Highland University of California (HUCAL) is an active institutional member of NAFSA: Association of International Educators , the world’s largest and most respected nonprofit organization dedicated to international education, student mobility, and global academic exchange.

Through its NAFSA membership, HUCAL remains closely aligned with evolving U.S. and international education policies, regulatory frameworks, and professional best practices that directly impact international students, scholars, and partner institutions.

What Our NAFSA Membership Means

• Global Recognition: Demonstrates HUCAL’s alignment with internationally accepted standards for international student services, academic advising, and institutional partnerships.
• Student-Centered Support: Access to up-to-date compliance guidance, immigration resources, and international student service frameworks to better support learners from around the world.
• Professional Collaboration: Engagement with a global network of higher education professionals, enabling knowledge sharing on international admissions, student success, and policy trends.
• Ethical & Professional Standards: Commitment to NAFSA’s code of ethics, ensuring transparency, inclusivity, and integrity in all international education practices.

Enhancing the International Student Experience

NAFSA membership strengthens HUCAL’s capacity to support international learners by informing institutional practices related to visa guidance, cultural integration, academic mobility, and cross-border collaboration. This ensures that students receive informed, compliant, and globally relevant academic support throughout their educational journey.

Learn more about NAFSA: www.nafsa.org

HUCAL is accredited by U.S. Association of Higher Education & Academic Accreditation (USHEA) . This accreditation reflects our commitment to transparent governance, measurable academic outcomes, and internationally verifiable documentation standards across both distance learning and credit-transfer pathways.

What USHEA Accreditation Supports

• Institutional Quality Assurance: Review of academic governance, faculty oversight, curriculum standards, and learner services.
• Credential Authentication: Verification processes that support employer, agency, and institutional confidence in issued documents.
• Legalization Readiness: Guidance aligned with cross-border documentation requirements, including Apostille-related processes where applicable.
• Credit Transfer Pathways: Structured evaluation support for learners moving between learning modes or jurisdictions.

Document Verification & International Use

For international submissions, graduates may require documentation steps depending on the destination country’s rules. Apostille member countries generally accept documents with Apostille certification, while non-member countries often require additional legalization through embassy/consulate channels.

Important Notes for Students

• Processing requirements can vary by country, purpose (employment, higher study, licensing), and receiving authority.
• Ensure your name, program title, and dates match your official records before starting authentication or legalization steps.
• Some agencies may request sealed copies, verification letters, or additional supporting documents depending on their policies.

View the comprehensive accreditation landscape in the United States.

Sample documents: View sample documents.

Highland University of California (HUCAL) is accredited and formally recognized by the Gulf Commission for Higher Education Accreditation (GCHEA), an independent regional quality assurance body focused on academic authenticity, regulatory compliance, and international comparability of higher education credentials.

What GCHEA Recognition Means

• Regional Academic Acceptance: Supports recognition of HUCAL credentials across the Gulf and Middle East region.
• Document Verification & Legalization: Assists graduates with structured pathways for authentication and embassy attestation where required.
• Academic Mobility: Facilitates smoother transitions for employment, professional licensing, and further studies.
• Institutional Compliance: Confirms alignment with regional quality frameworks and international higher education standards.

Apostille vs. Non-Apostille Destinations

Countries differ in how they accept foreign academic documents. Some Arab and international jurisdictions are members of the Hague Apostille Convention, while others require additional legalization through embassies or consulates. Understanding this distinction is essential for graduates planning employment, licensure, or further education abroad.

Important Guidance for Students

• Documentation requirements vary by country, authority, and purpose (employment, licensing, or higher study).
• Students are advised to confirm destination-country requirements before initiating authentication or legalization.
• GCHEA recognition supports transparency but does not replace country-specific governmental procedures.

Visit: GulfCommissionHEA.org

The International Accreditation Commission (IAC) is a globally recognized accrediting body dedicated to strengthening higher education quality through transparent evaluation, continuous improvement, and institutional accountability. IAC accreditation reflects a commitment to academic integrity, measurable learning outcomes, and responsible institutional governance.

Scope of IAC Accreditation

• Institutional & Program Review: Evaluation of academic structures, curricula, and delivery models.
• Continuous Improvement: Ongoing assessment through performance indicators, stakeholder feedback, and periodic review.
• Global Alignment: Standards designed to support cross-border recognition and international academic credibility.
• Accountability Frameworks: Emphasis on transparency, ethical governance, and student-centered outcomes.

International Recognition & Quality Assurance

Through IAC’s accreditation processes, institutions demonstrate their ability to meet internationally benchmarked quality standards while adapting to evolving educational environments. This approach supports public trust, institutional responsibility, and long-term academic sustainability.

Learn more about IAC accreditation and standards: IACCommission.org

Program-based accreditation focuses on the quality of a specific academic discipline rather than the institution as a whole. These specialized bodies evaluate curriculum design, faculty expertise, assessment models, practical training, and alignment with industry expectations—helping students and employers trust that programs meet recognized benchmarks.

Why Specialized Accreditation Matters

• Discipline Alignment: Confirms that course content matches current professional standards and evolving industry needs.
• Outcome-Based Learning: Emphasizes measurable competencies, applied skills, and continuous improvement in program delivery.
• Professional Credibility: Strengthens graduate profiles for employment, promotions, and further study opportunities.
• Quality Benchmarking: Supports transparent program review through peer evaluation, evidence, and academic accountability.

Accreditation Board for Business & Management (ABOBM)

ABOBM advances excellence in business and management education by reviewing program structure, curriculum relevance, faculty credentials, learning resources, and student outcomes. Its peer-review approach encourages institutions to strengthen leadership development, strategic thinking, and practical business competencies.

• Evaluates curriculum alignment with modern business practices and market needs.
• Promotes continuous improvement through structured quality benchmarks.
• Encourages ethical leadership, governance, and professional readiness.

Visit Abobm.org

Information Technology & Engineering Programs Accreditation Commission (ITEPAC)

ITEPAC accredits programs in engineering technology, computing, and applied sciences. It focuses on technical rigor, laboratory/learning infrastructure, applied project work, and competency-based outcomes—ensuring graduates are prepared to contribute to innovation, safety, and real-world engineering and IT challenges.

• Validates program depth in technical knowledge, tools, and applied skills.
• Encourages industry-relevant learning outcomes and project-based assessment.
• Supports quality and safety standards critical to technical disciplines.

Visit ITEpac.org

International Tourism Commission (ITC)

The International Tourism Commission (ITC) supports continuous improvement in tourism, hospitality, and hotel administration programs through structured review of curriculum quality, experiential learning, and industry alignment. Its standards encourage programs that prepare graduates for evolving global tourism markets, service excellence, and operational leadership.

• Promotes industry engagement, practical training, and service quality competencies.
• Encourages curriculum relevance to global tourism and hospitality standards.
• Supports professional readiness for leadership roles in tourism operations.

Visit InternationalTourismCommission.com

Teaching & Learning Accreditation Commission (TLAC)

TLAC promotes evidence-based accreditation for educator preparation programs. Its framework emphasizes effective instructional practice, equity and inclusion, reflective teaching, and measurable impact on learner outcomes. TLAC encourages institutions to build data-informed systems that improve teaching quality and strengthen educational leadership pathways.

• Emphasizes evidence-based teaching, assessment, and instructional design.
• Supports equitable and inclusive learning environments.
• Promotes continuous improvement through data and peer review.

Visit TLac.education

National Council for Psychology Education & Standards (NCPES)

A dedicated standards framework for high-quality psychology education, training, and professional practice.

The National Council for Psychology Education & Standards (NCPES) is a specialized standards-focused body dedicated to strengthening psychology education across academic and applied pathways. NCPES promotes structured quality benchmarks that help ensure psychology programs demonstrate academic rigor, ethical foundations, competency development, and professional readiness.

Key Focus Areas

• Curriculum Alignment: Align psychology curricula with contemporary research, professional practice, and ethical codes.
• Competency-Based Outcomes: Promote measurable learning outcomes in assessment, intervention, case formulation, and reflective practice.
• Training & Supervision: Support supervision, practicum, and clinical placement standards in collaboration with approved centers.
• Ethics & Professional Conduct: Reinforce ethical decision-making and responsible practice across learner stages.
• Continuous Development: Encourage continuing professional development and lifelong learning pathways for graduates.

Through structured review principles and standards guidance, NCPES helps institutions demonstrate that psychology programs are not only academically robust, but also aligned with international expectations for mental health education and professional practice.

Visit NCPES Website