This is just my reflection, what do you think classmates!

(by jie Molino)

In the case of accreditation, learning becomes a commodity, 'and like any commodity that is marketed, it becomes scarce' (Illich 1975: 73). Furthermore, and echoing Marx, the way in which such scarcity is obscured by the different forms that education takes.
The Accreditation establishment has become a major threat to Educational systems. The case against expert systems like modern quality education base on accreditation is that they can produce damage which outweigh potential benefits from the local or indigenous curriculum; they obscure the educational conditions contextualized in a very localized situation. Accreditation is a business strategy that may alienate the schools who do not have the big capital but sincere in offering quality education at their very best but with limited resources.

This is a similar critique to that mounted by Fromm (1979) of the tendency in modern industrial societies to orient toward a 'having mode' - where people focus upon, and organize around the possession of material objects. They, thus, approach learning as a form of acquisition.
Accreditation is a culture of false quality assurance. It is a false conditioning. The real quality education can never be measured by being accredited, but it is at the very heart of education itself. School owners who are businessmen will give a high regards to accreditation but on the contrary, true educators who are running the school will always see and deliver quality education even if there is no accreditation.

Knowledge become a possession to be exploited rather than an aspect of being in the world.