This document provides definitions for terms and acronyms related to quality assurance in Philippine higher education. It discusses implementing guidelines for a CMO series focusing on an outcomes-based and typology-based approach to quality assurance. Key points covered include defining terms like learning outcomes, accreditation, institutional quality, and the horizontal and vertical typologies for classifying higher education institutions. The guidelines apply to all types of Philippine higher education institutions and involve a shift toward learning competency-based and outcomes-based standards.
The document discusses voluntary accreditation in the Philippines, which is based on the Education Act of 1982 and the establishment of the Commission on Higher Education in 1994. It defines accreditation as a voluntary process that certifies that a higher education institution meets minimum standards of quality, management, and operations. Accreditation is granted at different levels - candidate, level I to IV - with higher levels indicating greater autonomy and benefits such as administrative deregulation and the ability to offer new programs. The key purpose of voluntary accreditation is to encourage self-regulation and continuous improvement of educational quality.
Presentation in School Governance and Control on recognition and accreditation of private schools and higher education institutions based on the Manual of Regulations by DEPED and CHED
1. Accreditation is a process of self-evaluation and peer review to ensure educational quality and continuous improvement. It focuses on evaluating whether an institution meets accepted standards of quality.
2. There are multiple accrediting agencies in the Philippines that evaluate educational institutions based on criteria like faculty, facilities, administration and more.
3. Accreditation provides benefits like exemptions from certain government requirements and more autonomy over operations, encouraging institutions to invest in quality. It has grown substantially over the decades with more institutions seeking accreditation.
QUALITY ASSURANCE IN EDUCATION THROUGH VOLUNTARY ACCREDITATIONMary Blaise Mantiza
This document discusses quality assurance in education through voluntary accreditation in the Philippines. It explains that voluntary accreditation is a process of self-regulation that focuses on self-study and evaluation to continually improve educational quality. The Commission on Higher Education was created in 1994 to oversee accrediting agencies in the Philippines. These agencies have established standards and procedures for institutions to undergo peer review and receive certification. More recently, outcomes-based education has been adopted, which focuses on defining program and student learning outcomes and using curriculum mapping and outcomes-based assessment to measure the achievement of outcomes.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : CHED CMO #1S 2005, RATIONALIZATION OF ACCREDITATION IN HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MEL OLIVER S. BALAGTAS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ROLE OF THE COMMISSION ON HIGHER EDUCATION
HIGHER EDUCATION INSTITUTION CRITERIA AND COMPONENTS
4 LEVELS FOR HEI ACCREDITATION
ACCREDITATION PRACTICES
ACCREDITING AGENCIES IN THE PHILIPPINES
Proof of Quality Assurance Through PACUCOA AccreditationMarcelo Yarte
This document discusses the accreditation process of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). It provides background on the legal bases and history of accreditation in the Philippines. It then outlines PACUCOA's principles and requirements for accreditation, including its multi-level process involving preliminary visits, formal visits, and reaccreditation. The document lists the programs that can be accredited and the areas evaluated in each type of program. It concludes by describing PACUCOA's policies and procedures for the orientation and preliminary accreditation visits.
This document discusses accreditation in education. It begins by defining accreditation and stating its objectives, which are to define accreditation, present different accrediting agencies, discuss the benefits of accreditation, and provide exhibits and examples used in accreditation. It then discusses relevant Philippine laws and the Commission on Higher Education. It provides definitions of accreditation, including that it is a self-regulation process focused on self-study and evaluation to improve quality. It also discusses the major accrediting agencies in the Philippines - AACCUP, PAASCU, and PACUCOA - and the benefits accreditation provides such as prestige and knowledge of program quality. Finally, it discusses ways accredit
The document discusses voluntary accreditation in the Philippines, which is based on the Education Act of 1982 and the establishment of the Commission on Higher Education in 1994. It defines accreditation as a voluntary process that certifies that a higher education institution meets minimum standards of quality, management, and operations. Accreditation is granted at different levels - candidate, level I to IV - with higher levels indicating greater autonomy and benefits such as administrative deregulation and the ability to offer new programs. The key purpose of voluntary accreditation is to encourage self-regulation and continuous improvement of educational quality.
Presentation in School Governance and Control on recognition and accreditation of private schools and higher education institutions based on the Manual of Regulations by DEPED and CHED
1. Accreditation is a process of self-evaluation and peer review to ensure educational quality and continuous improvement. It focuses on evaluating whether an institution meets accepted standards of quality.
2. There are multiple accrediting agencies in the Philippines that evaluate educational institutions based on criteria like faculty, facilities, administration and more.
3. Accreditation provides benefits like exemptions from certain government requirements and more autonomy over operations, encouraging institutions to invest in quality. It has grown substantially over the decades with more institutions seeking accreditation.
QUALITY ASSURANCE IN EDUCATION THROUGH VOLUNTARY ACCREDITATIONMary Blaise Mantiza
This document discusses quality assurance in education through voluntary accreditation in the Philippines. It explains that voluntary accreditation is a process of self-regulation that focuses on self-study and evaluation to continually improve educational quality. The Commission on Higher Education was created in 1994 to oversee accrediting agencies in the Philippines. These agencies have established standards and procedures for institutions to undergo peer review and receive certification. More recently, outcomes-based education has been adopted, which focuses on defining program and student learning outcomes and using curriculum mapping and outcomes-based assessment to measure the achievement of outcomes.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : CHED CMO #1S 2005, RATIONALIZATION OF ACCREDITATION IN HIGHER EDUCATION
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : MEL OLIVER S. BALAGTAS
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ROLE OF THE COMMISSION ON HIGHER EDUCATION
HIGHER EDUCATION INSTITUTION CRITERIA AND COMPONENTS
4 LEVELS FOR HEI ACCREDITATION
ACCREDITATION PRACTICES
ACCREDITING AGENCIES IN THE PHILIPPINES
Proof of Quality Assurance Through PACUCOA AccreditationMarcelo Yarte
This document discusses the accreditation process of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). It provides background on the legal bases and history of accreditation in the Philippines. It then outlines PACUCOA's principles and requirements for accreditation, including its multi-level process involving preliminary visits, formal visits, and reaccreditation. The document lists the programs that can be accredited and the areas evaluated in each type of program. It concludes by describing PACUCOA's policies and procedures for the orientation and preliminary accreditation visits.
This document discusses accreditation in education. It begins by defining accreditation and stating its objectives, which are to define accreditation, present different accrediting agencies, discuss the benefits of accreditation, and provide exhibits and examples used in accreditation. It then discusses relevant Philippine laws and the Commission on Higher Education. It provides definitions of accreditation, including that it is a self-regulation process focused on self-study and evaluation to improve quality. It also discusses the major accrediting agencies in the Philippines - AACCUP, PAASCU, and PACUCOA - and the benefits accreditation provides such as prestige and knowledge of program quality. Finally, it discusses ways accredit
Quality assurance in education through voluntary accreditationgratinale
Voluntary accreditation is the accepted measure of quality assurance in education in the Philippines and worldwide. It is a process of self-regulation and peer review where institutions establish standards for evaluation. Accreditation improves institutions through self-study and evaluation to achieve quality goals and gives confidence to students. It also helps transfer of credits and recognition of competent practitioners while guiding the public choice of quality schools. Outcomes-based education is the recent development, focusing on program and student learning outcomes assessed through various tools and mapped to the curriculum.
The Accreditation Program for Public Elementary Schools (APPES) is an evaluation system used in the Philippines to assess school effectiveness and promote excellence. It aims to set performance standards, assess schools, establish an incentive system for accredited schools, and strengthen partnerships. The seven components of APPES are the school head, learners, teachers, curriculum and instruction, assessment, facilities, and community stakeholders. Schools go through a multi-step accreditation process involving self-evaluation surveys and technical assistance to achieve Levels I, II, or III accreditation, with increasing incentives and benefits at each level.
The document provides information on the Malaysian Qualifications Framework (MQF), including its definition, benefits, levels of qualifications, and education pathways. The key points are:
1) The MQF establishes a national qualifications framework that classifies qualifications based on learning outcomes and credit hours. This provides transparency and promotes understanding of qualification standards.
2) The MQF has eight qualification levels from certificate to doctorate degree. Levels are differentiated based on depth of knowledge, skills, decision-making ability, and other criteria.
3) The MQF supports lifelong learning by linking qualifications and allowing credit transfers. This provides education pathways and opportunities for individuals to progress in their education and careers.
This document provides information about NAAC accreditation for IEC University in Baddi, Himachal Pradesh. It discusses the benefits of NAAC accreditation, including helping institutions identify strengths and weaknesses to improve quality. It outlines NAAC's criteria for assessment, which includes 7 criteria divided into key indicators. The criteria cover areas like curriculum, teaching-learning practices, research, infrastructure, student support, governance, and best practices. The document emphasizes that NAAC accreditation is a process of quality assurance that can help institutions achieve excellence and improve outcomes for students.
Quality Assurance in Higher Education - Controversies of Language, Power and ...CeciliaTsui42
Quality Assurance in Higher Education - Controversies of Language, Power and Change by Dr Cecilia Tsui.
Keywords: Quality Assurance, Higher Education, Language, Power, Change
This document discusses quality assurance, enhancement, and performance management systems at USBI University. It defines key terms like quality assurance, quality enhancement, academic standards, and academic quality. It outlines USBI's goals of achieving international standards and developing quality assurance systems to ensure excellence and build reputation. It also describes USBI's quality assurance approach, including inputs, processes, and outputs. It discusses accreditation requirements from bodies like BAN-PT in Indonesia and SACS internationally. Finally, it provides criteria for internal and external quality assurance.
Academic grading in India is based on a percentage system, with percentages between 80-90 considered excellent at the school level and 69-79 considered excellent at the university level. Grades can be converted to US grade point equivalents, with a percentage of 70 or above considered a 4.0 GPA (A). Rankings of Indian universities are conducted domestically and globally, considering factors like research, faculty, and reputation. However, no Indian university ranks in the top 100 globally according to major rankings like ARWU. The NAAC accredits Indian universities and assesses them based on seven criteria to improve quality.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : VICTORIA M. SISON, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD
1 self study report of abc college , pratap nagar, pratap pradesh qlm only ...utpalbhattacharjee
The document is a self-study report submitted by ABC College located in Pratap Nagar, Pratap Pradesh, India to the National Assessment and Accreditation Council. It provides an executive summary which includes the college's history, vision, mission, strengths, weaknesses, opportunities, challenges and summaries of its performance in criteria such as curricular aspects, teaching-learning and evaluation, research, innovations and extension, infrastructure and learning resources, student support and progression, governance, leadership and management, and institutional values and best practices. The college offers undergraduate and postgraduate programs in arts, commerce, science and management and aims to provide value-based quality education and develop students' global skills and social responsibilities through various teaching-learning activities
Quality Assurance in an Education 3.0 worldDerek Keats
The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.
The document discusses the revised process for assessment and accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
1. The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, with reduced duration.
2. The revisions are based on feedback from stakeholders like academic experts and institutions. It resulted in developing technology-enabled and user-friendly assessment frameworks.
3. A new manual was developed for the accreditation of dual-mode universities which offer both conventional and distance learning programs, based on inputs from expert committees and stakeholders.
4. The manual will
This document outlines the objectives and content of a presentation on accreditation. The presentation will define key terms related to quality assurance and accreditation. It will describe the types of educational institutes in Egypt and characteristics of accreditation processes. The presentation will cover principles of accreditation, benefits of accreditation, and differences between program and institutional accreditation. It will also discuss the accreditation process and challenges of obtaining accreditation.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : HIGHER EDUCATION CONTEXT IN SPAIN
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : ENGR. ARMAN M. GIRON
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
SPAIN HIGHER EDUCATION SYSTEM
TYPES OF HIGHER EDUCATION INSTITUTIONS
• UNIVERSITY EDUCATION
•HIGHER NON-UNIVERSITY EDUCATION
CYCLES OF HIGHER EDUCATION IN SPAIN
• FIRST CYCLE PROGRAMMES
• SECOND CYCLE PROGRAMMES
• THIRD CYCLE (PHD) PROGRAMMES
Skill development & employability task force govt of karnatakark_misra
The proposal aims to improve the employability of college graduates through bridge courses and skill development programs based on industry feedback. It suggests monitoring progress using metrics on output quality and placements. Courses would be provided on communication, computer, and job-specific skills. A partnership model would leverage government institutions' infrastructure for evening classes. Targeted nodal centers would offer blended learning options. Outcomes rather than inputs would be measured to incentivize colleges and faculty. The medium-term plan includes infrastructure upgrades and engaging industry leaders. The long-term goals encompass curriculum reviews, new courses, and internship credits.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
This document summarizes a study that investigated the alignment of professional, academic, and industrial development needs for quantity surveyors in the post-recession environment. Key findings include:
1) RICS quantity surveying competencies are considered in program design but not systematically evaluated, leading to variation in how well programs map to competencies.
2) Academics expect graduates to achieve higher competency levels than are reasonably attainable in a university setting from mandatory, core, and optional competencies.
3) There is a lack of guidance on interpreting mandatory and optional competency requirements for degree programs, resulting in differing standards across programs.
The study gathered perspectives from industry and academic experts to develop a framework for
The document discusses quality assurance in higher education in Malawi. It begins with an overview of the current landscape of higher education in Malawi, which includes 3 public and 12 private universities. It then discusses some of the major challenges facing higher education in Malawi, including limited access and issues with funding, quality, and relevance. The document also outlines the regulatory frameworks for quality assurance, including the National Council for Higher Education and the National Qualifications Framework. It defines quality assurance and explains why it is important for higher education institutions. Finally, it discusses some approaches to quality assurance, including accreditation and academic evaluation.
The document proposes a 5 pillar structure for a licensing, accreditation and quality assurance framework for further and higher education in Malta. The 5 pillars include institution licensing, institution accreditation, program accreditation, quality audits, and accreditation agencies. Institution licensing would involve different categories and quality standards. Institution accreditation would distinguish between self-accrediting and non-self accrediting status. Program accreditation would cover further/higher, foreign, and professional programs. Quality audits and an accreditation agency body are also recommended.
The document proposes the development of a Caribbean Qualifications Framework (CQF) to standardize qualifications across the Caribbean region. It provides background on the Caribbean Examinations Council (CXC) and the various qualifications it has developed over 40 years. It then discusses the need for a CQF in the current environment given increasing regional economic integration and the variety of education/training providers. The document outlines key considerations for the CQF's design, including whether it should focus on inputs or outcomes, its integration and levels. It argues a CQF could facilitate worker mobility and support sustainable development through qualifications recognition.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
The document outlines the principles and objectives of education in the Philippines. It aims to provide a broad general education to help individuals reach their full potential and participate productively in society. It also aims to develop skills for national development, high-level professions to provide leadership, and respond effectively to changing needs through planning and evaluation. The education system is organized by the Department of Education with central and field offices responsible for administration at national and local levels respectively.
Quality assurance in education through voluntary accreditationgratinale
Voluntary accreditation is the accepted measure of quality assurance in education in the Philippines and worldwide. It is a process of self-regulation and peer review where institutions establish standards for evaluation. Accreditation improves institutions through self-study and evaluation to achieve quality goals and gives confidence to students. It also helps transfer of credits and recognition of competent practitioners while guiding the public choice of quality schools. Outcomes-based education is the recent development, focusing on program and student learning outcomes assessed through various tools and mapped to the curriculum.
The Accreditation Program for Public Elementary Schools (APPES) is an evaluation system used in the Philippines to assess school effectiveness and promote excellence. It aims to set performance standards, assess schools, establish an incentive system for accredited schools, and strengthen partnerships. The seven components of APPES are the school head, learners, teachers, curriculum and instruction, assessment, facilities, and community stakeholders. Schools go through a multi-step accreditation process involving self-evaluation surveys and technical assistance to achieve Levels I, II, or III accreditation, with increasing incentives and benefits at each level.
The document provides information on the Malaysian Qualifications Framework (MQF), including its definition, benefits, levels of qualifications, and education pathways. The key points are:
1) The MQF establishes a national qualifications framework that classifies qualifications based on learning outcomes and credit hours. This provides transparency and promotes understanding of qualification standards.
2) The MQF has eight qualification levels from certificate to doctorate degree. Levels are differentiated based on depth of knowledge, skills, decision-making ability, and other criteria.
3) The MQF supports lifelong learning by linking qualifications and allowing credit transfers. This provides education pathways and opportunities for individuals to progress in their education and careers.
This document provides information about NAAC accreditation for IEC University in Baddi, Himachal Pradesh. It discusses the benefits of NAAC accreditation, including helping institutions identify strengths and weaknesses to improve quality. It outlines NAAC's criteria for assessment, which includes 7 criteria divided into key indicators. The criteria cover areas like curriculum, teaching-learning practices, research, infrastructure, student support, governance, and best practices. The document emphasizes that NAAC accreditation is a process of quality assurance that can help institutions achieve excellence and improve outcomes for students.
Quality Assurance in Higher Education - Controversies of Language, Power and ...CeciliaTsui42
Quality Assurance in Higher Education - Controversies of Language, Power and Change by Dr Cecilia Tsui.
Keywords: Quality Assurance, Higher Education, Language, Power, Change
This document discusses quality assurance, enhancement, and performance management systems at USBI University. It defines key terms like quality assurance, quality enhancement, academic standards, and academic quality. It outlines USBI's goals of achieving international standards and developing quality assurance systems to ensure excellence and build reputation. It also describes USBI's quality assurance approach, including inputs, processes, and outputs. It discusses accreditation requirements from bodies like BAN-PT in Indonesia and SACS internationally. Finally, it provides criteria for internal and external quality assurance.
Academic grading in India is based on a percentage system, with percentages between 80-90 considered excellent at the school level and 69-79 considered excellent at the university level. Grades can be converted to US grade point equivalents, with a percentage of 70 or above considered a 4.0 GPA (A). Rankings of Indian universities are conducted domestically and globally, considering factors like research, faculty, and reputation. However, no Indian university ranks in the top 100 globally according to major rankings like ARWU. The NAAC accredits Indian universities and assesses them based on seven criteria to improve quality.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : ISO/ISA WASHINGTON ACCORD/BOLOGNA ACCORD/AGREEMENT
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : VICTORIA M. SISON, MAEd
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
ISO – INTERNATIONAL ORGANIZATION STANDARDIZATION
BOLOGNA ACCORD
WASHINGTON ACCORD
1 self study report of abc college , pratap nagar, pratap pradesh qlm only ...utpalbhattacharjee
The document is a self-study report submitted by ABC College located in Pratap Nagar, Pratap Pradesh, India to the National Assessment and Accreditation Council. It provides an executive summary which includes the college's history, vision, mission, strengths, weaknesses, opportunities, challenges and summaries of its performance in criteria such as curricular aspects, teaching-learning and evaluation, research, innovations and extension, infrastructure and learning resources, student support and progression, governance, leadership and management, and institutional values and best practices. The college offers undergraduate and postgraduate programs in arts, commerce, science and management and aims to provide value-based quality education and develop students' global skills and social responsibilities through various teaching-learning activities
Quality Assurance in an Education 3.0 worldDerek Keats
The concept of Education 3.0 has been used to categorize a possible future scenario of change in higher education in which we will see breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. Education in the 20th and early 21st Centuries (Education 1.0) has been based on scarcity. An increasing abundance of free and open resources for use in education means that learning resources are no longer scarce, and a proliferation of networking and learning technologies that blur the distinction between play and study, means that sources of learning are no longer as scarce as they once were and that professors are not the only valid means to ensure that learning takes place.
The document discusses the revised process for assessment and accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
1. The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, with reduced duration.
2. The revisions are based on feedback from stakeholders like academic experts and institutions. It resulted in developing technology-enabled and user-friendly assessment frameworks.
3. A new manual was developed for the accreditation of dual-mode universities which offer both conventional and distance learning programs, based on inputs from expert committees and stakeholders.
4. The manual will
This document outlines the objectives and content of a presentation on accreditation. The presentation will define key terms related to quality assurance and accreditation. It will describe the types of educational institutes in Egypt and characteristics of accreditation processes. The presentation will cover principles of accreditation, benefits of accreditation, and differences between program and institutional accreditation. It will also discuss the accreditation process and challenges of obtaining accreditation.
MAP 504 INTERNATIONALIZATION OF EDUCATION
TOPIC : HIGHER EDUCATION CONTEXT IN SPAIN
PROFESSOR : DR. DANILO HILARIO
PhD STUDENT : ENGR. ARMAN M. GIRON
SCHOOL TERM :3RD SEMESTER, AY 2019-2020
*******************
SPAIN HIGHER EDUCATION SYSTEM
TYPES OF HIGHER EDUCATION INSTITUTIONS
• UNIVERSITY EDUCATION
•HIGHER NON-UNIVERSITY EDUCATION
CYCLES OF HIGHER EDUCATION IN SPAIN
• FIRST CYCLE PROGRAMMES
• SECOND CYCLE PROGRAMMES
• THIRD CYCLE (PHD) PROGRAMMES
Skill development & employability task force govt of karnatakark_misra
The proposal aims to improve the employability of college graduates through bridge courses and skill development programs based on industry feedback. It suggests monitoring progress using metrics on output quality and placements. Courses would be provided on communication, computer, and job-specific skills. A partnership model would leverage government institutions' infrastructure for evening classes. Targeted nodal centers would offer blended learning options. Outcomes rather than inputs would be measured to incentivize colleges and faculty. The medium-term plan includes infrastructure upgrades and engaging industry leaders. The long-term goals encompass curriculum reviews, new courses, and internship credits.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGESAbhay Khandagle
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
This document summarizes a study that investigated the alignment of professional, academic, and industrial development needs for quantity surveyors in the post-recession environment. Key findings include:
1) RICS quantity surveying competencies are considered in program design but not systematically evaluated, leading to variation in how well programs map to competencies.
2) Academics expect graduates to achieve higher competency levels than are reasonably attainable in a university setting from mandatory, core, and optional competencies.
3) There is a lack of guidance on interpreting mandatory and optional competency requirements for degree programs, resulting in differing standards across programs.
The study gathered perspectives from industry and academic experts to develop a framework for
The document discusses quality assurance in higher education in Malawi. It begins with an overview of the current landscape of higher education in Malawi, which includes 3 public and 12 private universities. It then discusses some of the major challenges facing higher education in Malawi, including limited access and issues with funding, quality, and relevance. The document also outlines the regulatory frameworks for quality assurance, including the National Council for Higher Education and the National Qualifications Framework. It defines quality assurance and explains why it is important for higher education institutions. Finally, it discusses some approaches to quality assurance, including accreditation and academic evaluation.
The document proposes a 5 pillar structure for a licensing, accreditation and quality assurance framework for further and higher education in Malta. The 5 pillars include institution licensing, institution accreditation, program accreditation, quality audits, and accreditation agencies. Institution licensing would involve different categories and quality standards. Institution accreditation would distinguish between self-accrediting and non-self accrediting status. Program accreditation would cover further/higher, foreign, and professional programs. Quality audits and an accreditation agency body are also recommended.
The document proposes the development of a Caribbean Qualifications Framework (CQF) to standardize qualifications across the Caribbean region. It provides background on the Caribbean Examinations Council (CXC) and the various qualifications it has developed over 40 years. It then discusses the need for a CQF in the current environment given increasing regional economic integration and the variety of education/training providers. The document outlines key considerations for the CQF's design, including whether it should focus on inputs or outcomes, its integration and levels. It argues a CQF could facilitate worker mobility and support sustainable development through qualifications recognition.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
The document outlines the principles and objectives of education in the Philippines. It aims to provide a broad general education to help individuals reach their full potential and participate productively in society. It also aims to develop skills for national development, high-level professions to provide leadership, and respond effectively to changing needs through planning and evaluation. The education system is organized by the Department of Education with central and field offices responsible for administration at national and local levels respectively.
This document provides an overview and introduction to the Graduate Studies Handbook of the Don Mariano Marcos Memorial State University College of Graduate Studies. It explains that the handbook outlines the academic requirements, policies, and procedures for graduate education at the university. The introduction emphasizes that both graduate students and faculty must be familiar with the content of the handbook in order to comply with regulations and contribute to program quality. It also provides a brief outline of the six sections that are included in the handbook, which cover topics like general graduate education orientation, academic policies, accreditation procedures, fees, and thesis/dissertation formatting. The goal is for the handbook to guide graduate students and address any questions about requirements during their studies.
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
This document discusses critical thinking and the attributes and characteristics of a critical thinker, specifically an educator. It defines critical thinking as the ability to analyze facts, generate ideas, defend opinions, make comparisons, draw inferences, evaluate arguments, and solve problems. It lists several attributes of a critical thinker including self-awareness/control, judgment, objectivity, open-mindedness, credibility, and concern for others. It provides examples of how teachers think critically, such as analyzing their own strengths and weaknesses before making decisions and gathering all facts before drawing conclusions. Finally, it outlines some strategies for developing critical thinking in learners, such as including factual data before reaching conclusions and negotiating diverse opinions to find common understanding.
This document discusses the history and importance of critical thinking. It provides links to resources on critical thinkers throughout history, the critical thinking process, using critical thinking in the classroom, and how to observe if critical thinking is being effectively taught. References are included from websites on dihydrogen monoxide, a science map, a blog post on critical reading and thinking, and images of critical thinkers from history and ancient Greek philosophers.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Critical thinking is defined as the disciplined mental activity of evaluating arguments and making judgments to guide beliefs and actions. It involves analyzing facts, generating ideas, drawing inferences, and evaluating arguments. Critical thinking is similar to creativity in that both involve generating new ideas, but critical thinking is more structured, rational, and goal-oriented while creativity is more holistic, intuitive, and open-ended. For educators to effectively teach critical thinking, they must define it clearly, identify the behaviors and skills involved, and require students to apply these skills across all subjects through activities and evaluations.
The document outlines policies and standards for Bachelor of Science in Nursing (BSN) programs in the Philippines. It discusses [1] the objectives of BSN education which are to prepare nurses who demonstrate beginning professional competencies and continue professional development; [2] requirements for institutions to offer BSN programs including securing proper authority and adhering to competency standards; and [3] the key areas of responsibility and core competencies graduates are expected to demonstrate including safe nursing care, management, health education, legal/ethical responsibilities, and more. The document provides a framework to rationalize and improve nursing education in the Philippines.
The document outlines the creation of the Technical Education and Skills Development Authority (TESDA) through an act of legislation. It details the composition of the TESDA Board, which will govern TESDA and includes Secretaries of key government agencies as well as private sector representatives. The Board is tasked with implementing the policy of providing relevant, high quality technical education and skills development programs.
National competency based teacher standards (ncbts)RichardBanez
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
This very short document does not contain any meaningful information that can be summarized in 3 sentences or less. The document consists only of punctuation characters without any words, sentences or context.
This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The
fi ndings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors
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The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,
and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning
the legal status of any territory or the endorsement or acceptance of such boundaries.
Ladderized education is a system that allows students to transfer between technical-vocational education and training (TVET) and college programs. Executive Order 358 mandated its nationwide implementation. It addresses duplication between TVET and college programs by giving TVET graduates credit towards college degrees. Students can enroll in one of eight initial disciplines and authorized institutions will offer credit transfer between TVET qualifications and college degrees. Scholarships are available to support students in TVET qualifications. Over 700 higher education institutions now offer over 1,200 ladderized programs with over 150,000 enrollees as of 2007.
The document discusses the status of information and communications technology (ICT) education in the Philippines. It outlines the Department of Education's vision for using ICT to transform education and make it available anytime, anywhere through revitalizing schools, linking students to online resources, developing critical thinking skills, and fostering lifelong learning habits. It then reviews ICT initiatives and programs in the Philippines from the 1960s to the present, examines related studies on the impact and effective use of ICT in education, and discusses strategies and challenges in integrating ICT into the curriculum, teacher training, and school infrastructure development.
1. The division office prepares the assessment team and orients stakeholders on the process.
2. At the school level, the team conducts courtesy calls, scrutinizes data, observes, interviews stakeholders, and discusses findings.
3. The team derives a consensus on the school's SBM level of practice and provides suggestions in a positive manner during an exit conference.
Common do's included providing suggestions to boost morale, honest but friendly communication to encourage openness, and maintaining professionalism and confidentiality. Common don'ts were to avoid confrontational interviews that intimidate personnel and instead focus
This document contains information about Lurugan National High School's School Improvement Plan for 2013-2014. The plan aimed to increase student achievement rates on national exams and reduce dropout rates through programs like dropout reduction and retrieving students who left school. Some objectives included improving the learning environment by building concrete tables and benches. The Parent Teachers Association also initiated constructing a roof walkway for student protection from weather. The school employed principles of school-based management and provided documentation of various school operations, performance indicators, programs, finances, and more to inform stakeholders and guide school duties and functions.
The document outlines the criteria and indicators used for institutional accreditation evaluations. It discusses 8 criteria for evaluation including governance and management, teaching and learning, faculty, research, extension activities, student support, resource management, and financial management. Under each criterion, it lists several indicators that evaluators assess such as curriculum alignment with mission/goals, faculty qualifications, research outputs, community engagement activities, student services, physical and learning resources, budgeting processes, and income generation. The purpose is to provide a framework for conducting comprehensive evaluations of universities and colleges seeking accreditation.
Benchmarking is used both academically and for management purposes in educational institutions. Academic benchmarking involves establishing standards for student learning and assessing student performance against those standards. Management benchmarking allows institutions to compare their performance to others in areas like training methods and teaching strategies. Accreditation bodies also use benchmarking to establish standards for educational quality and monitor member institutions. The document discusses several accreditation organizations in the Philippines and their multi-phase accreditation process.
Quality Assurance and institutional accreditation performance indicators and ...Ganesh Shukla
This document discusses quality assurance and institutional accreditation in India, focusing on the National Institutional Ranking Framework (NIRF), the National Assessment and Accreditation Council (NAAC), and Internal Quality Assurance Cells (IQACs). It outlines the aims, functions, criteria and benefits of quality assurance processes and accrediting bodies in India. Key points include that NAAC accredits higher education institutions based on several criteria and parameters, NIRF provides annual rankings of Indian universities based on teaching, research, graduation outcomes and other metrics, and IQACs were established to promote continuous quality improvement within institutions.
The document provides guidelines and templates for course specifications and annual course reports in Egypt. It aims to assist higher education institutions in compiling these documents according to international quality standards. The guidelines include templates for course specifications and reports, with explanations of the required information in each section. Course specifications must include basic course information, aims, intended learning outcomes, content, teaching methods, assessment, and resources. Annual reports require statistical performance data, topics taught, evaluation results and enhancement proposals. The templates are intended to standardize concepts and ensure production of specifications and reports that meet quality assurance requirements.
To Study the Role of Quality Management System to Improve Effectiveness of Qu...lalikjan
Quality Management System (QMS) is a permanent feature of all renowned universities of the world. Earlier it was perceived that Quality Management is only an area which may be applied in manufacturing and other Engineering sectors of life. However, now this trend has been changed and quality assurance agencies of the world are giving due emphasis to apply QMS in education industry. This cultural change ultimately improves the quality of education and services as well. Higher Education of Pakistan has taken revolutionary steps in this regard and now Quality Assurance program is running in good number of universities of Public and private sectors. As per Higher Education Commission compulsions, all public and private universities of Pakistan are required to establish their Quality Enhancement Cells (QECs). There are multiple challenges, hindrances and reluctant behaviors in the way of QMS. The first and important hurdle is the cultural change and i.e quality culture. Furthermore, the implementation of quality culture may measure and evaluate educational performance of the process, and may be used for the evaluation of strengths and weaknesses. This programme may contribute for credibility and standardization of academic programmes. Different world wide recognized quality parameters like ISO 9001-2008, International Workshop Agreement-2 (IWA-2) certification may be accredited to different university programmes. This will increase the level of motivation, credibility and recognition both for students and the teachers. A thorough study has been conducted in university of Karachi (International Relations Department) Pakistan and existing trends, facts and quality culture parameters are evaluated in this paper.
The document discusses the establishment and role of Quality Enhancement Cells (QECs) in public sector colleges in Pakistan. It explains that QECs are responsible for continuously enhancing the quality of academic programs and institutional processes through regular self-assessment. The key responsibilities of QECs include developing standards for curriculum, teaching, research and facilities and reviewing programs to ensure they meet these standards. The document outlines the self-assessment process that each academic program must undergo every two years according to established criteria and standards. QECs play an important role in strengthening quality assurance in higher education institutions.
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
MM Bagali.......PhD...... Papers.... Research......Management research,.....dr m m bagali, phd in hr
Faculty accreditation in higher education is important to recognize excellence beyond degrees. The author proposes a model for accrediting management faculty across countries to establish them as certified teachers. There is currently only one organization in India that accredits management faculty. The model would emphasize faculty accreditation at a larger level with reputable councils evaluating faculty based on academic contribution, intellectual contribution, professional development and more. Faculty accreditation would benefit students, faculty, management schools and the public by ensuring accountability and quality of education.
System of Quality Assesment of the Study Program in the Russian State Univers...Aalto Media Factory
The document discusses the system of quality assessment for study programs at the Russian State University for the Humanities. It outlines that quality is defined by societal, professional, and state standards. Universities now opt for more flexible self-assessment and self-organization models rather than strict vertical management. A quality system includes internal and external assessment of programs from students, graduates, public experts, and employers to ensure education quality and marketability of graduates. Both internal university reviews and external accreditation by government and independent agencies are important for quality assurance.
The document outlines the vision, mission, goals, and core values of Ifugao State University as well as its College of Education, including increasing enrollment, developing student competence, expanding community engagement, and boosting the university's global reputation. It also provides an overview of the Methods of Research course, covering the research process, writing chapters, literature review, methodology, and grading system for a research proposal to be completed by students.
Regional Consultation Workshop on Quality Guidelines for Open Educational Resources on 13-15 March 2013 at Maulana Azad National Urdu University, Hyderabad
Quality Assurance Mechanism and Credit Accumulation and Transfer SystemRUFORUM
This document summarizes a meeting of the Deans Committee regarding quality assurance mechanisms and credit accumulation and transfer systems. It discusses the development of these systems through stakeholder consultations to improve quality in higher education in sub-Saharan Africa. Key points of the systems include standardized admission requirements, competent staff, adequate facilities, and regular assessment of training, research, and impact. The document outlines strategies, principles, and metrics for monitoring and evaluating quality assurance and credit transfer systems with the goal of improving agricultural tertiary education.
Role of qe cs in public sector collegesSamina Ashraf
Thank you for the informative presentation on Quality Enhancement Cells. Establishing QECs is an important step to systematically enhance the quality of academic programs in colleges. I appreciate the clear framework and processes outlined to guide QECs in fulfilling their roles and responsibilities.
MM Bagali ......Training and FDP/ MDP...... Faculty Teachers Training.....dr m m bagali, phd in hr
This document discusses the need for faculty accreditation in management education in India. It notes that while institutions and programs are accredited, assessing and certifying individual faculty is lacking. The paper proposes a model for accrediting management faculty across engineering colleges in India. It argues faculty accreditation would help evaluate faculty contribution and ensure quality standards beyond just academic qualifications. A process and methodology for faculty accreditation is outlined.
New microsoft office power point presentationzunaira rafiq
The document discusses quality assurance in education. It outlines that quality assurance aims to prevent defects and ensure high quality services for customers. Quality assurance involves organizational structures, responsibilities, processes and resources to implement quality management policies. Higher education institutions have primary responsibility for quality assurance of their programs. The Quality Assurance Cell at University of Education was established in 2005 and works to safeguard teaching, learning and research standards according to HEC guidelines. It develops evaluation mechanisms to assess education quality and continuously enhance it.
1. 1|Page
First DRAFT as of 5 October 2012
For revision after the zonal consultations
IMPLEMENTING GUIDELINES FOR CMO____ SERIES OF 2012 on the POLICY-
STANDARD TO ENHANCE QUALITY ASSURANCE (QA) IN PHILIPPINE HIGHER
EDUCATION THROUGH OUTCOMES-BASED AND TYPOLOGY-BASED QA
1.0 Definition of Terms and Acronyms
TERMS/ACRONYMS DEFINITION
ABET Accreditation Board for Engineering and Technology
Achieved learning outcomes Learning outcomes that are actually attained by the students as
opposed to intended learning outcomes
Accreditation bodies Agencies that assess the quality of educational institutions based
on a set of criteria, measured through surveys and onsite reviews
by experienced accreditors. The following accreditation bodies
are recognized by CHED: Philippine Accrediting Association of
Schools, Colleges and Universities (PAASCU), the Philippine
Association of Colleges and Universities-Commission on
Accreditation (PACU-COA), the Association of Christian
Schools, Colleges and Universities-Accrediting Agencies Inc.
(ACSCU-AAI), all under the umbrella of the Federation of
Accrediting Agency of the Philippines (FAAP), the Accrediting
Agency of Chartered Colleges and Universities in the Philippines
(AACCUP), Inc., Association of Local Colleges and Universities
Commission on Accreditation, Inc. (ALCUCOA), both under the
National Network of Quality Assurance Agencies, Inc.
(NNQAA)
ASEAN 2015 A roadmap to achieve better regional integration of the Socio-
Cultural, Economic, and Political Security pillars of the
Association of Southeast Asian Nations member-states by 2015.
ASEAN 2015, also known as ASEAN Community 2009-2015 is
marked by labor mobility within the region.
Autonomous HEIs (by HEIs that demonstrate exceptional institutional quality and
evaluation) enhancement consistent with their horizontal type through
internal QA systems, and demonstrate excellent program
outcomes through a high proportion of accredited programs, the
presence of Centers of Excellence and/or Development, and/or
international certification
Autonomous HEIs (by Chartered State Universities and Colleges (SUCS) and Local
legislation) Colleges and Universities (LCUs) that are created by national
legislation or local ordinance which have been relatively
2. 2|Page
TERMS/ACRONYMS DEFINITION
autonomous
Branch of knowledge A broad clustering of disciplines with similar objects of study,
frames of reference and methodological approaches e.g, natural
sciences and engineering; social sciences; the arts and humanities;
Deregulated (by evaluation) HEIs that demonstrate very good institutional quality and
enhancement consistent with their horizontal type through
internal QA systems, and demonstrate very good program
outcomes through a good proportion of accredited programs, the
presence of Centers of Excellence and/or Development, and/or
international certification;
Discipline An area of study “constituted by defined academic research
methods and objects of study, frames of reference,
methodological approaches, topics, theoretical canons, and
technologies; May also be seen as “subcultures” with their own
language, concepts, tools and credentialed practitioners” (Petts,
2008)
Center of Development A designation granted by the Commission on Higher Education in
recognition of a unit's evident above average performance in
teaching, research and extension functions
Center of Excellence A designation granted by the Commission on Higher Education in
recognition of a unit's exemplary performance in its teaching,
research and extension functions.
CHED Commission on Higher Education
Colleges HEIs that contribute to nation building by providing educational
experiences to develop adults who have the thinking, problem
solving, decision-making, communication, technical, and social
skills to participate in various types of employment, development
activities and public discourses, particularly in response to the
needs of the relevant communities—e.g. geographic, imagined
community (e.g. religious community; a particular public)—they
serve
Competencies Refers to the combination of knowledge, complex skills, and
behavior that enables an individual to perform a specific task or
role
EUR-ACE EURopean ACcredited Engineer; A certificate awarded by an
authorized accreditation agency to an engineering degree program
3. 3|Page
TERMS/ACRONYMS DEFINITION
which has reached the educational standards of the European
Higher Education Area (EHEA)
FAAP Federation of Accrediting Agencies of the Philippines
Field of study Recognized areas of specialization within a discipline
Full-time faculty A faculty member employed by an HEI on a full-time basis
Functional differentiation Differentiated according to the functions of the HEI as
determined by its vision and mission
Graduate Programs A set of advance courses or study, the completion of which leads
to either a master’s or doctorate degree
Horizontal typology Classification of HEIs along (1) qualifications and corresponding
competencies of their graduates; (2) nature of degree programs
offered; (3) qualifications of faculty members; (4) types of
available learning resources and support structures available; and
(5) nature of linkages and community outreach activities. Schools
may be horizontally typed as Professional Institutions, Colleges,
or Universities
Implemented learning The implemented curriculum/syllabus to achieve specific learning
outcomes outcomes
Indexed Journals Journals recognized as authoritative and high quality source of
information in particular fields of study/disciplines because their
articles are part of a citation index (e.g. Institute for Scientific
Information or ISI or Sci-Verse Scopus)
Institutional Quality The quality of HEIs as reflected in their institutional
accreditation, IQuAME, or other evidences in the areas of
governance and management, quality of teaching and learning,
quality of professional exposure, research, and creative work,
support for students, and relations with the community
Institutional Quality Refers to a CHED-established mechanism for monitoring and
Monitoring and Evaluation evaluation of the outcomes of the programs, processes, and
(IQuAME) services of Higher Education Institutions in the key area of
quality of teaching and learning as supported by governance and
management; support for students; relations with the community;
and management of resources
Institutional accreditation Refers to the evaluation of a whole educational institution of
which the guidelines and standards shall be formulated in
collaboration of the existing federations/networks of accrediting
4. 4|Page
TERMS/ACRONYMS DEFINITION
agencies approved by CHED
Institutional Sustainability An organization’s ability to address current educational needs and
to have the agility and strategic management to prepare
successfully for future educational, market, and operating
environment;
Institutional Sustainability A quality assurance process that assesses the institutional
Assessment (ISA) sustainability of an HEI in the key areas of quality of teaching and
learning as supported by governance and management; support
for students; relations with the community; and management of
resources. Sensitive to the horizontal typology, it aims to (1)
support HEIs in developing institutional systems that lead to
quality outcomes, as demonstrated by students and graduates
whose competencies meet internationally recognized standards
and are relevant to employment; (2) support HEIs in developing a
culture of quality, reflected in internal QA systems that will help
them perform effectively and efficiently and meet their desired
outcomes and performance targets; and (3)engage HEIs in
addressing policy issues, especially those that address the need to
improve the quality of higher education
Intended learning outcomes The learning outcomes expressed as objectives of the course or
program.
International accreditation Accreditation by an reputable international accreditation body
(e.g. ABET, EUR-ACE)
Internationally agreed upon Agreed upon International frameworks for professional programs
frameworks and such as the Washington Accord for engineering.
mechanisms of global
practice
Learning competency-based Standards that are based on duly-specified learning competencies
standards for a particular field of study or discipline. An outcomes-based
approach where the outcomes are the set of learning competencies
that enable learners to perform complex tasks/functions/roles.
Learning resources and These are libraries, practicum laboratories, relevant educational
support structures resources, linkages with the relevant disciplinal and professional
sectors, etc. that allow students to explore basic, advanced, and
even cutting edge knowledge in a wide range of disciplines or
professions
Liberal Arts programs Studies intended to provide general knowledge and intellectual
skills rather than professional or occupational skills e.g., arts,
5. 5|Page
TERMS/ACRONYMS DEFINITION
humanities, natural sciences, social sciences, and mathematics
Local Accreditation Issuance of a certificate of accredited status by any of the
accreditation bodies in the Philippines attesting to the quality or
standards of a higher education institution or to any of its
educational programs, and to the effectiveness of the management
and operations of the institution offering the program, as
exceeding the minimum standards or criteria for government
recognition.
NNQAA National Network of Quality Assurance Agencies
One-size-fits-all QA System An imposed common set of quality indicators for all Philippine
HEIs regardless of their mission, compelling institutions to direct
their QA efforts towards meeting CHED quality indicators may
not be aligned with their quality outcomes.
Outcomes Within a learner-centered paradigm, outcomes are the set of
learning competencies that enable learners to perform complex
tasks/functions/roles.
Outcomes-based education In a nutshell, OBE implies the best way to learn is to first
determine what needs to be achieved. Once the desired results or
‘exit outcomes’ have been determined, the strategies, processes,
techniques and means are put in place to achieve the
predetermined goals. In essence, it is a working-backwards with
students as the centre of the learning–teaching milieu
Outcomes-based QA Program level: A direct assessment of educational outcomes, with
evaluation of the individual programs that lead to those outcomes.
In this approach, the program outcomes are largely measured
against the policies, standards, and guidelines of the discipline;
Institutional Level: An audit of the quality systems of an
institution, to determine whether these are sufficiently robust and
effective to ensure that all programs are well designed and deliver
appropriate outcomes. This approach takes into consideration the
vision, mission, and goals of the HEI
Paradigm A set of assumptions, concepts, values, and practices that
constitutes a way of viewing reality for the community that shares
them, especially in an intellectual discipline
Paradigm shift A change in the basic assumptions, premises and frameworks; a
change of mindsets or perspectives
6. 6|Page
TERMS/ACRONYMS DEFINITION
Patents Consists of exclusive rights granted by a sovereign state to an
inventor or their assignee for a limited period of time in exchange
for public disclosure of an invention
Professional Institutes HEIs that contribute to nation building by providing educational
experiences to develop technical knowledge and skills at the
graduate and undergraduate levels, which lead to professional
practice, e.g., Engineering, Medicine, Law, IT, Management,
Teacher Education, Maritime Education); Professional Institutions
develop adults who will have the technical and practical know-how
to staff the various professional sectors that are required to sustain
the economic and social development of the country and the rest of
the world, as well as to contribute to innovation in their respective
areas
Professional programs Traditionally refers to programs whose professional practice is
regulated through a licensure examination. For purposes of
developing the typology, however, CHED, upon the
recommendation of its Technical Panels, broadened the notion of
profession-oriented practices beyond those regulated by the
Professional Regulatory Commission (PRC) to cover programs
with direct (tangible, observable) application of frameworks and
skills in future practice. The Task Force adopted the
recommendations of the Technical Panels for the classification of
programs within their respective disciplinal jurisdiction. These
“professional” programs include unlicensed professions like
Journalism, Broadcast Communications, Management, and
Information Technology, which are associated with communities
of practice that are guided by a code of ethics.
Program evaluation See Outcomes-Based QA: Program level
Program excellence Excellence of academic programs as manifested through
accreditation, Centers of Excellence and Development, and
international certification
Baldridge PQA Philippine Quality Award ( an award given by the Department of
Trade and Industry with the Development Academy of the
Philippines based on the Baldridge Criteria for Performance
Excellence (leadership, strategic planning, customer focus,
workforce focus, operations focus, results
PTC Philippine Technological Council
Refereed journals Scholarly journals peer-reviewed by experts prior to publication
7. 7|Page
TERMS/ACRONYMS DEFINITION
Reputable academic presses University presses or academic publishers known for the good
quality of their publications
Quality For quality assurance purposes, CHED adopts the notion of
quality as:
“Fitness for purpose”, which is generally used by
international bodies for assessment and accreditation,
requires the translation of the institution’s vision, mission,
and goals into its learning outcomes, programs, and
systems;
“Exceptional”, which means being distinctive; exceeding
very high standards; or conformance to standards based on
a system of comparability using criteria and ratings;
Quality as “developing a culture of quality” is the
transformational dimension of the CHED notion of
quality.
Quality Assurance (QA) For CHED this does not mean merely specifying the standards or
specifications against which to measure or control quality. Rather,
QA is about ensuring that there are mechanisms, procedures and
processes in place to ensure that the desired quality, however
defined and measured, is delivered
Regulated HEIs Institutions, which still need to demonstrate good institutional
quality and program outcomes
Six Sigma Process A system of accreditation that lets the market know whether an
organization has complied with rigorous standards for the area
accredited. It usually covers a training firm’s qualifications, an
instructor’s knowledge and competency, adequacy of curriculum
content and the robustness of an internal corporate program.
Skills A “goal-directed, well-organized behavior that is acquired
through practice and performed with economy of effort”1
UNESCO Recognition of A legally binding instrument which aims to promote and facilitate
Comparable qualifications, academic mobility in the Asia-Pacific region. The Convention
degrees, diplomas, was revised in 2011 to hasten the effort of determining the
certificates in the Asia- comparability of programs across the region.
Pacific region (1983)
Undergraduate Programs Refers to a set of four or five-year courses (possibly three for
some programs when K to 12 is implemented) or study focused
on applied knowledge and hands on learning, the completion of
1
Proctor and Dutta, 1995:18
8. 8|Page
TERMS/ACRONYMS DEFINITION
which leads to a baccalaureate degree
Universities HEIs that contribute to nation building by providing highly
specialized educational experiences to train experts in the various
technical and disciplinal areas and by emphasizing the
development of new knowledge and skills through research and
development. The focus on developing new knowledge is
emphasized from the basic post-secondary (i.e., baccalaureate)
academic programs through the doctoral programs; thus, a
research orientation is emphasized in the Bachelor, Master’s and
doctoral degree programs. Universities contribute to nation
building by producing experts, knowledge, and technological
innovations that can be resources for long-term development
processes in a globalized context
Vertical Typology Refers to the classification of HEIs according to three elements of
quality: 1) alignment and consistency of the learning environment
with the institution’s vision, mission, and goals; 2) demonstration
of exceptional learning and service outcomes; and 3) development
of a culture of quality
Washington Accord Signed in 1989, it is an international agreement among bodies
responsible for accrediting engineering degree programs. It
recognizes the substantial equivalency of programs accredited by
those bodies and recommends that graduates of programs
accredited by any of the signatory bodies be recognized by the
other bodies as having met the academic requirements for entry
into the practice of engineering
2.0 Coverage:
The CMO applies to Private Higher Education Institutions (PHEIs), State Universities and
Colleges (SUCs) and Local Colleges and Universities (LCUs). Its provisions on learning
competency-based standards and outcomes-based quality assurance have implications for
accreditation and professional licensing bodies as well as for CHED’s monitoring and evaluation
units.
3.0 Learning Competency-based/Outcomes-based Standards in Higher Education
3.1 CHED strongly advocates a shift from a teaching-centered to a learner-centered
paradigm within a lifelong learning framework.
3.2 While teachers remain important catalysts and facilitators of learning. However, the
focus of attention shifts to learners and the process that will enable the development and
assessment of their learning competencies—that include thinking, behavioral,
9. 9|Page
academic/technical and ethical competencies—as defined by disciplinal and multi-
disciplinal communities of scholars, and professional practitioners, and where applicable,
industry;
3.3 For disciplines with internationally agreed-upon frameworks and mechanisms such as
engineering, maritime education, and the health professions, learning outcomes or
learning competency standards shall be aligned with international frameworks and
mechanisms.
3.4 Special programs in disciplines with internationally agreed-upon frameworks and
mechanisms that are created specifically to address local and national needs (e.g. medical
programs geared towards producing doctors who will serve disadvantaged Filipino
communities) shall, in addition to what the Technical Committee/Panel considers the core
learning competencies of the discipline, include learning outcomes that are appropriate to
the mission of the special program.
3.5 For disciplines without internationally agreed frameworks and mechanisms such as
some programs in the humanities and the social sciences, learning outcomes or learning
competency standards as determined by the Technical Committees and Technical Panels
shall nevertheless be comparable (not necessarily equivalent) to similar programs in the
Asia-Pacific region and other regions of the world.
3.6 The articulation of learning outcomes in program Policies Standards and Guidelines
(PSGs) and the shift to learning competency-based standards shall be done by the first
half of 2013 by the Technical Committees and Technical Panels in consultation with their
respective stakeholders and in interaction with the DepEd process of the formulation of
the enhanced K to 12 basic education curriculum and the CHED GE curriculum. The
CHED Office of Programs and Standards (OPS)—with the help of the newly-designated
Task Force to Assist OPS in the Management of the Transition to Outcomes-Based and
Quality-Based QA—shall convene the initial meetings of the Technical
Committees/Technical Panels as they shift to learning competency-based standards or
revise their current competency-based standards by December 2013. The staff of the OPS
shall be augmented to support the process of revising the PSGs.
3.7 For programs in the academic stream that are closely linked to industry but are not
covered by TESDA, CHED, through the relevant Technical Panels and Technical
Committees, shall set the requirements for associate degree programs (ladderized as well
as non-ladderized) by December 2013 based on the same outcomes-based approach
applied to baccalaureate programs
3.8 To harmonize the required learning competencies in higher education across the
educational system following the Philippine Qualifications Framework, CHED shall
work closely with the Department of Education on the Grades 11 and 12 curriculum
(college stream) through the Technical Panels and Technical Committees and with both
DepED and TESDA in determining the requisite subjects and procedures for students
who decide to shift from the technical-vocational to the college stream and vice versa.
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4.0 Outcomes-based Quality Assurance
4.1 Quality Assurance is about ensuring that there are mechanisms, procedures and
processes in place to ensure that the desired quality, however defined and measured, is
delivered. CHED strongly advocates a paradigm shift from inputs-based to outcomes-
based quality assurance.
4.2 Inputs are still important to promote and maintain quality in HEIs. However, in an
outcomes-based QA paradigm, inputs may be considered as part of the strategies in
achieving the goals of the institution. The inputs, the approaches, the means or vehicles
of implementation are all aspects of strategies that should lead to the goals of the HEI.
The level of attainment of outcomes reflect how much of the goals have been met.
4.3 Outcome-based QA at the program level means looking at the level at which the
inputs, methods, and execution produce the desired learning competencies for the
graduates of that program as determined by the Technical Committees/Technical Panels
and as measured by appropriate assessments. Furthermore, it points to the way in which
the level of attainment of the outcomes can be progressively heightened.
4.4 At the institutional level, the vision and mission of the institution, which stem from its
horizontal type, should guide its definition of desired outcomes, especially its graduates’
competencies and qualities. In order to help the HEI assess if it has achieved these goals
or outcomes, it should identify indicators that may be defined in terms of metrics (e.g.,
percentage of passing in a licensure exam or percentage of employment) and targets (e.g.,
70% passing or 85% employed). Results of the assessment can further help the HEI
determine if its strategies are effective.
5.0 Horizontal Typology
5.1 While there may be differences among different types of HEIs, there are certain
guidelines that are common to all HEIs:
5.11 There is a core of permanent full-time faculty members who have at least a
Master’s degree as stipulated in CHED CMO 40 Series of 2008 or in highly
exceptional cases, the equivalent of a Master’s degree2 to be proposed by a CHED
Technical Working Group in consultation with the Technical Committees,
Technical Panels and other experts, which shall be incorporated in the revised
PSGs on faculty qualifications by December 2013.
5.12 There should be sufficient appropriate learning resources and support
structures for the HEI’s programs.
2
Examples include retired judges of higher courts to teach law; retired CEOs or senior executives of known
corporations to teach leadership and management; retired ambassadors to teach relevant courses in the social
sciences; former Cabinet officials to teach public administration courses; National Artists to teach arts and
humanities; or nationally and internationally recognized luminaries/public intellectuals to teach social science
courses
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5.13 All HEIs are expected to develop competencies that develop higher order
thinking, problem solving, decision-making, communication, technical, and social
skills.
5.14 All HEIs are expected to undertake scholarly work that reflects at the very
least the scholarship appropriate to their type (either one or a combination of
scholarship of discovery, scholarship of integration, scholarship of application
and scholarship of teaching).
5.15 The guidelines for operationalization of horizontal typology do not mean that
they are mutually exclusive to the HEI type, e.g., colleges and universities may
offer professional programs, professional institutions and universities may have
their own core curricula, professional institutions and colleges may conduct
research associated with the scholarship of discovery. However, the guidelines
provide the minimum expected of the particular HEI type.
5.2 CHED’s horizontal typology is based on a set of distinguishing features and
measurable indicators relevant to national development goals, particularly: 1) the
qualifications and corresponding competencies of their graduates; 2) the nature of the
degree programs offered; 3) the qualifications of faculty members; 4) the types of
available learning resources and support structures available; and 5) the nature of linkages
and community outreach activities.
5.21 Professional Institutions develop adults who will have the technical and
practical know-how to staff the various professional sectors3 that are required to
sustain the economic and social development of the country and the rest of the world,
as well as to contribute to innovation in their respective areas.
5.211 In order to attain its mandate of developing technical knowledge and
skills that lead to professional practice, Professional Institutions should have
Full-time permanent faculty members who have the relevant graduate degree
(or its equivalent in exceptional cases as stated in 6.11), as well as
professional licenses and/or professional experience in the subject areas they
handle;
Degree programs in professional fields that develop graduates with
specialized skills;
Learning resources and support structures that are appropriate for developing
professional knowledge and skills, including laboratories, practicum sites or
internship programs, linkages with the relevant professional sectors, etc.;
Sustained program linkages with relevant industries, professional groups, and
organizations that support the professional development programs; and
3
Examples include Engineering, Medicine, Law, IT, Management, Teacher Education, Maritime Education, among
others.
12. 12 | P a g e
Outreach programs involving all students in social-development oriented
experiences that allow them to develop the service orientation in their
professions.
5.212 Professional Institutions are operationally defined as follows:
At least 70% of the enrollment (graduate and undergraduate levels) is in
degree programs in the various professional areas (e.g., Engineering, Health,
Medicine, Law, Teacher Education, Maritime, IT, Management,
Communication, Agriculture, Forestry, and Fisheries).
At least 60% of the academic degree program offerings are in the various
professional areas (e.g., Engineering, Health, Medicine, Law, Teacher
Education, Maritime, Information Technology, Management, Communication,
Agriculture, Forestry, and Fisheries) and have enrollees.
There should be a core of permanent faculty members, with at least 50% of
full time permanent faculty members having the relevant graduate degree or
its equivalent in exceptional cases as stated in 6.11), as well as professional
licenses (for licensed programs) and/or professional experience in the subject
areas they handle. All other faculty should have the relevant degrees,
professional licenses (for licensed programs), and/or professional experience
in the subject areas they handle (e.g. In the event a professional institute has
doctoral programs, all faculty members teaching in these programs must have
doctoral degrees).
Learning resources and support structures are appropriate to the HEI’s
technical or professional programs.
There are sustained program linkages with relevant industries, professional
groups and organizations that support the professional development programs.
Outreach programs develop in students a service orientation in their
professions.
5.213 These minimum requirements for Professional Institutions should be
reviewed by 2017, to determine if these are responsive to the development
needs of the country.
5.22 Colleges develop adults whose holistic education develop the thinking, problem
solving, decision-making, communication, technical, and social skills to participate in
various types of employment, development activities and public discourses, particularly
in response to the needs of the communities they serve.
5.221 In order to attain its mandate, Colleges should have
Full time permanent faculty members who have the relevant graduate degrees
and/or experience in the subject areas they handle;
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Degree programs characterized by a core curriculum that holistically develops
thinking, problem solving, decision-making, communication, technical, and
social skills;
Learning resources and support structures that are appropriate for developing
knowledge and skills in the specific natural science, social science,
humanities, and professional disciplines offered by the college, including
laboratories, books and journals, etc.;
Links with the community that would ensure the development of relevant
academic and extension programs as well as the application of their learning
outcomes; and
Outreach programs involving students in social-development oriented
experiences that allow them to contextualize their knowledge within actual
social and human experiences.
5.222 Colleges are operationally defined as follows:
At least 70% of undergraduate programs have a core curriculum that develops
thinking, problem solving, decision-making, communication, technical, and
social skills.
There should be a core of permanent faculty members and least 50% of whom
are full time permanent faculty members having the relevant graduate degrees
in the subjects they handle or its equivalent in exceptional cases as stated in
6.11). All other faculty should have the relevant degrees as well as licenses
(for licensed programs), and/or experience in the subject areas they handle
(e.g. In the event the college has doctoral programs, all faculty members
teaching in these programs have doctoral degrees).
Learning resources and support structures are appropriate for the HEIs’
programs.
Outreach programs allow students to contextualize their knowledge within
actual social and human experiences.
5.23 These minimum requirements for Colleges should be reviewed by 2017, to
see if these are responsive to the development needs of the country.
5.3 Universities train and produce experts in the various technical and disciplinal areas
and by emphasizing the development of new knowledge and skills through research and
development. The focus on developing new knowledge and technological innovations is
emphasized from the basic post-secondary (i.e., baccalaureate) academic programs
through the doctoral programs; thus, a research orientation is emphasized in the Bachelor,
Master’s and doctoral degree programs.
5.31 In order to attain its mandate, Universities should have
Faculty members with relevant graduate degrees (MAs and doctoral degrees) in
their areas of specialization, and who participate in research and development
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activities in their respective disciplines as evidenced by refereed publications, and
other scholarly outputs;
A comprehensive range of degree programs in all levels, from basic post-
secondary to doctoral programs;
Viable research programs in specific (disciplinal and multidisciplinary) areas of
study that produce new knowledge as evidenced by refereed publications,
citations, inventions and patents, etc.;
Comprehensive learning resources and support structures (e.g., libraries,
practicum laboratories, relevant educational resources, and linkages with the
relevant disciplinal and professional sectors) to allow students to explore basic,
advanced, and even cutting edge knowledge in a wide range of disciplines or
professions;
Links with other research institutions in various parts of the world that would
ensure that the research activities of the university are functioning at the current
global standards; and
Outreach activities that allow the students, faculty, and research staff to apply the
new knowledge they generate to address specific social development problems,
broadly defined.
5.32 Universities are operationally defined as follows:
The presence of graduate students manifests the training of experts, who will be
involved in professional practice and/or discovery of new knowledge.
Academic degree programs should be comprehensive and manifest the pursuit of
new knowledge.
There are at least twenty (20) academic degree programs with enrollees, at
least six of which is at the graduate level.
There is at least one doctoral program in three different fields of study4
(disciplines or branches of knowledge) with enrollees.
All graduate programs and at least 50% of baccalaureate programs require
the submission of a thesis/project/or research papers.
There should be a core of full-time permanent faculty members who have
the relevant graduate degrees. All faculty members teaching in the
doctoral programs must have doctoral degrees. All other faculty should
4
For purposes of this CMO, a branch of knowledge refers to a group of disciplines with similar objects of study,
frames of reference and methodological approaches. Disciplines, on the other hand, are areas of study “constituted
by defined academic research methods and objects of study, frames of reference, methodological approaches, topics,
theoretical canons, and technologies. They can also be seen as “sub cultures” with their own language, concepts,
tools and credentialed practitioners”4. Fields of study, refers to recognized areas of specialization within a
discipline4. Given this definition, the comprehensiveness of a university may be gauged from the existence of
programs representing a range of disciplines in different branches of knowledge; different disciplines within a
branch of knowledge; or different recognized fields of study within a discipline;
15. 15 | P a g e
have the relevant degrees, professional licenses (for licensed programs),
and/or relevant experience in the subject areas they handle.
At least thirty (30) full-time faculty members or 20% of all full-time
faculty, whichever is higher, are actively involved in research.
Any one of these conditions:
1. Annual research cost expenditure for the past five years is equivalent
to at least PhP75,000 x the number of faculty members involved in
research5; or
2. At least 5% of full-time faculty members engaged in research have
patents, articles in refereed journals, or books published by reputable
presses in the last ten years6
Comprehensive learning resources and support structures allow students to explore
basic, advanced, and even cutting edge knowledge in a wide range of fields of
study/disciplines or professions.
Links with other research institutions in various parts of the world ensure that the
research activities of the university are functioning at the current global standards.
Outreach activities allow the students, faculty, and research staff to apply the new
knowledge they generate to address specific social development problems, broadly
defined.
5.33 These minimum requirements for Universities—particularly the numbers and
percentages pertaining to academic degree programs, faculty, and costs—should be
reviewed by 2017, to see if these are responsive to the development needs of the country.
5.34 Annex 1 provides an illustrative simulation of the horizontal classification of two
sample HEIs.
6.0 Vertical Typology
6.1 Vertical typology or classification is about quality and quality assurance, and is an
assessment of the HEI’s Commitment to Program Excellence and Institutional
Sustainability and Enhancement.
6.2 As mentioned in the CMO, there are three types of HEIs according to vertical
classification: autonomous by evaluation, deregulated, and regulated. The point system
explained in the succeeding sections will be a basis for giving a vertical classification,
i.e., a basis for measuring quality. However, in addition to the points gained, the HEI will
be asked to highlight and present evidence for excellence that is consistent to its
horizontal type.
6.3 A maximum of 70 percentage points is awarded for Commitment to Excellence. A
maximum of 30 percentage points is awarded for Institutional Sustainability and
Enhancement.
5
Including external grants, monetary value of research load of faculty members, equipment, and similar expenses
credited to research
6
Includes the CHED-accredited journals
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6.4 The criteria for the maximum of 70 points awarded for Commitment to Excellence
(Program Excellence=70%) include the presence of Centers of Excellence and/or
Development, program accreditation (local/ international), and international program
certification. The point system for each criteria is as follows:
Criteria for Commitment to Excellence (70%)
Max points that can
Criteria No. of points
be awarded (points)
COE 10/COE 60
COD 5/COD
Local accreditation Please refer to Annex 2 60
International accreditation 10/program 40
(CHED recognized-mobility)
International certification 10/program 20
6.41Accreditation bodies are enjoined to align their criteria and instruments for
program accreditation to learning competency-based standards.
6.5 The maximum of 30 points awarded for Institutional Sustainability and Enhancement
(Institutional Sustainability and Enhancement=30%) include institutional
accreditation, institutional certification (local/ international), the Institutional
Sustainability Assessment and international institutional certification (such as ISO for
institutions).
Criteria for Institutional Sustainability and Enhancement (30%)
Max points that
Criteria No. of points can be awarded
(points)
Institutional accreditation 30
based on program 25
accreditation7
using instrument for type- Points to be aligned with
based institutional the Institutional
accreditation Sustainability Assessment
(ISA)
IQuAME (Categories from Category A: 30 30
2005-2010)* Category B: 25
7
Program-based institutional accreditation is considered only for the transition period. After the interim, accrediting
agencies are recommended to have their own type-based institutional accreditation that may use elements of the
CHED Institutional Sustainability Assessment (ISA)
17. 17 | P a g e
Max points that
Criteria No. of points can be awarded
(points)
Institutional Sustainability Ave ≥ 2.75: 30 (Table 4 in 30
Assessment (ISA)8 Annex 3)
2.75 >Ave ≥ 2.50: 25
2.50 > Ave ≥ 2.00: 20
Six sigma, Baldridge PQA
(different kinds)
Institutional certification ISO 2014: 25 25
ISO 9001: 20
Additional evidence in the Max 4/key result area 20
transition (type-based)*:
Governance & Management
Quality of Teaching
&Learning
Quality of Professional
Exposure/Research/Creative
Work
Support for Students
Relations with the
Community
6.51 Because of the limited number of institutions that have undergone the
aforementioned processes, the interim assessment should be made on the basis of
additional evidence in the areas of Governance and Management; Quality of
Teaching and Learning; Quality of Professional Exposure/Research/Creative
Work; Support for Students; and Relations with the Community. The points
awarded for these evidences will be smaller than those given to HEIs that went
through the formal processes.
6.52 Accreditation bodies are enjoined to develop their respective institutional
assessments separate from program assessment, with CHED making available the
Institutional Sustainability Assessment (ISA) for adoption en toto or in part. By
2013, CHED and the accreditation bodies must have harmonized the areas of
institutional assessment and the scoring system, which does not preclude the
granting of additional scores for the institutional accreditation of Higher
Education Institutions (HEIs) with more than 75% of their programs accredited.
However, it would benefit HEIs to have a separate institutional sustainability
8
See Annex 3 for the Institutional Sustainability Assessment framework
18. 18 | P a g e
assessment, so that they may obtain feedback on their systems even if their
programs are not yet at the highest level of assessment.
6.53 In the transition period, starting from the last quarter of 2012 to May 2014,
CHED through the Office of Programs and Standards with the support of the Task
Force to assist in the transition to Outcomes-based and Typology-based QA, shall
assist HEIs in self-assessments of their QA system using the Institutional
Sustainability Assessment (ISA). This Task Force shall help train and mobilize
volunteer external assessors to identify the HEIs’ strengths and weaknesses and to
better prepare them for program accreditation and formal institutional
assessments;
6.54 By December 2013, CHED, through a Technical Working Group in
collaboration with the Technical Panels/Technical Committees shall have
reviewed and aligned the general criteria for COEs and CODs with learning
competency-based standards and shall have made relevant indicators—outside the
core indicators that should remain the same for all programs across HEI types—
more more sensitive to the type of HEI;
6.55 By January 2014, the CMO on the revised criteria for COEs and CODs for
specific disciplines should have been issued to enable COEs and CODs to prepare
for their application for COE/COD status;
6.56 CHED shall begin processing applications for COE and COD following the
revised criteria and indicators in February 2014.
6.6 An HEI may accumulate more points for each area but only the maximum number of
points will be awarded.
6.7 This vertical classification determines which HEIs will be given autonomous and
deregulated status. In this scheme, HEIs need to have a minimum of 65 points to qualify
for such vertical classifications.
The Point System for Vertical Typology
Classification Min No. of points
Autonomous 80 points plus evidence of the following:
by Evaluation
Professional By 2014:
Institution 1. The Institutional Sustainability Score (e.g. ISA) or its equivalent ≥ 2.75
(Table 4 in Annex 3).
2. Any two of the following:
a. At least one program with licensure, or 20% of the school’s programs with
licensure, whichever is higher, has a passing rate that is higher than the
national passing rate9 in board/licensure exams, in the last five years
b. At least two programs are accredited under internationally agreed upon
9
For first time takers; the national passing rate (taken from PRC data) = total national passers in the set of programs
offered by the HEI divided by total national takers in the set of programs offered by the HEI. The passing rate of the
HEI = total HEI passers in the set of programs offered by the HEI divided by total HEI takers in the set of programs
offered by the HEI.
19. 19 | P a g e
criteria and procedures, which promote professional mobility across
national boundaries (e.g., accreditation under the terms of Washington
Accord by ABET or by the PTC as a probationary member of said Accord
etc.)
c. Over the last five years, at least 80% of its graduates were employed
within the first two years of graduation.
d. Sustained linkage with industry as evidenced by working program(s) that
significantly contribute to the attainment of desired student learning
outcomes and to the employability of its graduates.
By 2017:
3. The Institutional Sustainability Score or its equivalent ≥ 2.75 (Table 4 in
Annex 3).
4. Any two of the following:
a. At least one program with licensure, or 20% of the school’s programs with
licensure, whichever is higher, has a passing rate that is at least 1.1 times
than the national passing rate in board/licensure exams, in the last three
years.
b. At least two programs are accredited under internationally agreed upon
criteria and procedures, which guarantee professional mobility across
national boundaries (e.g., accreditation under the terms of Washington
Accord by ABET or by the PTC as a full signatory of said Accord;
Bologna Accord, etc.).
c. Over the last five years, at least 80% of its graduates were employed
within the first two years of graduation.
d. Sustained linkage with industry as evidenced by working program(s) that
significantly contribute to the attainment of desired student learning
outcomes and to the employability of its graduates.
College 1. The Institutional Sustainability Score or its equivalent ≥ 2.75 (Table 4 in
Annex 3).
2. At least 80% of all graduates were required as students to participate in a
community-based research/public service/ extension program for a
cumulative period of two years.
3. Over the last five years, at least 20% of faculty members were engaged in
research and extension services that contribute to instruction and/or
community development.
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University By 2014:
1. The Institutional Sustainability Score or its equivalent ≥ 2.75 (Table 4 in
Annex 3).
2. At least 50 full-time faculty members or at least 30% of full-time faculty,
whichever is higher, have been actively engaged in scholarly work (research
or creative work) in the last two years. (Evidence of this includes
completed/progress reports, approved research grants, presentation at
conferences, books and anthologies, and documented creative work.)
By 2017:
1. The Institutional Sustainability Score or its equivalent ≥ 2.75 (Table 4 in
Annex 3).
2. At least 50 full-time faculty members or at least 30% of full-time faculty,
whichever is higher, have been actively engaged in scholarly work (research
or creative work) in the last five years. (Evidence of this includes
completed/progress reports, approved research grants, presentation at
conferences, books and anthologies, and documented creative work.)
3. At least 10% full-time faculty has patents or publications in refereed
journals. Of these, at least 5% of full-time faculty has publications in
internationally indexed journals and/or books published in reputable
academic presses in the last five years.
Deregulated 65 points plus evidence of the following:
By
Evaluation
Professional By 2014:
Institute 1. The Institutional Sustainability Score or its equivalent ≥ 2.50 (Table 4 in
Annex 3).
2. Any two of the following:
a. At least one program with licensure, or 20% of the school’s programs with
licensure, whichever is higher, has a passing rate that is at least equal to the
national passing rate in board/licensure exams, in the last five years.
b. At least one program accredited under internationally agreed upon criteria
and procedures, which promote professional mobility across national
boundaries (e.g., accreditation under the terms of Washington Accord by
ABET or by the PTC as a probationary member of said Accord; Bologna
Accord, etc.).
c. Over the last five years, at least 70% of its graduates were employed
within the first two years of graduation.
d. Sustained linkage with industry as evidenced by working program(s) that
significantly contribute to the attainment of desired student learning
outcomes and to the employability of its graduates.
21. 21 | P a g e
By 2017:
3. The Institutional Sustainability Score or its equivalent ≥ 2.50 (Table 4 in
Annex 3).
4. Any two of the following:
a. At least one program with licensure, or 20% of the school’s programs with
licensure, whichever is higher, has a passing rate that is higher than the
national passing rate in board/licensure exams, in the last three years.
b. At least one program is accredited under internationally agreed upon criteria
and procedures, which guarantee professional mobility across national
boundaries (e.g., accreditation under the terms of Washington Accord by
ABET or by the PTC as a full signatory of said Accord; Bologna Accord,
etc.).
c. Over the last five years, at least 70% of its graduates were employed
within the first two years of graduation.
d. Sustained linkage with industry as evidenced by working program(s) that
significantly contribute to the attainment of desired student learning
outcomes and to the employability of its graduates.
College 1. The Institutional Sustainability Score or its equivalent ≥ 2.50 (Table 4 in
Annex 3).
2. At least 70% of all graduates are required to participate in a community-
based extension program for a cumulative period of two years.
3. Over the last five years, at least 15% of faculty members were engaged in
research and extension service that contributes to instruction and/or
community development.
University By 2014:
1. The Institutional Sustainability Score or its equivalent ≥ 2.50 (Table 4 in
Annex 3).
2. At least 30 full-time faculty members or at least 25% of full-time faculty,
whichever is higher, have been actively engaged in scholarly work (research
or creative work) in the last five years.
By 2017:
4. The Institutional Sustainability Score or its equivalent ≥ 2.50 (Table 4 in
Annex 3).
5. At least 30 full-time faculty members or at least 25% of full-time faculty,
whichever is higher, have been actively engaged in scholarly work (research
or creative work) in the last five years.
4. At least 7% full-time faculty has patents or publications in refereed journals.
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7.0 Classification Process for the Horizontal and Vertical Typology
7.1 The horizontal classification of HEIs shall commence in January 2014.
7.2 The process of determining the HEI’s horizontal typology is as follows:
1. The HEI submits the following to CHED:
A letter of request indicating its desire to be typed as Professional Institution,
College, University, or their equivalent system.
Documentation on academic programs, enrollment data, faculty data, learning
resources and support structures, and linkages and extension programs (Annex 4)
2. The Regional Office checks for completeness of documents and validation of data.
3. The OPS-QMU checks the documents within two weeks of submission by the
Regional office to see if the submitted data meet the requirements for the desired
horizontal type;
4. The OPS-QMU forwards the results to TWG on HEI Classification. The TWG then
evaluates the data.
Should the documentation not match the desired horizontal type, the HEI will be
informed of the discrepancies. The HEI can either choose a more appropriate type
or complete the necessary conditions. The relevant steps are repeated until the
proper match between desired type and evidence is achieved.
The TWG submits its recommendation on horizontal type and vertical
classification to the CHED MANCOM and CEB no longer than one month after
the horizontal type has been determined.
4. Upon the approval of the CHED CEB, OPS-QMU informs the HEI regarding its
horizontal type, which shall be effective for as long as an HEI does not apply for
reclassification to another type.
7.3 The vertical classification of HEIs shall commence in July 2014.
7.4 The process of determining the HEI’s vertical typology is as follows:
1. The HEI submits the following to CHED:
A letter of request for vertical classification;
Updated documentation on academic programs, enrollment data, faculty data,
learning resources and support structures, and linkages and extension programs if
there is a change from the time the HEI applied for horizontal classification)
Additional documentation required for classification as autonomous or
deregulated status within the horizontal type (Item 6.7)
2. The Regional Office checks for completeness of submission and validation of data.
3. The OPS-QMU checks the documents within two weeks of submission by the
Regional Office to compute for the total number of points for Commitment to
Excellence and Institutional Sustainability and Enhancement, using the desired
horizontal type as basis.
4. The OPS-QMU forwards the results to TWG on HEI Classification. The TWG then
evaluates the data.
The TWG submits its recommendation on horizontal type and vertical
classification to the CHED CEB no longer than one month after the vertical type
has been determined.
23. 23 | P a g e
5. Upon the approval of the CHED CEB, OPS-QMU informs the HEI regarding its
vertical classification, which shall be effective for five years.
6. Should the HEI disagree with the CHED CEB decision regarding its vertical
classification, it can appeal to the CEB and provide evidence for why it should have
been classified differently. A Review Committee will be constituted to process appeals
and make its recommendation to the CHED CEB through the CHED MANCOM. The
decision of the CHED CEB on the appeal will be final and executory.
7.5 The minimum requirements for all types (see Annex 5) and the point system for the
vertical classification (see Annex 2) should be reviewed by 2017, to see if these are
responsive to the development needs of the country.
8.0 Institutional Sustainability Assessment
8.1 As borders disappear with the trend of student and employee mobility among
different countries, the survival of an HEI depends on its ability to compete through
quality programs and to be efficient and effective through quality systems. Quality
programs can be assessed through program accreditation and certification and through
recognition as Centers of Excellence or Centers of Development. Quality systems can be
assessed through tools that show the internal capacity of the HEI to translate vision,
policy, and strategy into quality programs and quality results.
8.2 It is in this context that CHED promotes the process of Institutional Sustainability
Assessment (ISA). The process is very important because when taken seriously by the
stakeholders, it can serve as a learning process for the institution and contribute to its
continuing quality cycle.
8.2.1 The ISA Self-Evaluation Document (SED) serves as a guide for the HEI to
reflect on its internal QA systems, and to determine what course of action is best for
the HEI. It is designed to get the HEIs to look at and reflect on its outcomes, while
recognizing the importance of quality inputs.
8.2.2 The assessment process is designed to be developmental to empower the HEI in
improving itself.
8.3 The ISA assessment is a task that can be shared between CHED and the various
accrediting agencies.
8.3.1 As in assessment and accreditation exercises, it begins with answering the ISA-
SED or its equivalent.
8.3.2 The details for the succeeding steps may differ from one agency to another but
the processes are very similar. When most of ISA-SED has been accomplished and
the supporting documents determined, the HEI requests CHED or an accrediting
agency for an assessment visit.
8.3.3 When the dates for the visit have been finalized, the HEI submits the ISA-SED
or its equivalent about a month before the visit. This allows the team of assessors to
study the document prior to the visit.
24. 24 | P a g e
8.3.4 During the visit, the assessors study the supporting documents, interviews
stakeholders, and carries out ocular inspection of facilities, equipment, and
infrastructure, among others.
8.3.5 The results of the ISA assessment are then reflected in the points for
Institutional Sustainability and Enhancement section for Vertical Typology.
8.4 The ISA Primer, SED, and other pertinent documentation will be made available
separately through the OPS-QMU.
8.5 The harmonization of institutional accreditation/assessments across accrediting bodies
and CHED shall have been completed in 2013. CHED institutional assessments using
ISA for HEIs that are not covered by accreditation bodies shall commence in January
2014.
9.0 Effectivity
9.1 These Guidelines shall be effective 15 days after the publication of the CMO in an
official gazette or in a newspaper of public circulation.
Issued the _____ day of ___________ in Quezon City
.