Education unbundled: empowering global instruction through course-based accreditation
The global education landscape is facing increasing pressure to reform how quality and value are recognised in higher learning. Particularly in high-demand sectors like healthcare,
The traditional model – anchored in institution-level accreditation and bundled degree programs – is failing both students and instructors. The Evaluation Company is leading a movement dubbed “Education Unbundled,” which offers a compelling alternative: course-based accreditation that centres learning around instruction, not institutions.
The Evaluation Company (TEC) is a trusted leader in credential evaluation services. For over 40 years, TEC has helped students seeking to come to the US to further their education. From that deep experience in education and credential evaluation, TEC leaders recognised that higher education in the US was ripe for transformation.
Structural distortions in global higher education
Globally, tuition costs continue to rise, yet the instructors at the heart of learning are earning a shrinking share of the value they help create. In the US, instructors in higher education often receive just 2–10% of the tuition revenue their courses generate, a stark contrast to other industries like consulting or entertainment, where professionals retain a much higher portion of what they earn.
The traditional model – anchored in institution-level accreditation and bundled degree programs – is failing both students and instructors
This imbalance is rooted in structural forces. The current accreditation model grants legitimacy only to institutions, effectively locking out independent instructors from offering credit-bearing courses – even if they deliver high-quality, in-demand instruction. Because these instructors are limited to working for institutions, their wages and bargaining power are repressed. For students, this limits choice.
Accreditation requirements as a bottleneck to innovation
Traditional accreditation was originally intended to standardise quality across institutions. But over time, it has evolved into a gatekeeping mechanism that reinforces institutional power. Only degree-granting institutions can offer recognised credentials in the US and elsewhere, which ties access to professional licensure and financial aid to full programs.
This structure excludes educators who may be more innovative or accessible, especially those working internationally or in emerging educational formats. It also distorts spending, since students must pay not just for instruction but for real estate, athletics, and branding. Institutions expand non-instructional services, while faculty wages stagnate and instructional quality may decline.
A call for course-based accreditation
Course-based accreditation would allow third-party bodies to evaluate and approve individual courses, regardless of whether they are delivered by a university or a qualified independent educator. This innovation would democratise access to quality education and empower instructors globally. In high-need fields like nursing, for example, experienced professionals could teach accredited online courses, improving access for learners in rural or underserved areas globally.
Policy and market innovations
Implementing this model will require systemic change. Governments and educational authorities must authorise new accrediting bodies, allow access to professional licensure based on accredited coursework, and incentivise platforms that connect students directly with instructors.
There is precedent: industries like media and technology have already embraced direct-to-consumer models that cut out traditional intermediaries. Education can do the same.
Instructors could form micro-academic entities and receive direct revenue shares based on enrolment and student satisfaction – just like in other skilled professions. Students would have more choice; they can choose traditional programs but also have individual courses recognised.
Education unbundled: toward a global instruction-centered future
The traditional higher education model – based on bundled services and institutional prestige – no longer meets the economic or educational needs of today’s learners or instructors. Course-based accreditation offers a bold, practical path forward, especially for international education systems striving to expand access, control costs, and meet urgent labor shortages.
It’s time to unbundle education, restore dignity to teaching, and prioritise instruction over infrastructure. With smart policy, investment, and technology, the future of education can be modular, mobile, and truly global. The Evaluation Company is proud to support the work of global learners today, and advocates for changes to improve access to education for millions of students tomorrow.
For more information or any questions, please email [email protected]
About the author: Mukul Bakhshi is the chief legal and compliance officer at The Evaluation Company in New York. He is an expert on nursing workforce and migration issues. Prior to joining TEC, he was the chief global affairs officer at TruMerit (formally CGFNS) and a consultant at McKinsey & Company. He received his JD from Columbia University School of Law and his BA from Yale University.
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