Accreditation

What is WINHEC Accreditation?

Accreditation performs a number of important functions including the validation of credibility on the part of the public being served and encouragement of efforts toward maximum educational effectiveness. The accrediting process requires schools as well as other educational institutions and programs to examine their own goals, operations, and achievements in light of their native peoples’ philosophies and worldviews.  It also provides the expert critiques and suggestions of an external review team and the recommendations of the accrediting body. Since the accreditation is reviewed periodically, institutions are encouraged toward continued self-study and improvement.

Accreditation of schools, educational institutions and specialized programs is granted by a number of national and regional organizations, each representing a lens through which to examine the quality and integrity of the institutions/schools/programs in question. Though each of these organizations has its distinctive definitions of eligibility, criteria for accreditation, and operating procedures, most of them undertake accreditation as one means of assuring the public constituencies about the quality and integrity of the services rendered. While the procedures of the various national and professional accrediting structures differ somewhat in detail, each is intended to fulfill the following purposes:

  1. Foster quality assurance in education through the development of criteria and guidelines for assessing educational effectiveness in a context that values diversity and reflects locally defined definitions of what constitutes quality and effectiveness;
  2. Encourage institutional improvement of educational endeavors through continuous self-study and evaluation;
  3. Insure the educational community, the general public, and other agencies or organizations that an institution/school/program has clearly defined, appropriate educational objectives, has established conditions under which their achievement can reasonably be expected, appears in fact to be accomplishing them substantially, and is so organized, staffed, and supported that it can be expected to continue to do so; and
  4. Provide counsel and assistance to established and developing institutions/schools/ programs.

What differs between this process and others is that accreditation by the WINHEC Accreditation Authority means that an Indigenous-serving institution/school/program’s work:

  • Is framed by the Indigenous philosophy(ies) of the native community it serves,
  • Are soundly conceived and intelligently devised,
  • Integrates Indigenous culture, language, and worldviews into programing,
  • Are purposefully being accomplished in a manner that should continue to merit confidence by the Indigenous constituencies being served.

When granted, accreditation applies to the entire institution/school/program in operation at the time of the most recent full-scale review. It indicates that the institution/school/program has been carefully and thoroughly examined and has been found to be achieving its own particular purposes in a satisfactory manner.

Furthermore, accreditation by the WINHEC Accreditation Authority takes into account and supports the diversity which exists among Indigenous-serving educational institutions, schools, and programs.  Quality is evaluated in terms of the purposes the institution seeks to accomplish. Once deemed to have met the criteria established by the WINHEC Accreditation Authority, candidate institutions and programs become full voting members of the WINHEC Accreditation Authority Board with all the rights and privileges specified in the enclosed Guiding Principles.

WINHEC Higher Education Accredited Institutions/Programs
Institution/Program Fully Accredited –           Ten Years Website
Te Wananga Aotearoa/Elder Seminar Program August 2004 http://www.twoa.ac.nz/Home.aspx
Te Wananga Raukawa/Māori Law & Philosophy/ Poutuarongo Ahunga Tikanga August 2004;

Renewal October 2016

(Name change Aug. 2010)

http://www.wananga.com/
Te Wananga Awanuiarangi/Māori Teacher Education August 2004 http://www.wananga.ac.nz/
Seven Generations Institute/Anishanabe Undaa Wiinijigewin October 2007 http://www.7generations.org/
Sami University College December 2008 http://samas.no/
First Nations Technical Institute August 2009 http://fnti.net/
Fort Peck Community College August 2009 http://www.fpcc.edu/
Haskell Indian Nations University August 2010 http://www.haskell.edu/
Ka Haka ʻUla O Keʻelikōlani College, UH Hilo August 2009 http://www.olelo.hawaii.edu/

http://hilo.hawaii.edu/

Shingwauk Kinoomaage Gamig September 2012 http://www.shingwauku.ca/courses
Hawaiʻinuiākea School of Hawaiian Knowledge, UH Mānoa August 2013 http://manoa.hawaii.edu/hshk/
National Indigenous Accreditation Board (Memorandum) August 2011; October 2016 http://nechi.com/
Wollotuka Institute, University of Newcastle August 2015 https://www.newcastle.edu.au/about-uon/our-university/indigenous-collaboration/the-wollotuka-institute
University nuhelot’įne thaiyots’į nistameyimâkanak Blue Quills October 2026 http://www.bluequills.ca/
ʻAha Pūnana Leo Accreditation

 

Affiliation: August 2011;           May 2014 http://www.ahapunanaleo.org/
The Institute for Native Pacific Education and Culture (INPEACE) August 2015

 

http://www.inpeace.org/
Keiki o ka ʻĀina (KOKA) October 2016 http://www.koka.org/
Sámi joatkkaskuvla ja boazodoalloskuvla (Kautokeino Sámi Secondary and Reindeer Husbandry School) October 2016 http://www.samisk.vgs.no/
Provisional Status
Montana State University, Native American Studies December 2008 http://www.montana.edu/nativeamerican/
Nuʻuhiwa University International, Living Life Source September 2012 http://livinglifesourcefoundation.org/
World Indigenous Nations University (WINU) August 2013 http://win-hec.org/