Reference Materials for International Programs

Fees

2027 Fee Schedule

World Bank Data – Country Classifications (for 2027 Fee Schedule)

2026 Fee Schedule

World Bank Data – Country Classifications (for 2026 Fee Schedule)

For Estimated Total Fees for First Seven Years of International-Accreditation:

Please Contact ACPE

For Estimated Fees for Future Years:

Please Contact ACPE

Frequently Asked Questions

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Review the News release regarding terminology change to “International-Accreditation”.

International-Accreditation or Provisional International-Accreditation does NOT bypass the requirements set forth by NABP for foreign graduates. For further clarifications, please direct your questions to the NABP.
Phone: +1 847 391 4406

E-mail: [email protected]
Website: https://nabp.pharmacy/programs/foreign-pharmacy/

ACPE does offer accreditation for providers of continuing pharmacy education that are based outside the USA. ACPE does not accredit individual CE activities; however, through some of its accredited providers (under what is referred to as a “Joint Providership”), ACPE accreditation has been granted for meetings and conference symposia in other countries.

Download the Joint Providership Fact Sheet

ACPE does not accredit the degree programs of faculties of pharmacy in Canada. This is done by the Canadian Council for Accreditation of Pharmacy Programs (CCAPP), www.ccapp-accredit.ca. ACPE works very closely with its Canadian counterpart agency. When CCAPP developed its current standards for baccalaureate pharmacy degree programs in Canada, the standards were based on ACPE’s PharmD Standards.

On a regular basis, ACPE receives requests for assistance from countries wishing to develop or enhance their own systems for the quality assurance of pharmacy education – both for degree programs and for continuing pharmacy education. ACPE provides support and guidance in the international arena in the following areas:

  • Professional degree program International-Accreditation/International-Preaccreditation
  • Consultation
  • Workshops and training programs

ACPE is also engaged in numerous international activities, programs, and initiatives. See ISP Collaborations.

ACPE is committed to promoting information exchange among organizations and agencies involved in the quality assurance of pharmacy education. Over the past several years, members of the ACPE staff have been active in the International Forum for Quality Assurance of Pharmacy Education, an initiative of the International Pharmaceutical Federation (FIP). Members of staff from ACPE have participated in several meetings of the Forum.

ACPE’s mission is to assure and advance pharmacy education. While its primary focus and the majority of its activity and effort will always be in the USA, ACPE believes that to fulfill its mission, it also should be involved beyond its borders. ACPE acknowledges that it can contribute to and learn from experiences and initiatives in other countries. ACPE also recognizes the benefits derived from monitoring and influencing global trends and developments within the profession of pharmacy, within education generally, and in the specific areas of quality assurance and quality improvement of pharmacy education.

ACPE accreditation standards are copyrighted. Anyone wishing to adopt or adapt ACPE standards should contact ACPE, as ACPE would be interested to hear of such an initiative and may be willing to provide assistance. However, it must be stressed that ACPE standards are developed with USA systems of education and healthcare delivery in mind. The outcome competencies, upon which the standards are based, reflect the desired level and scope of practice for pharmacists in the USA, with patient-centered care as the underlying philosophy of practice. Therefore, the standards may not translate directly into standards that would be suitable in their entirety in other countries.

The system of accreditation used in the USA may also be different from quality assurance approaches elsewhere. ACPE is an independent, autonomous agency, and in many other countries, quality assurance is the responsibility of a governmental, professional, or regulatory body. The framework and most or all of the “core principles” contained in the standards should, however, be applicable in most environments and, if modified to meet local needs and circumstances, the ACPE standards may be able to serve as a basis for the development of country-specific standards.

ACPE’s ISP has developed the International Quality Criteria and offers International-Accreditation and International-Preaccreditation Status to Professional Degree Programs in Pharmacy outside of the USA and territories.

To learn more about ISP and the range of services it offers, please contact:

ACPE ISP Staff
[email protected]

Due to the diversity of services offered, the specific needs of clients, and the variability of direct expenses related to the provision of services in different geographic locations, fees for services vary on a case-by-case basis. Potential clients requesting services from the ISP will be requested to provide a detailed Request for Proposal (RFP) that describes the services needed and required deliverables; a contract will then be negotiated, including the fees and other terms. For certain services, however, a standard fee will apply.

Review ISP Fees

The primary purpose of International-Accreditation/International-Preaccreditation is to assist colleges and schools of pharmacy to improve the quality of their degree program. Through a structured, validated, peer-reviewed, and standards-based process, International-Accreditation provides a comprehensive evaluation of the degree program and the college/school of pharmacy. International-Accreditation and International-Preaccreditation demonstrate compliance with internationally recognized standards and a commitment to continuous quality improvement of the program.

It is not clear to ACPE if/how other entities/organizations will recognize its International-Accreditation/International-Preaccreditation, and individuals should contact the entity/organization in question to seek clarification.

ISP Webinars

Shaping Future Pharmacists: Professional Identity for Educators

Sally A. Arif, PharmD, BCPS
Professor of Pharmacy Practice
Midwestern University
College of Pharmacy
Downers Grove, IL, USA

October 6, 2026, 8 am Central Time

The learning objectives for the activity are:

  • Define the core components of professional identity formation and how it differs from traditional external definitions of professionalism.
  • Describe the role educators can play in assisting students in their identity formation.
  • Discuss didactic and experiential teaching activities that can be used to promote identify formation.
  • Describe strategies to mentor and support pharmacy students professional identity formation.

Register in advance for this meeting:

https://acpe-accredit-org.zoom.us/meeting/register/6CscCbaMRgCAdLrupYcFpg

After registering, you will receive a confirmation email containing information about joining the meeting.

An Introduction to ACPE’s International-Accreditation Program

Dawn Zarembski, PharmD, BCPS
Associate Director, Accreditation Director, International Services Program
Accreditation Council for Pharmacy Education (ACPE)

Jacob P. Gettig, PharmD, MPH, MEd, BCPS, CHCP
Assistant Director, Accreditation Services
Accreditation Council for Pharmacy Education (ACPE)

October 20, 2026, 8 am Central Time

This workshop provides a professional development opportunity for those who are interested in exploring International-Accreditation through the Accreditation Council for Pharmacy Education (ACPE). The workshop will provide an overview of the International-Accreditation process including ACPE’s Quality Criteria that form the basis of all International-Accreditation decisions. Additional components addressed in the workshop include guidance on the preparation of the self-study report and the evaluation visit. Participants will have opportunities to engage with ACPE staff to ask questions and receive feedback to assist with planning for pursuit of ACPE International-Accreditation.

The learning objectives for the activity are:

  • Describe the role of accrediting bodies in assuring the quality of pharmacy degree programs.
  • Describe the ACPE International-Accreditation process.
  • Describe general principles of the Quality Criteria.

Register in advance for this meeting:

https://acpe-accredit-org.zoom.us/meeting/register/H8FnRlOnQ4SW3bLgYdEWQA#/registration

After registering, you will receive a confirmation email containing information about joining the meeting.

Pharmacy Education Resources

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Criterion 1.2.1. Strategic Plan, expects that the college will implement a strategic plan to advance its mission. Further, it is expected that the strategic plan will outline the program’s goals and objectives, include action steps, performance metrics, responsible persons, needed resources, and the timetable for achievement.

A high quality strategic plan will support advancement of the College’s vision and mission. The strategic plan should be developed in alignment with the College’s mission and  incorporate input from a broad array of stakeholders including faculty, staff, alumni, students, preceptors, employers, etc. Such input can be obtained through surveys, focus groups, advisory boards, and inclusion directly in a strategic planning committee.  A SWOT (strength, weaknesses, opportunities, threats) analysis may be completed to gather stakeholder feedback.

Feedback should be used to develop the strategic priorities and goals. Once goals have been developed, key performance indicators, or metrics, that will be used to measure progress should be created. Responsible parties who will oversee the strategic goal should be identified along with any resources that will be needed to achieve the goal.

The strategic plan should be regularly reviewed with frequent updates provided to all stakeholders. Where needed, the plan should be revised to ensure the ongoing viability of the plan.

Example

Strategic Goal: Prepare graduates to become leaders who advance pharmacy practice.  

Objective: Graduates will demonstrate competence to engage in interprofessional practice through learning activities that include interprofessional experiences.

Strategic Initiative

Expected Outcome

Tactics

Timeline

Metrics

Required Resources

The College incorporates interprofessional collaboration experiences throughout the curriculum.

Students will engage in interprofessional education opportunities at least once every year of the curriculum.

Identify partners to support

One year

Number of IPE activities per year. 

Appointment of a Director of Interprofessional Education.

Criterion 1.5.2. Professional Identify Formation expects that the college will facilitate students’ professional identity development including internalization of the pharmacy profession’s core values, beliefs, skills, and knowledge.

What is Professional Identity Formation?

As described by the American Association of Colleges of Pharmacy, Professional Identity Formation is the process where individuals integrate a profession’s core values, knowledge, skills, beliefs, and behaviors into their identity. It results in individuals “thinking, acting, and feeling” like a member of that professional community.

Additional resources are available on the AACP Website.

Criterion 2.1.1. Competency-based Program Outcomes  expects that the college will identify and publish competency-based program outcomes that graduates must achieve.

What are Competency-Based Program Outcomes?
 
Competency-based program outcomes define the knowledge, skills, and abilities that students must demonstrate prior to graduation. These outcomes should be clearly defined, measurable competencies that focus on what graduates will be able to do upon completion of the program.
 
Colleges of pharmacy can consult and/or adopt (in total or in part) competencies developed by pharmacy organizations. Several examples of such competency frameworks are available including but not limited to:

Each framework defines specific, measurable skills and expected for practice-ready graduates. 
 
Once the competency-based educational outcomes are identified, the college will utilize these to develop clear, measurable learning objectives that will be used to evaluate achievement of the outcomes. Course learning objectives will be mapped to the learning outcomes and used to demonstrate progression of achievement, from introductory to mastery, as students progress through the curriculum. Teaching and learning activities would be developed to support student achievement of the course learning objectives and assessment tools will be used to measure achievement of the identified competencies.

Criterion 2.2.3. Intraprofessional and Interprofessional Education expects the college will emphasize the pharmacist’s role as a healthcare team member in providing team-based, patient-centered care. As available, the college provides opportunities for students to learn about, from, and with other health professional students and members of the intraprofessional and interprofessional healthcare team.

What is Interprofessional Education?

As defined by the World Health Organization, “interprofessional education occurs when students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team. This is a key step in moving health systems from fragmentation to a position of strength.”

Source: World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization. See https://iris.who.int/server/api/core/bitstreams/d743ea4e-8c14-493c-b3a5-1a0022e6ce54/content

What are expected competencies for interprofessional collaborative practice?

The Interprofessional Education Collaborative (IPEC) has defined core competencies to guide interprofessional education and team-based care for improved outcomes across health professions.

IPEC Website: https://www.ipecollaborative.org/

Source for Core Competencies: https://ipec.memberclicks.net/assets/core-competencies/IPEC_Core_Competencies_Version_3_2023_Statements.pdf
 
Where can I find resources related to the development of interprofessional education activities?

  • The National Center for Interprofessional Practice and Education provides leadership, evidence and resources to guide the use of interprofessional education and collaborative practice to improve population health care. The National Center for Interprofessional Practice and Education works to gather, synthesize, aggregate and disseminate information, knowledge and evidence about the effectiveness of interprofessional practice and education on health outcomes and its potential to transform health care and health professions education.

    The National Center for Interprofessional Practice and Education’s Resource Center provides a digital library of interprofessional practice and education-related content.

    The Resource Center can be found at: https://nexusipe.org/informing/resource-center
  • The Centre for the Advancement of Interprofessional Education, a UK-based organization with international outreach, also offers an online library which can be found at: https://www.caipe.org/resources-publications/
  • The Journal of Interprofessional Education & Practice, is a quarterly online-only journal, that provides ideas for interprofessional educators and practitioners through peer-reviewed articles and reports. Each issue examines current issues and trends in interprofessional healthcare topics, offering progressive solutions to the challenges facing the profession. 
     
    The Journal can be found at: https://www.sciencedirect.com/journal/journal-of-interprofessional-education-and-practice

ACPE seeks to share “noteworthy practices” identified during the routine review of programs. It should be noted that ACPE understands that other colleges of pharmacy may have similar practices in place. The sharing of practices from the listed institutions does not intend to convey that such practices are limited to those identified institutions. ACPE’s purpose for identifying and sharing these practices is to allow programs seeking improvement an opportunity to connect with other programs for further guidance. Interested colleges are encouraged to contact the listed program directly for additional information on the respective practice. 

The following noteworthy practices were identified during the spring 2026 cycle.

Criterion

Noteworthy Practice

Program

Assessment of Achievement of the Mission and Goals

The School’s Annual Assessment Report describes all key elements of the School’s BPharm program. The Assessment Committee provides appropriate data to support its findings and recommendations, and the School appears to be using the annual report to guide future actions.

Lebanese International University School of Pharmacy

Teaching and Learning Methods

The College created an Artificial Intelligence (AI) Committee to monitor and support responsible integration of AI within the curriculum. The purpose of the committee is to ensure that teaching, assessment, and curricular delivery is consistent, responsible, academically sound and are aligned with accreditation expectations and quality assurance processes.

Dubai Medical University College of Pharmacy

Student Services

The College has implemented the Learning Enhancement and Peer Support (LEAP) Program, a structured, student-led peer tutoring initiative. The LEAP Governance Team, composed of selected student leaders, is responsible for the operational management of the program, including planning, tutor recruitment and selection, coordination of training, scheduling of services, monitoring tutor performance, maintaining program documentation, and leading evaluation and quality improvement activities. A Faculty Coordinator, appointed by each college, provides academic oversight and supervision. The LEAP Program undergoes periodic review to assess effectiveness, outcomes, and alignment with institutional and professional standards. Student leaders contribute to continuous improvement through data-informed reflection.

Dubai Medical University College of Pharmacy

Continuing Professional Development of Academic and Other Staff

To strengthen preceptor quality and engagement, the College implemented a five-month Preceptor Certificate Program, concluding in a capstone session in January 2026. The program focuses on experiential teaching skills, assessment and feedback, case-based learning, and reflective practice, supporting preceptor preparedness to supervise and assess students across experiential settings.

Dubai Medical University College of Pharmacy

 

Tools


With the release of the new 2026 International-Accreditation Quality Criteria and corresponding rubric, the decision was made to develop an online platform, managed by ACPE, for international colleges and schools to create, manage, and submit their program’s self-study report via any common web browser.

The International Services Program Institutional Reporting and Evaluation System (INSPIRES) is designed to assist an international college or school in preparation of its self-study report and document how its program is addressing ACPE’s International-Accreditation Quality Criteria. The platform specifically identifies the documents, data, and narrative text that should be provided by the college or school for evaluation of the program’s compliance with each of the quality criteria.

INSPIRES – International Services Program Institutional Reporting and Evaluation System
INSPIRES User Guide V 1.1
INSPIRES Power Point Guide V 1.1

Additional Resources

Apply for International-Accreditation

Learn about our accredication process and access readily available application forms.

See Application Details

Browse the latest board communication materials and letters for International-Accreditation.

See Communications