self-study and on-site evaluation.
CIS is valued for its global consistency: a CIS-accredited school in Jakarta is reviewed against the same standards as one in Europe or the Middle East. Because safeguarding is a core component, CIS accreditation is often interpreted by parents as an indicator of strong child protection practices embedded across the organisation.
WASC and NEASC
WASC and NEASC are American regional accreditors with long histories of evaluating schools internationally. Their frameworks examine curriculum coherence, pupil progress, leadership capacity, governance effectiveness, and systems for monitoring learning. They look for evidence that a school’s culture supports professional dialogue and improvement, not simply compliance.
Both organisations emphasise continuous improvement. Schools must show how they are responding to recommendations, and accreditation status is reviewed regularly. For families planning to move to the United States or enrol children in American universities, WASC/NEASC accreditation is widely recognised and often requested as part of admissions documentation.
IB authorisation
The International Baccalaureate does not accredit whole schools; it authorises specific programmes (PYP, MYP, DP). Authorisation requires curriculum-planning structures, sufficient trained teachers, assessment systems aligned with IB expectations, and evidence that leadership supports the IB philosophy.
IB-authorised schools undergo ongoing evaluation cycles to ensure programmes remain faithful to IB principles. Although this is not whole-school accreditation, it is a robust indicator that the school is delivering the IB as intended, rather than using the brand without the necessary structures.
Cambridge International registration
Cambridge International requires schools to register before offering IGCSE or A-level qualifications. This process includes checks on teacher training, curriculum delivery, examination security, and data handling. Cambridge also reviews the school’s capacity to run assessments fairly and securely.
While Cambridge registration does not evaluate whole-school governance or safeguarding, it provides assurance that the curriculum and assessment systems for Cambridge courses meet required standards. For parents, this distinguishes genuine Cambridge-authorised schools from those that use Cambridge materials informally.
British-linked inspection frameworks
British Schools Overseas (BSO) inspections and partnerships with the Independent Schools Inspectorate apply UK government or UK independent-sector standards to schools abroad. These frameworks include detailed reviews of safeguarding, leadership, governance, teaching quality, curriculum implementation, welfare, and assessment.
Unlike accreditations that focus heavily on systems and improvement cycles, BSO and ISI inspections often produce highly specific and publicly available reports. These documents give parents nuanced insights into school strengths and areas for refinement, grounded in the traditions of British school evaluation.
What accreditation actually looks at
Accreditation bodies assess areas that directly shape a child’s educational experience. Although frameworks differ slightly, several themes recur across leading organisations.
Curriculum integrity
Reviewers analyse whether the school’s curriculum is documented, coherent, and taught as intended. They evaluate planning, the sequence of learning, assessment practices, and how effectively teachers adapt lessons for different pupils. The goal is to verify that curriculum delivery is intentional and evidence-based rather than ad hoc.
Teacher qualifications and development
Accreditors examine recruitment standards, training records, performance review processes, and the professional learning culture. They look for evidence that teachers are both qualified and supported. This includes coaching systems, time allocated for planning, and the school’s approach to evaluating teaching. Weakness in this area is a common cause for accreditation recommendations.
Leadership and governance
This includes strategic planning, quality assurance systems, financial stewardship, workload management, and communication with families. Reviewers assess whether leaders understand their impact on learning and whether governance provides appropriate oversight rather than symbolic involvement. Strong governance is often a hallmark of high-quality schools.
Safeguarding and welfare
Safeguarding is a non-negotiable area across all major frameworks. Accreditors look at safer recruitment, staff training, reporting mechanisms, pastoral structures, supervision practices, and the school’s culture of vigilance. They assess not only whether policies exist but how effectively they are implemented in daily practice.
Pupil achievement and progress
Accreditation bodies evaluate whether pupils are making secure progress and whether the school uses data responsibly to identify need, intervene early, and evaluate impact. This includes comparing outcomes with international expectations and understanding how the school interprets its own data.
Facilities and resources
Reviewers check whether spaces are safe, age-appropriate, and conducive to learning. This includes early years environments, specialist rooms, laboratories, sports facilities, and accessibility. They assess whether resources support the curriculum rather than simply appearing modern.
Improvement planning
Accreditation bodies expect schools to maintain realistic improvement plans with measurable objectives and evidence of progress. They examine how leaders evaluate initiatives, how decisions are made, and how priorities are set. Accreditation reports often outline strengths and development points, giving families a transparent view that marketing rarely provides.
Why accreditation matters to parents
Accreditation does not decide whether a school is the right cultural or social fit, but it provides a reliable baseline for assessing professional standards.
Consistency
Accredited schools are held to externally defined standards rather than internally defined expectations. This reduces the risk of inconsistent teaching or unexamined practices.
Curriculum fidelity
Schools offering international programmes must demonstrate that they deliver them as intended. Accreditation weeds out schools that adopt programme branding without proper structures, training, or assessment systems.
Mobility
For families who move frequently, accreditation ensures that academic records, reports, and curriculum frameworks are recognised overseas. Receiving schools are more able to interpret progress and place children appropriately.
Safeguarding
Accreditation bodies give safeguarding significant weight, reviewing not only policies but how staff apply them. This provides reassurance that a school is subject to independent scrutiny in this critical area.
Improvement
Accredited schools must show evidence of development rather than relying on reputation or facilities. This culture of reflection and accountability tends to correlate with stronger long-term pupil outcomes.
Recognising red flags
Accreditation is not the only indicator of quality, and newer schools may simply be part-way through the process. However, certain signals warrant scrutiny:
• claims of accreditation without evidence or clear documentation
• listing “membership” rather than full accreditation
• inspection reports that are many years old or not accessible
• use of international curricula without corresponding authorisation
Such issues do not automatically indicate poor practice, but parents should request clarification and assess how transparent the school is in response.
How to check a school’s accreditation
Parents can verify accreditation independently without relying solely on the school’s marketing claims.
• Check the accrediting body’s official directory (CIS, WASC, NEASC, IB, Cambridge).
• Request the most recent full report or executive summary.
• Confirm the accreditation cycle and whether the school is due for re-evaluation.
• Look for clear evidence of how the school has addressed previous recommendations.
• Review whether accreditation covers the whole school or only specific programmes.
Most accredited schools share documentation readily. Limited transparency can itself be informative.
Summary
Accreditation provides an independent and structured assessment of educational quality. It examines teaching, safeguarding, leadership, governance, curriculum delivery, progress tracking, and the systems that sustain improvement. Licensing ensures schools meet national requirements, but it does not assess how effectively they teach. For parents comparing options in Jakarta, accreditation offers a transparent and internationally recognised way to judge whether a school meets the standards expected of a genuinely international education.
About the author
Amelia, PGCE, QTS, BA (Hons)
Amelia is an experienced primary educator with a strong background in literacy and early curriculum design. Before moving into international education, she taught at the Dragon School, where she developed a reputation for warm, structured classroom practice and high-quality pastoral care. Her work blends evidence-informed pedagogy with creative, inquiry-led learning that supports children to think independently and communicate with confidence.
FAQ: Accreditation and Quality Standards
What is school accreditation?
Accreditation is an independent evaluation by a recognised international body that checks a school’s teaching, safeguarding, leadership, and overall quality. It is a review of standards, not a legal licence.
How is accreditation different from an SPK licence?
An SPK licence allows a school to operate in Indonesia. Accreditation evaluates how well the school delivers education. Licensing is compliance; accreditation is quality assurance.
Which accreditation bodies operate in Jakarta?
Common bodies include CIS, WASC, NEASC, IB programme authorisation, Cambridge International, and British-linked inspection frameworks such as BSO.
Does IB or Cambridge authorisation count as accreditation?
IB authorisation and Cambridge registration confirm accurate delivery of those curricula. They are curriculum-specific approvals, not whole-school accreditation.
What does accreditation actually evaluate?
It examines curriculum integrity, teacher qualifications, safeguarding, leadership, governance, pupil progress, and improvement planning.
Why does accreditation matter for families moving abroad?
Accredited schools follow recognised standards, making records and qualifications easier to interpret in other countries. This supports smooth transitions into new systems.
Are schools without accreditation lower quality?
Not necessarily, but the absence of accreditation means quality has not been externally verified. Parents should ask how the school assures standards internally.
How can I check a school’s accreditation?
Search the accrediting body’s public directory, request the most recent report, and confirm the review cycle. Schools should provide documentation when asked.
