International Services Program
ACPE’s International Services Program (ISP) offers professional degree program International-Accreditation and International-Preaccreditation, consultation, and training to stakeholders around the world who seek guidance related to quality assurance and advancement of pharmacy education. The expertise, global perspectives, staff resources, and formal processes within the International Services Program support international stakeholders to advance pharmacy education and quality in their respective countries. ISP was established in January 2011.
Find Accredited International Programs
Examine the list of all programs outside of the United States that have been granted International-Accreditation Status by ACPE.
Meet the International Commission Members
See a list of our current commission members.
International Services Program Resources
See all available resources for international self-study documents, FAQs, support tools, and more have been compiled for your convenience.
Our Quality Criteria & Policies
The latest quality criteria approved by the ACPE Board of Directors
Note: ACPE International-Accreditation, International-Preaccreditation and Provisional International-Accreditation (collectively referred to as International-Accreditation Status) are not intended to and do not qualify graduates of a program with this status to be eligible to apply directly to sit for the North American Pharmacist Licensure Examination® (NAPLEX®) for licensure in the United States. ACPE International-Accreditation Status does not change or modify the requirement for pharmacists educated outside of the United States to achieve the National Association of Boards of Pharmacy’s (NABP) Foreign Pharmacy Graduate Examination CommitteeTM (FPGEC®) Certification before applying for a pharmacy licensure exam or state board of pharmacy license in the United States.
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International-Accreditation of Professional Degree Programs
ACPE ISP Quality Criteria may be voluntarily adopted by degree programs in pharmacy outside of the United States.
Quality Criteria for International-Accreditation of Professional Degree Programs in Pharmacy 2026
Approved: June 12, 2025
Glossary For ISP International-Accreditation and International-Preaccreditation Documents
The ACPE Board has adopted policies and procedures that apply to the International-Accreditation and International-Preaccreditation of professional degree programs in pharmacy that are based outside the United States of America (USA) and its territories; namely, Puerto Rico, Guam, American Samoa, and the Virgin Islands.
The Policies and Procedures for International-Accreditation, International-Preaccreditation, and Provisional International-Accreditation of Professional Degree Programs in Pharmacy in Countries other than the United States and its Territories were adopted January 31, 2025 and are effective January 31, 2025Please Note:
- ACPE Travel Policy: ACPE is currently not traveling to countries that have a Level 3 or Level 4 Travel Advisory issued by the U.S. Department of State. The levels of Travel Advisories are updated, as and when appropriate, by the State Department. Please note, however, that when deemed appropriate by the Board, ACPE can conduct an evaluation of a pharmacy degree program online in accordance with its policies and procedures. If the initial evaluation of a program is conducted online, the status of International-Accreditation or International-Preaccreditation (as applicable) can still be granted, but the status of the program will have the designation “(online evaluation)” until such time as an on-site Verification Visit can be conducted and the program be considered for removal of the “(online evaluation)” designation.
For further details regarding if and how this may affect your program, please contact ACPE.
Monitoring During the International-Accreditation Term
Programs for which International-Accreditation is granted or affirmed are provided with the Board’s International-Accreditation Actions and Recommendations which outlines the term of International-Accreditation and the future reporting requirements.
Written Interim Report
During the International-Accreditation term, the Board may request the program provide a written Interim Report with updates and details of progress in a specific area of concern regarding a Quality Criterion/Criteria that have been identified by ACPE as being Non-compliant, Partially Compliant, or Compliant with Monitoring. A template for the Interim Report and guidance on development of the report is provided below.
Focused Evaluation
Focused evaluation visits are conducted in between comprehensive evaluations.
Two-Year Post-Initial International-Accreditation
Programs granted initial International-Accreditation, including those with the (online evaluation designation) are eligible to receive an initial term of two (2) years. Prior to the expiration of the two-year term, a Focused Evaluation Visit will be completed for the purpose of evaluating the ongoing compliance with all Quality Criteria. No fewer than eight (8) weeks prior to the evaluation visit, the college must submit a written report to ACPE which summarizes progress and achievements made by the college and program and provides evidence of continued compliance with all Quality Criteria. All quality criteria must be addressed, not just QC that are partially or non-compliant or those that are compliant with monitoring.
Focused Evaluation
In addition to the 2-year focused evaluation, the Board may request a focused evaluation for a specific purpose including, but not limited to: (a) evaluating compliance of the Program against specific Quality Criteria previously found to be Non-compliant, Partially Compliant, or Compliant with Monitoring, and (b) evaluating continued compliance of a Program that is planning or has undergone a Substantive Change, when deemed necessary by the Board. Focused evaluations occur between comprehensive evaluations. No fewer than eight (8) weeks prior to the evaluation visit, the college must submit a written report to ACPE which summarizes progress and achievements made by the college and program on the specific Quality Criteria that have been found to be Compliant with Monitoring, Partially Compliant, and Noncompliant.
A template for the Focused Evaluation Report and guidance on development of the report is found below.
Substantive Changes
ACPE is responsible for reviewing all Substantive Changes that occur between regularly scheduled Comprehensive Evaluation Visits to determine whether or not the change has affected the quality of the program and to assure the public that all aspects of the Professional Degree Program continue to comply with the Quality Criteria. While the decision to implement a Substantive Change is the prerogative and responsibility of the college and Institution, ACPE is obligated to determine the effect of any Substantive Change on the program’s ability to comply with the Quality Criteria. It is the responsibility of the Dean of a program with International-Accreditation Status that proposes to implement a Substantive Change to provide written notification of the proposed change to ACPE in advance of the implementation of the change. ACPE’s definition of what constitutes a substantive change is outlined in ACPE’s Policy and Procedure Manual. To report a substantive change, programs should outline the proposed change in an email to ACPE at [email protected]. If a college is unclear as to whether a change is substantive in nature, the Dean should consult with ACPE Staff. Any further reporting or information needed will be communicated following review of the proposed substantive change.
Annual Monitoring
International-Accreditation programs are required to complete annual reporting requirements as determined by ACPE to evaluate enrollment trends and academic staff resources. Colleges must submit the required data to ACPE using the required form which is provided to the program annually.
Annual Fees
Programs holding International-Accreditation status are expected to adhere to all reporting and fee requirements.
An evaluation visit allows the assigned evaluation team to validate the self-study report. Evaluation visits serve as the basis for the Board to grant initial and continued international-accreditation.
Format of Evaluation Visit
ACPE Travel Policy: ACPE is currently not traveling to countries that have a Level 3 or Level 4 Travel Advisory issued by the U.S. Department of State. The levels of Travel Advisories are updated, as and when appropriate, by the State Department. Please note, however, that when deemed appropriate by the Board, ACPE can conduct an evaluation of a pharmacy degree program online in accordance with its policies and procedures. If the initial evaluation of a program is conducted online, the status of International-Accreditation or International-Preaccreditation (as applicable) can still be granted, but the status of the program will have the designation “(online evaluation)” until such time as an on-site visit can be conducted and the program be considered for removal of the “(online evaluation)” designation.
Team Size
The typical minimum review team size is three to four members; including one member of the ACPE staff or a designated consultant.
Visit Schedule & Activities
In most instances, evaluation visits are scheduled between January and early April for review at the May International Commission and June Board meetings and August and early October for review at the November International Commission and January Board meeting. Onsite visits last three days while online visits are distributed over four days.
During initial or continued comprehensive visits, whether onsite or online, the review team will:
- Verify the information provided in the Self-Study Report.
- Investigate issues identified during the review of the Self-Study Report.
- Interview students, faculty members, preceptors, and program leadership.
- Meet with committees or program representatives charged with oversight of the curriculum, experiential education, student services, and assessment and preparation of the self-study.
- Tour physical facilities and practice sites for on-site evaluations or review pre-prepared videos of the physical facilities and practice sites.
- Determine compliance with the International-Accreditation policies and procedures.
- Provide feedback on program strengths and opportunities and share suggestions for quality improvement.
Example questions that the evaluation team may ask during these sessions are available in the Guidelines and Suggested Questions for ACPE Evaluation Visits for International-Accreditation.
Observers
In some instances, representatives selected or appointed by a national entity or accreditor may be invited by the organization to observe the evaluation visit.
Focused Evaluation Visits
Prior to the expiration of a program’s initial two-year term of International-Accreditation, a Focused Evaluation Visit will be completed for the purpose of evaluating the ongoing compliance with all Quality Criteria.
The Board may also request a focused evaluation for a specific purpose including, but not limited to: (a) evaluating compliance of the Program against specific Quality Criteria previously found to be Non-compliant, Partially Compliant, or Compliant with Monitoring, and (b) evaluating continued compliance of a Program that is planning or has undergone a Substantive Change, when deemed necessary by the Board.
The schedule of the focused evaluation generally follows the format of the comprehensive evaluation described above and may be adjusted based on the nature of issues identified at the program.
ACPE has a rich history of engagements and promoting information exchange internationally among organizations and agencies involved in the quality assurance of pharmacy education.
Accreditation and Quality Assurance Commission for Higher Education Institutions (AQACHEI), Jordan
On April 11, 2017, the Accreditation Council for Pharmacy Education (ACPE) and the Accreditation and Quality Assurance Commission for Higher Education Institutions (AQACHEI) signed a Memorandum of Understanding (MoU). Both organizations agreed to cooperate and collaborate to advance the quality of pharmacy education internationally in accordance with their respective missions, visions, and goals.
Australian Pharmacy Council (APC)
Effective February 1, 2017, the Accreditation Council for Pharmacy Education (ACPE) and the Australian Pharmacy Council (APC) signed a Memorandum of Understanding (MoU) and agreed to regularly communicate, share, and exchange information regarding accreditation criteria, system policies, standards, guidelines, manuals, tools, and publications.
Canadian Council for Accreditation of Pharmacy Programs (CCAPP)
Effective February 1, 2017, a Memorandum of Understanding (MoU) was approved by the Accreditation Council for Pharmacy Education (ACPE) and the Canadian Council for Accreditation of Pharmacy Programs (CCAPP). ACPE and CCAPP agreed to exchange information related to activities undertaken, trends, developments, and advances in pharmacy education in their respective countries.
Canadian Council on Continuing Education in Pharmacy (CCCEP)
On November 15, 2014, the Accreditation Council for Pharmacy Education (ACPE) and the Canadian Council on Continuing Education In Pharmacy (CCCEP) consented to a Memorandum of Understanding (MoU) so that both organizations could study their respective quality assurance systems, policies and procedures, and the pharmacy education and training in their respective areas of operation.
Commission for Academic Accreditation (CAA), United Arab Emirates
Effective July 1, 2016, a Memorandum of Understanding (MoU) was endorsed by the Accreditation Council for Pharmacy Education (ACPE) and the Commission for Academic Accreditation (CAA). CAA agreed to accept ACPE as one of the preferred international agencies for the international recognition of United Arab Emirates (UAE) college and university pharmacy programs. ACPE agreed to make its resource pool of appropriately qualified reviewers for the evaluation and assessment of UAE pharmacy degree programs available to CAA.
On December 7, 2020, ACPE and CAA held a virtual signing ceremony to renew the MOU. To view a clip of the ceremony, click here.
Council for Higher Education Accreditation (CHEA) International Quality Group (CIOQ)
On July 21, 2017, the Accreditation Council for Pharmacy Education (ACPE) and the Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG) signed a Memorandum of Affiliation (MOA) to signify their respective commitments to the seven international quality principles of CIQG. As part of the MOA, ACPE agrees to promote these Principles, work with other higher education stakeholders to promote a shared understanding of quality based on the seven Principles, share information regularly on the promotion and implementation of the Principles and engage, when feasible, in joint activities with a view to sharing effective policies and practices in areas of common interest.
Conférence Internationale des Doyens de Pharmacie d’Expression Francaise (CIDPHARMEF)
On July 1, 2013, a Memorandum of Understanding (MoU) was signed by the Accreditation Council for Pharmacy Education (ACPE) and the Conférence Internationale des Doyens de Pharmacie d’Expression Francaise (CIDPHARMEF). Both ACPE and CIDPHARMEF acknowledged to communicate, cooperate, and explore opportunities in the international arena.
Indian Association of Colleges of Pharmacy (IAP)
Effective September 1, 2020, the Accreditation Council for Pharmacy Education and the Indian Association of Colleges of Pharmacy (IACP) signed a Memorandum of Understanding (MoU). The MoU marks the collaboration between ACPE and IACP to achieve combined goals of standardizing and advancing the quality of pharmacy education internationally.
International Pharmaceutical Federation (FIP)
Effective September 12, 2017, the Accreditation Council for Pharmacy Education and the International Pharmaceutical Federation (FIP) mutually agreed to sign a Memorandum of Understanding (MoU). ACPE and FIP will strive to cooperate and collaborate in order to facilitate information exchange and convene, at least annually, to discuss current and future collaborations.
Knowledge E
Effective January 22, 2020, the Accreditation Council for Pharmacy Education and the Knowledge E DMCC mutually agreed to sign a Memorandum of Understanding (MoU). ACPE and Knowledge E agreed to collaborate in organizing various training, conferences, and other educational programs and events.
On July 13, 2021, ACPE renewed its MOU with Knowledge E.
Korean Accreditation Council for Pharmacy Education (KACPE)
Effective March 27, 2019, the Accreditation Council for Pharmacy Education and the Korean Accreditation Council for Pharmacy Education (KACPE) mutually agreed to sign a Memorandum of Understanding (MoU). ACPE and KACPE consented to regularly communicate, share, and exchange information regarding quality assurance systems, policies and procedures, and the pharmacy education/training in their respective countries.
Management Science for Health (MSH)
In the past several years, ACPE’s International Services Program has collaborated with Management Sciences for Health (MSH) in the Systems for Improved Access to Pharmaceuticals and Services (SIAPS) Program. Initially, ACPE conducted a survey of pharmacy education, regulation and practice issues in low- and middle-income countries identified by MSH. The survey prompted a project in which ACPE representatives traveled to the Democratic Republic of Congo for a consultative visit to the University of Kinshasa, Faculty of Pharmaceutical Sciences (FOPS). After the visit, ACPE produced a report titled “Recommendations for Advancing Pharmacy Education in the Democratic Republic of the Congo.” ACPE was also asked to provide an additional consultation for the University of Kinshasa FOPS to draft the strategic plan for the curriculum, including the desired graduate competencies and the curricular content.
In addition, ACPE was contracted by MSH to develop a report on quality assurance of continuing education and continuing professional development. The report was entitled “Continuing Pharmaceutical Education: Guide to Establishing Quality Assured and Accredited Programs.”
National Authority for Quality Assurance and Accreditation of Education (NAQAAE), Egypt
Effective July 1, 2017, a Memorandum of Understanding (MoU) was approved by the Accreditation Council for Pharmacy Education and the National Authority for Quality Assurance and Accreditation of Education (NAQAAE). Both organizations agreed to collaborate, cooperate, and regularly communicate with each other regarding their activities in their respective areas of operation.
National Center for Academic Accreditation and Evaluation (NCAAA), Saudi Arabia
Effective February 1, 2018, the ACPE Board of Directors approved a Memorandum of Understanding (MoU) between Accreditation Council for Pharmacy Education and the National Center for Academic Accreditation and Evaluation (NCAAA). Both organizations agreed to cooperate and collaborate to advance the quality of pharmacy education internationally in accordance with their respective missions, visions, and goals.
Pharmaceutical Society of Ireland (PSI)
Effective February 1, 2017, the Accreditation Council for Pharmacy Education (ACPE) agreed to a Memorandum of Understanding (MoU) with the Pharmaceutical Society of Ireland (PSI). ACPE and PSI accepted to explore opportunities for collaboration in international activities and to cooperate in any other manner as mutually agreed.
Consultation
ACPE offers consultation in a broad range of areas related to quality assurance and advancement of pharmacy education, including:
- Professional degree programs in pharmacy
- Continuing pharmacy education/continuing professional development
- In-service training
- Credentialing
- QA systems/development of standards
Consultation may also be provided in broader areas of care delivery and pharmacy practice. ACPE engages appropriate experts from the United States and other countries for each consultation. Contact us to learn more information.
Workshops
ACPE offers and conducts training and workshops on topics such as preparation of self-studies, evaluator training, assessment, curricular development, continuing professional development, and standards development. Training programs may also be customized to meet the needs of global stakeholders.
ACPE has an obligation to assure that any program that holds an International-Accreditation Status remains compliant with the Quality Criteria or is making progress towards achieving compliance at an appropriate pace, and that the School conducts its affairs with impartiality, non-discrimination, honesty, and frankness.
Complaints from Institutions, students, academic staff, or the public against a Professional Degree Program with International-Accreditation Status or Institution housing a Professional Degree Program with International-Accreditation Status must be based upon the fact that such Program or Institution is not in compliance with Quality Criterion/Criteria or is not making progress towards achieving compliance at the appropriate pace, or is not in compliance with the International-Accreditation and International-Preaccreditation Policies and Procedures, as established, from time to time, by ACPE.
Complaints must be submitted in writing to the ACPE office, must provide a detailed description of the complaint and its relation to Quality Criteria or the International-Accreditation Policies and Procedures, and must provide direct contact information of the complainant(s). Requests for confidentiality by the complainant shall be respected to the extent that any identifying information is not necessary for the resolution of the complaint.
Anonymous complaints pertaining to International-Accreditation matters are retained and, depending on circumstances and the severity of the complaint as determined by the ACPE Executive Director, may be forwarded to the Dean of the affected Professional Degree Program for a response. Where a complainant has threatened or filed legal action in a court of law or before a governmental agency against a Program or Institution housing said Program, ACPE reserves the right to hold such complaint in abeyance until after the later of a final judgment by a court of law or governmental agency or finalization of any appeal of such judgment.
ACPE will proceed expeditiously in the investigation and resolution of complaints in a manner that is fair and equitable to all parties. The Executive Director, or his/her designate, shall have the authority to: (i) review the complaint in order to determine relevance to the Quality Criteria, policies, or procedures; (ii) dismiss a complaint if it is determined that such complaint has no merit or is outside the scope of ACPE International-Accreditation activities; (iii) forward relevant complaints to the Dean of the school for a response to ACPE; and (iv) conduct any further investigation deemed necessary to promptly determine the facts surrounding the issue and the validity of the complaint. ACPE shall diligently investigate and resolve complaints in a timely manner, taking into consideration all parties involved, the severity and complexity of the allegations, and pursuant to any legal obligations.
If, on the basis of such investigation, after notice to the school and opportunity for response from the School, the Executive Director finds a complaint to be extremely serious in nature, charging egregious conduct that may warrant an Adverse Action by ACPE, or involve an interpretation that the Executive Director believes should be made by the Board, the complaint will be submitted to the Board for consideration at the next regularly scheduled meeting. Where the Board finds that a Program or School has violated the Quality Criteria, engaged in unethical conduct, or that its integrity has been seriously undermined, the Board will either:
(a) request that the School show cause, within a stated time period, as to why an Adverse Action should not be taken; or
(b) in extreme cases, immediately discontinue its relationship with the Program by denying International-Accreditation or International-Preaccreditation or withdrawing the offending Program’s International-Accreditation Status.
A record of complaints regarding a specific School or Program is maintained in perpetuity at the ACPE office for future consideration. The complaint file will be reviewed by Staff members as a component of the evaluation visit process. Evaluation teams will be informed regarding any open complaints against the Program under review. Information provided to the evaluation team will include the following for any open complaint: (1) the nature of each complaint; (2) the process used to review the complaint; and (3) the status of the complaint. Any complaints received since the prior evaluation visit and the related investigative materials will be provided to the members of the International Commission and Board as a component of the review process.
For more details regarding ACPE’s Complaints Policy and Procedures, please visit the relevant section of the International Services Program Policies and Procedures manual.
If you wish to file a complaint, please complete the ACPE Complaint Form found here.
Vision
Quality-assured pharmacy education and training prepares graduates throughout the world for expanded roles to optimize safe and effective medication use and improve patient care.
Mission
Promote, assure, and advance the quality of pharmacy education internationally to improve patient care through safe and effective medication use.
Leadership
The activities and programs of the ISP are supported and guided by the International Commission (IC), whose members are appointed by the ACPE Board of Directors, and the ISP Advisory Group (ISPAG), whose expert members are drawn from around the world.
Memberships, Affiliations and Listings
International Network for Quality Assurance Agencies
Oman Authority for Academic Accreditation and Quality Assurance of Education
Knowledge E
Australian Pharmacy Council
The Canadian Council for Accreditation of Pharmacy Programs
Commission for Academic Accreditation
Council for Higher Education Accreditation
Additional Resources
Why Apply for International-Accreditation?
- Provide professional judgement of the quality of an international college or school of pharmacy’s professional degree program.
- Engage in a continuous quality improvement process for an international college or school’s pharmacy curriculum and program.
- Evaluate the extent to which a professional pharmacy education program is remaining contemporary and competitive.
Apply for International-Accreditation
Learn about our accredication process and access readily available application forms.