Quality Assurance for Higher Educaton

1. ACCREDITATIONCURRICULUM DEVELOPMENT

2. What is Accreditation?
 A concept of self-regulation which focuses on self-study and evaluation and on
the continuing improvement of educational quality.

3. What is Accreditation?
 A concept of self-regulation which focuses on self-study and evaluation and on
the continuing improvement of educational quality.
self-regulation self-study
evaluation improvement

4. PROCESS AND RESULT
It is both a process and a result.
As a process, it is a form of peer review in which an association of schools and
colleges establishes sets of criteria and procedures to encourage high
maintenance of standards of education among its affiliate members.
As a result, it is a form of certification granted by a recognized and authorized
accrediting agency to an educational program or to an educational institution.

5. ACCREDITATION IN PHILIPPINES
 Integrated Report Reorganization Plan
- Congressional Commission on Education (EDCOM) recommended to establish
FAAP and CHED by Virtue of R.A. no. 7722 also known as “Higher Education Act of
1994.”
- Educational Development Act of 1972
 CHED Program Thrust no.21
-pertains to “policy reviews and strengthening of the system of accreditation.”

6.  Article 14 (1987 Constitution)
-“State must provide quality Education to its citizenry.”
1. Commission on Higher Education (CHED)
2. Technical Education and Skills Development (TESDA)
3. Department of Education (DepEd) /DECS
- mandated to supervise and regulate
thousands of public and private schools that
they may strictly adhere to the standards of
quality education as provided in constitution.

7. CONCEPT:
 Voluntary Submission to the Accrediting Agency
-assessment of required standards.
-evaluation of qualifications (e.g. quality and excellence).
-ensures that relevance, efficiency and effectiveness are continuously
promoted and sustained in the institution.

8. RATIONALE:
1. Ensure compliance by institutions of learning concerned with the
established rules and regulations of the government.
2. Strengthening the foundation of the Philippine Education system.
3. Achieve excellence and quality education as mandated by fundamental
law.
4. Assist schools, colleges and universities to become strong, viable and
competitive.
5. Prepare the Philippine education system for globalization.

9. Requirements for Accreditation:
1. It has formally adopted an appropriate vision and mission;
2. It offers educational programs (or curricula)
3.It has a viable number of students actively pursuing courses at the time of
evaluation;
4. It has a charter or legitimate authority to award certificates, diplomas or
degrees to each person who has successfully complied with the
requirements of an educational program;
5. It has formally designated a chief executive officer/office.
6. It has a duly constituted governing board
7. It has documented its funding base, financial resources and plans for
financial development, adequate to carry out its stated purposes;

10. 8. It has financial statements that are externally audited on a regular
schedule by a certified public accountant or agency;
9. It makes freely available to all interested persons accurate, fair, and
substantially complete description of its program, activities and
procedures; and
10.It has graduated at least three batches before the evaluation for accredited
status.

11. PROCESS:
 STEP 1: subject school prepares necessary documents, papers, materials,
equipments, facilities, etc. which are subject to evaluation.
AREAS:
1. Goal/Mission 6. CommunityExtension and Involvement
2. Faculty 7. Laboratory
3. Curriculum and Instruction 8. Library
4. Facilities 9. Student Affairs
5. Research 10. Administration

12.  STEP 2: Survey Visit.
 STEP 3: accrediting agency responds to the letter of the invitation for the
survey visit and sets day of the visit.
 STEP 4: Survey Visit takes place.
-Survey Team composed of more or less three (3) persons.
-visits the school and holds conferences with the chair of each ten area task
forces to assess the preparation and readiness of the school for the actual visit.
Recommends the approval/disapproval for the actual
visitation.

13.  STEP 5: Team gives school one (1) month or two (2) to prepare for actual visit.
 STEP 6: Actual visit takes place.
-Visiting Team is composed of more or less of 20-30 persons representing
three (3) members for each area subject of accreditation for 3 days.
 STEP 7: After assessment/evaluation, recommendations will be given by the
members of the accrediting team.

14.  STEP 8: The accreditation team will come back after 1 year, 2 years or even 5
years to find out whether the school has achieved the recommendations.
 CERTIFICATE OF ACCREDITATION
-award given if satisfactory.
*For every level, there is a corresponding one (1) year gap for holding the
succeeding accreditation.

15. Accreditation Levels and Benefits
Candidate Status Benefits
Programs which have at least undergone a
preliminary survey visit and are certified by
FAAP as being capable of acquiring
accredited status within one or two years.
NO BENEFITS

16. Level I/Level II: Accredited Status Benefits
Programs which have at least been
granted an initial accredited status by
any of the member agencies of the
FAAP, and whose status is certified by
the latter.
a. full administrative deregulation,
b. financial deregulation in terms of
setting of tuition and other fees and
charges
c. authority to revise the curriculum
without CHED approval
d. priority in the awards of
grants/subsidies or funding assistance
from CHED/DEP ED.

17. LEVEL III: Reaccredited Status Benefits
Programs which have been
reaccredited and which have met the
additional criteria or guidelines set by
FAAP.
a. all the benefits for level I/II
b. authority to offer new courses allied
to existing level III courses without
need for prior approval.
c. privilege to offer new graduate
programs
d. privilege to offer open
learning/distance education
e. privilege to offer extension classes
and transnational education

18. LEVEL IV: Accredited Status Benefits
Programs which are highly respected as
very high academic programs in the
Philippines and with prestige and
authority comparable to similar
programs in excellent foreign
universities.
a. all the benefits for level I,II and III
b. Grant of full autonomy for the
program for the duration of its Level IV
accredited status.
c. Authority to offer new graduate
programs allied to existing Level IV
courses, open learning/distance
education and extension classes without
need for prior approval by CHED
provided that the concerned CHEDRO is
duly informed.

19. ACCREDITING AGENCIES
 Coordinating Council of Private Educational Association (COCOPEA)
- “…Unifying voice of private education in the Philippines…”
- “… seeks to promote, advance and safeguard private education…”
- Founded in 1961 by group of private education leaders from 3
associations:

20. 1. Philippine Association of Colleges and Universities (PACU)
2. Catholic Educational Association of the Philippines (CEAP)
3. Association of Christian Schools and Colleges (ACSC)

21. 1. Philippine Association of Colleges and Universities (PACU)
2. Catholic Educational Association of the Philippines (CEAP)
3. Association of Christian Schools and Colleges (ACSC)
4. Philippine Association of Private Technological Institutions (PAPTI)
5. Philippine Association of Private Schools, Colleges and Universities
(PAPSCU)

22. Philippine Accrediting Association of
Schools, Colleges and Universities
- an accrediting body which began in PACU (1950) and later became an
independent entity.
FEATURES:
- adopted the 1967 manual and evaluative instruments
- non-stock, non-profit corporation
PAST:
- 6 member schools with 9 accredited programs (1970)
PRESENT:
- 42 member schools with 149 accredited programs

23. Federation of Accrediting Agencies of the
Philippines
FEATURES:
- national
- voluntary
- non-profit
- non-governmental agency
*Formally launched on 1977.

24. MEMBERS:
1. Association of Christian Schools and Colleges-Accrediting
Agency Incorporated (ASCS-AAI)
2. Philippine Accrediting Association of Schools, Colleges and
Universities (PAASCU)
3. Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP)

25. CURRICULUM INNOVATION IN
THE CLASSROOM
CURRICULUM DEVELOPMENT

26. Ways on Implementing Curriculum in the
Classroom
1. Undertake Action Research
2. Strive to Create and Maintain a Well-Organized Environment
3. Strive to Possess Qualities of Excellence
4. Provide Time for Rest, Relaxation, and Retreat
5. Foster Growth in the 7 Dimensions of Health
6. Understand and Put Into Practice the Basics of Good Nutrition

27. Undertake Action Research:
- applications of scientific method to resolving classroom problems.
 Best and Kahn (1998)
- “immediate application not on development of theory or generalization of
applications…”
- “local applicability and not universal validity…”
- Results provide teachers with objective, systematic modes of problem-solving.
* Teachers work with Research Specialist.

28. Strive to Create and Maintain a Well-
Organized Environment:
 - refers to the promotion of atmosphere which will foster imaginative and
creative activities.
 Shipley (1964)
Three (3) objectives of promoting well-organized environment:
1. To have efficiently use the time, energy and activity.
2. To efficiently use the physical facilities of the school.
3. To promote climate which will foster imaginative, creative and productive
activities.

29. EXAMPLES:
1. Size and positioning of seats
2. Legible writing
3. General Cleanliness
4. Appropriate Decorations
5. Self-respect and
6. Consideration to Others
*Teachers must practice self-management.

30. Strive to Possess Qualities of Excellence:
 Teachers has incalculable impact on her students.
12 QUALITIES:
1. Emotional Stability and Sound Mental Health
- personal worth, self-respect and security.
2. Physical Health and Dynamic Personality
- through appearance and action demonstrates zest for life, passion for
knowledge and spirit of adventure.

31. 3. Above-Average Intelligence
- must be always learning and desirous furthering own personal development.
4.Creativity,Imagination and Resourcefulness
- tries new methods, invents, new ways and tries several approaches.
5. Good Grooming, Poise, Refinement in Voice and Action
- grace of manner and pleasing voice
- “cultured, well-educated and well-spoken.”
- poise and refinement are acquired characteristics.

32. 6. Courtesy, Kindness and Sympathy
- a sympathetic word or kindly attention to a pupil’s physical and/or emotional
injury.
7. Patience
- stretch patience particularly to those she regards as nuisances.
8. Sincerity and Honesty
- promises should be kept, and means everything she says.
9. Firmness
- resolute teacher doesn’t waver.

33. 10. Positive and Encouraging Attitude
- good teacher praises students when they made progress and encourages
those who are discouraged and urged them to put greater efforts.
11. Democratic Leadership
- able to delegate authority.
12. Professional Status
- accepts positions of leadership within her profession, establishes friendly
relations and her academic upgrading and professional development.

34. Provide Time for Rest, Relaxation, and
Retreat:
 Bruce Baldwin
1. REST for Physical Rejuvenation.
2. RELAXATION for Psychological Recovery.
3. RETREAT for Social Escape.

35. Foster Growth in the 7 Dimensions of
Health:
 Payne and Hahn (1998)
SEVEN DIMENSIONS OF HEALTH:
1. Physical
2. Emotional
3. Social
4. Intellectual
5. Spiritual
6. Occupational
7. Environmental

36. Understand and Put Into Practice the
Basics of Good Nutrition:
 Proper Diet
 Sufficient Sleep
 Exercise
 Time for Rest and Relaxation
 Plenty of Fresh Air
 Cleanliness and Proper Elimination
 Right Thinking/ Positive Mental Attitude