The purpose of this study was to undertake the Assessment of Accreditation Practice in thernProcess of Maintaining Standards: The Case of Non Public TVET Colleges in Addis AbabarnCity Administration Offering Business Trades. In the course of this study, a total of 194rnsample respondents- experts from Addis Ababa Education Bureau TVET Branch whornaccredits TVET colleges in Addis Ababa City Administration, intemal (local manager) andrnexternal (foreigners) TVET Reform Coordinators who have direct contact on TVET reform inrngeneral and the programme implementers- TeachersiTrainers and Management andrnAdministrative Staffs in the colleges - were taken from the three types of target groups. Inrnthis process, the sample colleges were selected randomly and availability sampling techniquernwas used for the respondents of the programme implementers. In the data collection,rninterviews were conducted with the accrediting bodies and TVET reform coordinators whilernquestioner was used for programme implementers. Besides, document analysis andrnobservation checklist were utilized. All the instruments were piloted and necessary changesrnwere made. Different statistical tools such as percentage, mean, average mean, and t-testrnwere used to analyze the data. Accordingly, the following findings were obtained: 51.3% ofrnthe teaching staff were part-time employee while the guideline demands 70% permanentrnemployee; 60.9% of the teachers did not have pedagogical training even if the guideline andrndifferent intemational experiences recommend it; 71.3% of the trainers did not have industryrnor service giving, i.e., world of work experience although the guideline demands one year;rnand 84.7% of the librarians were diploma and certificate holders though the guidelinerndemands 100% qualified staff. Moreover, TVET policies and guidelines were not availablernin the colleges in the way they were needed. The same was true for training equipments andrntechnologies. In relation to the infrastructure, in spite of the existence of libraries they didrnnot have adequate books and joumals. Nor did these colleges had the required space ofrnsport and physical facilities. Most of all, the availability of the required management andrnadministrative staff was dubious. On top of these, the research was also identified somernproblems in relation to the quality and efficiency of the accreditation process. These are lackrnof qualitatively and quantitatively adequate professionals to discharge their responsibility,rnthe focus of the accreditation more on quantity of tools and personnel than quality and lackrnof Management Information System (IMS) were some of the identified major problems. Thus,rnit is recommended that training of continuous professional development to address thernpedagogical and professional gap of teachers/trainers; establishment of ManagementrnInformation System so as to create easy access to information; tuning the accreditationrnprocess towards focusing on quality, involving the professional associations so as to solvernthe human power shortage and revision of the accreditation guideline in line with bestrninternational practice so as to make it focus on internal quality, strengthening internal auditrnand establishment of internal management board