This circular revises and updates the compensation and position classification plan for faculty positions in state universities, colleges, higher education institutions, and technical education institutions in the Philippines. It establishes new rules and regulations for implementing the revised plan based on a modified common criteria for evaluation of faculty positions. Key changes include revising the point allocation system used to determine faculty ranks, limiting top ranks to the Associate Professor level, adjusting quotas for certain ranks, and prescribing guidelines for appointment and promotion processes.
This document outlines the key duties and responsibilities of professional teachers according to the Code of Ethics for Professional Teachers. It discusses that teachers are held to high moral standards and must behave honorably at all times. Teachers have an obligation to provide quality education and ensure students are evaluated fairly based on academic merit alone. As parents to their students, teachers must properly exercise authority over students with care, respect and without physical punishment. Any violations of these ethical standards can result in license revocation.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
R.A. 10533 Enhanced Basic Education Act of 2013MrsERivera
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
COMMISSION ON HIGHER EDUCATION NON-SECTARIAN PRIVATE INSTITUTIONSKathleen Abaja
- Centro Escolar University (CEU) is a non-sectarian private institution in the Philippines with degree programs, graduate studies, and a senior high school. Its strategic plan focuses on strengths like professional education and online learning opportunities, as well as weaknesses like high tuition costs and stiff competition.
- Far Eastern University (FEU) also has a strategic plan as a non-sectarian private institution. It aims to be a top university in Asia by producing principled and competent graduates through quality and affordable education programs, while maintaining financial sustainability.
- The ASEAN University Network is an association of universities in Southeast Asian countries that promotes research, global outlooks, and geographical representation among its leading member institutions.
This document contains the Code of Ethics for Professional Teachers in the Philippines. It is comprised of 13 articles that establish ethical standards and guidelines for teachers' conduct in their profession, with their students, colleagues, community and higher authorities. The code aims to promote quality education and uphold teachers' dignity while preventing misconduct. It outlines teachers' duties to students, parents, and others, and the disciplinary actions that can be taken for violations of the code.
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 summarizes Republic Act No. 6728, which provides government assistance to students and teachers in private education in the Philippines. Some key points:
- It establishes programs to provide financial assistance to private K-12 students and college students, including tuition fee supplements, scholarships, and textbook funding.
- Assistance is based on criteria like family income, tuition fees charged, and accreditation of education programs. Preference is given to students with family incomes of P36,000 or less.
- It expands existing programs like the voucher-based Private Education Student Financial Assistance Program and the Educational Service Contracting scheme.
- At least 70% of subsidies must go towards salaries/benefits of teaching
Based on DO 16, s, 2017, here are slides in understanding the technicalities of making an Action Research, DepED Style. Hope you'll find this useful. Note: Ethical Issues Not Included yet.
This document outlines the key duties and responsibilities of professional teachers according to the Code of Ethics for Professional Teachers. It discusses that teachers are held to high moral standards and must behave honorably at all times. Teachers have an obligation to provide quality education and ensure students are evaluated fairly based on academic merit alone. As parents to their students, teachers must properly exercise authority over students with care, respect and without physical punishment. Any violations of these ethical standards can result in license revocation.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
R.A. 10533 Enhanced Basic Education Act of 2013MrsERivera
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
COMMISSION ON HIGHER EDUCATION NON-SECTARIAN PRIVATE INSTITUTIONSKathleen Abaja
- Centro Escolar University (CEU) is a non-sectarian private institution in the Philippines with degree programs, graduate studies, and a senior high school. Its strategic plan focuses on strengths like professional education and online learning opportunities, as well as weaknesses like high tuition costs and stiff competition.
- Far Eastern University (FEU) also has a strategic plan as a non-sectarian private institution. It aims to be a top university in Asia by producing principled and competent graduates through quality and affordable education programs, while maintaining financial sustainability.
- The ASEAN University Network is an association of universities in Southeast Asian countries that promotes research, global outlooks, and geographical representation among its leading member institutions.
This document contains the Code of Ethics for Professional Teachers in the Philippines. It is comprised of 13 articles that establish ethical standards and guidelines for teachers' conduct in their profession, with their students, colleagues, community and higher authorities. The code aims to promote quality education and uphold teachers' dignity while preventing misconduct. It outlines teachers' duties to students, parents, and others, and the disciplinary actions that can be taken for violations of the code.
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 summarizes Republic Act No. 6728, which provides government assistance to students and teachers in private education in the Philippines. Some key points:
- It establishes programs to provide financial assistance to private K-12 students and college students, including tuition fee supplements, scholarships, and textbook funding.
- Assistance is based on criteria like family income, tuition fees charged, and accreditation of education programs. Preference is given to students with family incomes of P36,000 or less.
- It expands existing programs like the voucher-based Private Education Student Financial Assistance Program and the Educational Service Contracting scheme.
- At least 70% of subsidies must go towards salaries/benefits of teaching
Based on DO 16, s, 2017, here are slides in understanding the technicalities of making an Action Research, DepED Style. Hope you'll find this useful. Note: Ethical Issues Not Included yet.
Levie M. Discaya - Comparative Analysis of R.A. 6728 and R.A.8545 LevsMarticio
The document discusses two acts - RA 6728 and RA 8545 - which provide government assistance to students and teachers in private education. RA 8545 amends RA 6728 by establishing a fund to subsidize private school teacher salaries. Both acts aim to promote accessible quality education. They provide various forms of assistance to students, including tuition fee supplements, textbook funds, and scholarships. Assistance is criteria-based including family income, academic performance and geographic location. RA 8545 expands some of these assistance programs and eligibility criteria compared to the original RA 6728. It also places restrictions on how schools can allocate tuition fee increases if receiving government subsidies.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
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.
This document summarizes the Magna Carta for Public School Teachers Act. The act aims to improve the social and economic status of teachers by promoting better living and working conditions, terms of employment, and career prospects. It defines teachers and establishes policies around recruitment, qualifications, tenure, transfers, discipline, salaries, benefits, health measures, injury compensation, leave, retirement, freedom of organization, and administration/enforcement. The act provides teachers protections and sets standards to ensure their profession compares favorably to other fields.
The National Competency Standards for Teachers (NICS-TEACHER) is DepEd and CICT initiative to identify and describe the basic competencies that enable teachers to use information and communications technology in teaching and learning.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Accreditation in Philippines and Implementing Curriculum In ClassroomJanna Corona
This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. It is both a process of peer review to encourage high standards, and a certification granted to educational programs or institutions that meet recognized standards. The document then outlines the accreditation process and levels in the Philippines, including the roles of the Commission on Higher Education, Technical Education and Skills Development Authority, and Department of Education. It concludes with suggestions for implementing curriculum in the classroom, such as undertaking action research, maintaining an organized learning environment, and fostering students' holistic health and wellness.
Innovation Project Proposal in DepEd - Super DraftGlenn Rivera
This is my somewhat "wasted" innovation project proposal. I intend to share it here for academic purposes. This is just a draft however and should not be used in citations or referencing. I decided to put it here in this platform finally because I no longer want to engage the pleasures of the higher ups. Otherwise, this will just be a matter of compliance and not love for genuine learning and academic freedom. The whole research and innovation process in DepEd has become too tedious, restrictive, and red-taped. If you write too long, they may want your paper to be concise or shorter and then if you cut it short, they then want it to be much longer. I still cannot see how some people become so obsessed with editing or proofreading nowadays when we don't even have the perfect English in this country and we don't have the same wavelengths to understand each other. Pants down.
The document proposes a Speech Festival 2015 event for BSED-III English students at Surigao del Sur State University. The event aims to encourage students to participate and showcase their speaking skills through various individual and group literary events like oration, storytelling, declamation, and news casting. It will be held on October 14, 2015 in Room 205 and have a budget of 1,950 PHP to cover snacks, certificates, and other expenses. The event is expected to help students perform literary pieces and reflect on the role of language in teaching speaking.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
This operational plan aims to increase enrollment, improve student welfare, and develop faculty. Key strategies include intensive enrollment campaigns, upgrading facilities, strengthening guidance services, offering scholarships, and providing faculty development opportunities. Success will be measured through indicators such as enrollment numbers, student satisfaction ratings, and the percentage of faculty completing doctoral programs. Regular monitoring and evaluation of activities will allow corrective measures to ensure goals are achieved.
code of ethics for professional teacherAlice Victor
This document is the Code of Ethics for Professional Teachers in the Philippines. It establishes ethical standards and guidelines for teachers' professional and personal conduct. The code is established by the Board for Professional Teachers pursuant to relevant laws and covers all public and private school teachers. It addresses teachers' duties to students, parents, colleagues, administrators, and their community. Violations of the code can result in disciplinary actions against teachers, including revocation of their teaching license.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Code of Ethics for Professional Teachers in the PhilippinesRuth Senorin
This document outlines a code of conduct for teachers in the Philippines. It states that all teachers must be physically, mentally, and morally fit, and committed to their duties without using their position for political purposes. Teachers are expected to facilitate learning, provide leadership, participate in community development, and behave with honor and dignity. They must understand local customs, inform communities about the school, and provide intellectual leadership. The code also discusses teachers' responsibilities to students, parents, colleagues, and maintaining professional standards and financial reputations.
Code of Ethics for Professional Teachers (Articles I, II, and III)Paula Jane Castillo
The document outlines the Code of Ethics for Professional Teachers which includes 8 articles describing the responsibilities and conduct of teachers. It establishes that teachers must be committed to providing quality education for all citizens, adhere to high moral and professional standards, and help carry out state policies. Teachers are expected to serve the interests of both the state and Filipino people by being physically, mentally and morally fit as well as fully devoted to their duties. The code also describes the role of teachers in the community by requiring them to behave honorably, provide leadership, and maintain good relations with others.
The document discusses the Commission on Higher Education (CHED) in the Philippines and its role in developing the country's human capital and innovation capacity. It outlines several of CHED's key projects including the National Agriculture and Fisheries Education System, Centers of Excellence, thesis/dissertation grants, and visiting research fellow programs. It also briefly discusses the Technical Education and Skills Development Authority's role and various technical and vocational education and training programs.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
1. AICTE revised the pay scales and terms of service for teachers at diploma level technical institutions based on recommendations from the central pay commission.
2. The revised pay scales and terms are applicable to all diploma level technical institutions under AICTE's purview from January 1, 1996.
3. The notification details the new cadre structure, pay scales, qualifications, recruitment process, career advancement scheme, workload, superannuation age and other terms of service for teachers.
Pec obe aerospace engineering curriculum_2019-8-3 2020 (2)haralikhan
The document outlines the curriculum for a Bachelor of Engineering in Aerospace Engineering. It discusses the Engineering Curriculum Review and Development Committee (ECRDC) that was formed by the Pakistan Engineering Council to review and develop engineering curricula based on Outcome-Based Education. The committee developed the aerospace engineering curriculum using a Plan-Do-Check-Act approach, taking into account feedback from stakeholders and aligning the program with sustainable development goals. The curriculum includes program educational objectives, program learning outcomes, a scheme of studies consisting of core and elective courses, and details on teaching and assessment approaches.
Levie M. Discaya - Comparative Analysis of R.A. 6728 and R.A.8545 LevsMarticio
The document discusses two acts - RA 6728 and RA 8545 - which provide government assistance to students and teachers in private education. RA 8545 amends RA 6728 by establishing a fund to subsidize private school teacher salaries. Both acts aim to promote accessible quality education. They provide various forms of assistance to students, including tuition fee supplements, textbook funds, and scholarships. Assistance is criteria-based including family income, academic performance and geographic location. RA 8545 expands some of these assistance programs and eligibility criteria compared to the original RA 6728. It also places restrictions on how schools can allocate tuition fee increases if receiving government subsidies.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
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.
This document summarizes the Magna Carta for Public School Teachers Act. The act aims to improve the social and economic status of teachers by promoting better living and working conditions, terms of employment, and career prospects. It defines teachers and establishes policies around recruitment, qualifications, tenure, transfers, discipline, salaries, benefits, health measures, injury compensation, leave, retirement, freedom of organization, and administration/enforcement. The act provides teachers protections and sets standards to ensure their profession compares favorably to other fields.
The National Competency Standards for Teachers (NICS-TEACHER) is DepEd and CICT initiative to identify and describe the basic competencies that enable teachers to use information and communications technology in teaching and learning.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Accreditation in Philippines and Implementing Curriculum In ClassroomJanna Corona
This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. It is both a process of peer review to encourage high standards, and a certification granted to educational programs or institutions that meet recognized standards. The document then outlines the accreditation process and levels in the Philippines, including the roles of the Commission on Higher Education, Technical Education and Skills Development Authority, and Department of Education. It concludes with suggestions for implementing curriculum in the classroom, such as undertaking action research, maintaining an organized learning environment, and fostering students' holistic health and wellness.
Innovation Project Proposal in DepEd - Super DraftGlenn Rivera
This is my somewhat "wasted" innovation project proposal. I intend to share it here for academic purposes. This is just a draft however and should not be used in citations or referencing. I decided to put it here in this platform finally because I no longer want to engage the pleasures of the higher ups. Otherwise, this will just be a matter of compliance and not love for genuine learning and academic freedom. The whole research and innovation process in DepEd has become too tedious, restrictive, and red-taped. If you write too long, they may want your paper to be concise or shorter and then if you cut it short, they then want it to be much longer. I still cannot see how some people become so obsessed with editing or proofreading nowadays when we don't even have the perfect English in this country and we don't have the same wavelengths to understand each other. Pants down.
The document proposes a Speech Festival 2015 event for BSED-III English students at Surigao del Sur State University. The event aims to encourage students to participate and showcase their speaking skills through various individual and group literary events like oration, storytelling, declamation, and news casting. It will be held on October 14, 2015 in Room 205 and have a budget of 1,950 PHP to cover snacks, certificates, and other expenses. The event is expected to help students perform literary pieces and reflect on the role of language in teaching speaking.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
This operational plan aims to increase enrollment, improve student welfare, and develop faculty. Key strategies include intensive enrollment campaigns, upgrading facilities, strengthening guidance services, offering scholarships, and providing faculty development opportunities. Success will be measured through indicators such as enrollment numbers, student satisfaction ratings, and the percentage of faculty completing doctoral programs. Regular monitoring and evaluation of activities will allow corrective measures to ensure goals are achieved.
code of ethics for professional teacherAlice Victor
This document is the Code of Ethics for Professional Teachers in the Philippines. It establishes ethical standards and guidelines for teachers' professional and personal conduct. The code is established by the Board for Professional Teachers pursuant to relevant laws and covers all public and private school teachers. It addresses teachers' duties to students, parents, colleagues, administrators, and their community. Violations of the code can result in disciplinary actions against teachers, including revocation of their teaching license.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Code of Ethics for Professional Teachers in the PhilippinesRuth Senorin
This document outlines a code of conduct for teachers in the Philippines. It states that all teachers must be physically, mentally, and morally fit, and committed to their duties without using their position for political purposes. Teachers are expected to facilitate learning, provide leadership, participate in community development, and behave with honor and dignity. They must understand local customs, inform communities about the school, and provide intellectual leadership. The code also discusses teachers' responsibilities to students, parents, colleagues, and maintaining professional standards and financial reputations.
Code of Ethics for Professional Teachers (Articles I, II, and III)Paula Jane Castillo
The document outlines the Code of Ethics for Professional Teachers which includes 8 articles describing the responsibilities and conduct of teachers. It establishes that teachers must be committed to providing quality education for all citizens, adhere to high moral and professional standards, and help carry out state policies. Teachers are expected to serve the interests of both the state and Filipino people by being physically, mentally and morally fit as well as fully devoted to their duties. The code also describes the role of teachers in the community by requiring them to behave honorably, provide leadership, and maintain good relations with others.
The document discusses the Commission on Higher Education (CHED) in the Philippines and its role in developing the country's human capital and innovation capacity. It outlines several of CHED's key projects including the National Agriculture and Fisheries Education System, Centers of Excellence, thesis/dissertation grants, and visiting research fellow programs. It also briefly discusses the Technical Education and Skills Development Authority's role and various technical and vocational education and training programs.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
1. AICTE revised the pay scales and terms of service for teachers at diploma level technical institutions based on recommendations from the central pay commission.
2. The revised pay scales and terms are applicable to all diploma level technical institutions under AICTE's purview from January 1, 1996.
3. The notification details the new cadre structure, pay scales, qualifications, recruitment process, career advancement scheme, workload, superannuation age and other terms of service for teachers.
Pec obe aerospace engineering curriculum_2019-8-3 2020 (2)haralikhan
The document outlines the curriculum for a Bachelor of Engineering in Aerospace Engineering. It discusses the Engineering Curriculum Review and Development Committee (ECRDC) that was formed by the Pakistan Engineering Council to review and develop engineering curricula based on Outcome-Based Education. The committee developed the aerospace engineering curriculum using a Plan-Do-Check-Act approach, taking into account feedback from stakeholders and aligning the program with sustainable development goals. The curriculum includes program educational objectives, program learning outcomes, a scheme of studies consisting of core and elective courses, and details on teaching and assessment approaches.
This document outlines amendments made by the University Grants Commission to regulations regarding the minimum qualifications for appointment of teachers and other academic staff at universities and colleges.
Key amendments include: requiring selection procedures to incorporate transparent, objective and credible methodologies for analyzing applicant merits; capping the maximum API score claims allowed in various research and publication sub-categories; and revising clauses related to selection committee procedures, Vice Chancellor qualifications, and the API scoring framework.
The amendments are meant to further ensure standards are maintained in higher education faculty recruitment and promotions.
This document outlines amendments made by the University Grants Commission to regulations regarding the minimum qualifications for appointment of teachers and other academic staff at universities and colleges.
Key amendments include: requiring selection procedures to incorporate transparent, objective and credible methodologies for analyzing applicant merits; capping the maximum API score claims allowed in various research and publication sub-categories; and revising clauses related to selection committee procedures, Vice Chancellor qualifications, and the API scoring framework.
The amendments are meant to further ensure standards are maintained in higher education faculty recruitment and promotions.
This document outlines the curriculum for a Bachelor of Engineering in Textile Engineering developed by the Pakistan Engineering Council's Engineering Curriculum Review and Development Committee.
The committee reviewed curricula from various universities and considered international best practices and benchmarks. It developed program educational objectives and learning outcomes mapped to the United Nations' Sustainable Development Goals to address socio-economic issues.
The curriculum follows an outcome-based education approach and was designed through a plan-do-check-act process involving stakeholders. It provides a framework and scheme of studies for the textile engineering program along with details of courses and assessments.
The report summarizes the review team's investigation into CXC's administration of the 2020 CSEC and CAPE examinations under modified conditions due to COVID-19. Key findings include: CXC used Paper 1 (common multiple choice exam) and fully moderated Paper 3 (SBAs) to provide comparability and fairness. Full moderation of SBAs led to generally lower scores than previous years, though overall grades were comparable due to improved Paper 1 scores. Stakeholders raised concerns about lowered SBA grades affecting some students. While full moderation improved reliability, CXC needs to address all candidate review requests to maintain exam integrity. The report makes recommendations for CXC to improve its processes.
Competency Assessment: Designing Timely, Practical, and Holistic ...butest
This document provides an overview and update of the Competency Assessment Project being conducted by CIITE (Colleges Integrating Immigrants to Employment) in Ontario colleges. The project aims to develop standardized competency assessment models for internationally trained immigrants. In Phase 2, models were designed for Respiratory Therapy and Mechanical Engineering Technology. Phase 3.1 involves validating and piloting the models. For Respiratory Therapy, assessment tools involving written, simulated, and clinical testing are being developed. Challenges include candidates' success rates and costs of assessment. For Mechanical Engineering Technology, 14 validated competencies have been identified and assessment tools are being created for piloting in January 2009.
This document proposes a National University Network to improve the employability of Indian youth. It would establish a regulatory committee to oversee the project and divide colleges into categories based on infrastructure and placements. Select institutions would be designated "Utkrsta Sansthaan" and develop online modules on skills like communication, IT, entrepreneurship etc. to distribute nationwide. The network would connect educational institutions, research labs, and global networks. It would provide career counseling, faculty workshops, internships, and aptitude tests to assess goals. The project budget is estimated at 50-75 crore annually, funded by private university fees, with potential to generate 50 crore in revenue.
This document outlines the scheme of courses and examination for the Bachelor of Technology in Mechanical Engineering (Electric Vehicles) program at Netaji Subhas University of Technology East Campus. It details the curriculum structure, course categories, credit distribution, evaluation methods, course codes, and semester-wise course allocations. The curriculum follows a choice-based credit system and includes foundation, core, elective, and open elective courses across 8 semesters totaling 170 credits. Courses are evaluated through continuous assessment, mid-semester exams, end-semester exams, and projects.
The Government of Gujarat, Education Department by way of a notification had constituted two different Committees called “Admission Committee for Professional Courses (ACPC)” to regulate the admission of candidates to the professional degree courses respectively. The mission assigned to these Committees is to carry out the counselling process in a fair and transparent manner. The admission process is conducted by these Committees strictly on the basis of merit and the preference of the candidate.
This document discusses measuring attainment of course outcomes (COs) and program outcomes (POs) as per the guidelines of the Self-Assessment Report (SAR) published by the National Board of Accreditation (NBA) for engineering programs in India. It presents a simplified approach for measuring CO and PO attainment. Course outcomes are defined for each course and mapped to POs on a scale of 1-3. The attainment of COs is measured based on student performance in internal and external assessments. The percentage of students achieving the target score for each CO is calculated and averaged to determine the CO attainment level based on NBA guidelines. This process is demonstrated through an example course. The CO attainment levels across
The document outlines regulations for the B.Tech program at A. P. J. Abdul Kalam Technological University. Some key points:
- The program duration is 4 years (8 semesters) with a maximum of 6 years. Each semester lasts 16-18 weeks.
- The program has a total credit requirement of 162 credits across categories like humanities, basic sciences, engineering sciences, professional core/elective courses and a mandatory project.
- Academic monitoring involves an advisory system with faculty advisors and senior advisors to guide students. Regular parent meetings and audits of affiliated institutions are also outlined.
- Assessment includes end semester exams conducted by the university as well as internal evaluations throughout
2 year mba(be) soe & syllabi 2014-15Manjeet kundu
The document outlines the scheme of examination and syllabus for the Master of Business Administration (Business Economics) program at Maharshi Dayanand University for the 2014-15 academic session. It details the curriculum, list of papers, code and nomenclature for each semester of the two-year program. The syllabus and reading material is provided for each paper of the first year of the program, covering topics such as principles of business economics, management processes, business statistics, macroeconomic management, accounting, and more. Guidelines are also provided for the conduct of practical exams, project work and viva voce.
This document outlines draft regulations from the University Grants Commission (UGC) in India on minimum qualifications for appointment of teachers and other academic staff in universities and colleges. Key points include:
1. Revising pay scales and other service conditions for university and college teachers in line with central government decisions.
2. Setting minimum qualifications for positions like Assistant Professor, Associate Professor, Professor, and academic staff in libraries and physical education.
3. Requiring a Ph.D. for appointment and promotion to Associate Professor and Professor, and making it mandatory for direct recruitment of Assistant Professors by 2021.
4. Continuing to require qualifying in the National Eligibility Test (NET) or other accredited tests
The assistant supports the director in the daily management of EPS.
Board: The board consists of the directors of the participating research groups
and institutes. The board is responsible for the policy and strategy of EPS.
Advisory board: The advisory board advises the board on strategic issues and
consists of representatives of the participating universities and institutes.
PhD council: The PhD council represents the PhD candidates and advises the
board on the PhD programme.
Education committee: The education committee is responsible for the
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Finance committee: The finance committee advises the board on financial issues.
The director is responsible for the daily management of EPS and is
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1. ,,'
~.
. .
I.::i°NALBUDGpcmcu~ 8 .
No.f 461
June 1, 1998
TO The Chairman, Commission on Higher Education (CRED), the
Director-General, Technical Education and Skills Development
Authority (TESDA), Heads of State Universities and Colleges
(SUCs), and Heads of CHED-Supervised Higher Education
Institutions (REIs) and TESDA-Supervised Technical
. Education Institutions (TEls), and All Others Concerned
SUBJECT ~evising and Updating the Compensation and Position
Classification Plan for Faculty Positions EmbOdied in National
Compensation Circular (NCC) No. 69
1.0 . Purpose
tI
This Circular is issued to establish and prescribe rules and regulations
governing the implementation of the Revised Compensation and Position
ClassificationPlan for faculty positions in SUCs, BETsand TETsin accordance with
thv modified Common Criteria for Evaluation (CCE) offaculty positions.
2.0 Coverage and Exemption
This Circular shall apply to all faculty positions in SUCs, BETs and TEIs,
including teacmngpositions assigned to laboratory classes except teaching and
related teaching.positio~ in secondaIy and elementaIy schools which shall continue
. to be covered by the Teachers Preparation Pay Schedule of the Department of
Education, ('ultute and Sports. ... .. .
3.0 Revised Point Allocation.
3.1 Consistent Withthe modified CCEand (>ualitativeContribution Evaluation
(QCE) jointly foririul~ted and 'prescribed by the Chairman of CHED and
the President of PASUC, per attached Implemen1ing Guidelines and
Annexes 1 and 2, the. following point allocation for faculty positions is
herehy adopted:
fi{;J
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65-bClow
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: Instructori
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I Assistant ProfessorI
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I Assf)ciate Professor
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15
16
17
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t~---~--
88-96
97-105
106-114
115-123
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'1
i I.,
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! ,III
i IV
l ~y .L-- 23
I i
i I ! 24 i 159-164
Ill: 25 : 165-170
I m 2,6 i 171-176
: IV 27 j 177-182 II . .
i V . 28 , 183-188 I
'! VI i 29 ! 189-194 I
..., L 1
I . i
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I 30 ! 195-200 I
i :1
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19
20
21
')'),.....
124-130
131-137
138-144
145-'151
152-158
.
. I
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I.Professor
ii
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...1ColiegelUnivenity
i Professor
i
i
1
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3.2 Faculty positions in HEIs and TEISshall,be limited to the rank of Associate
Professor V.
3.3 The accreditation of Profess,orsi11SUCs and Associate Professors, in the
case ofHEIs and TEIs, shaUbe)govcrried.byS~ction 4.4 ofNCC No. 33.
3.4 The classification of existing Col1eg~ fJrofessor positions shall be
cotenninouswiththe incumbents. .
3.5 Faculty members who merited llighl.:facademic ranks but were constrained
to occupyloweI"ranks due tiOthe ql10talimitation shall be evaluated based
on the modifieciCCE.and QCE prescribed herein.
jIIJ
3. 4.0
5.0
.
6.0
7.0
------..----. --.-
Appointment to ColiegelUniversity Professor Positions.
4.1 The following are deemed qualified for appointment to CollegelUniversity
Professorpositions: -
4.1.1 Deserving faculty members occupying Professor positions duly
accredited by the -PASUC AccreditationCommittee who have
complied satisfactorywith Section 3.1 hereof.
4.1.2 sue Presidents and Vice-Presidents who opt to receive the basic
salary pertaining to their assigned academic rank under the CCE,
provided that they have complied with the requirements mentioned
under Section 3.0 hereof and those- who opt to return to the
academe due to their resignation/retirement not for cause before the
expiration of their fixed teons of office.
Modified Quota Systeni
5.1 Effective upon implementation of this Circular, the quota for the rank of
- AssociateProfessor,shallbe withdrawn.
5.2 The quota for the rank of Professor shall be adjusted to 20% of the total
nwnber of faculty positions of each sue.
5.3 Only one (1) position of CollegelUniversity Professor per
CollegelUniversityshall be authorized for every six years, the total of which
shall not exceed the nwnber of authorized colleges and external campuses
of the respective sue. Candidates to said rank shall be required to undergo
screening as stipulated in Section 4.3 ofNCe No. 69.
Exercise of Presidential Discretion
- The exercLc;eof presidentialdiscretion'under Section 6.0 of NCC 69 is
hereby extended to heads of BEls and TEIs. To ensure standard implementation of
the presidential discretion, the Chainnan of CHED and President of PAsue shall
fonnulate and prescribe separate guidelineswhich shall be obsetVedby the heads of
HEls and TEIs.
Evaluation Cycle
, The evaluationshallbe undertakeneveryodd year starting1999for SUCs.
In the c~e of HEIs and TEls, the evaluation shall be undertaken every even year
st.vt:ing1998.
~
b
4. 8.0
9.0
10.0
egg.y
.
Funding Source
"
Funds needed to implement this Cir;ularsha1lbe included in the budgets of
the respective institutions concerned in the annual General Appropriations Act. For
this purpose, the evaluation results as e,;idenced by the computer print-out shall be
submittedtothe DBMnot laterthanMay31 of theprecedingbudgetyear. '
Repealing Clause
Any and.all provisions of circulars, rules and regulations or parts thereQf
which are inconsistent with this Circular are hereby repealed and/or modified
accordingly.
Effectivity
'ThisCircular shall take effect immediately.
7Ml~'
EMILLG. BONCODIN
Secretary
.
if
5. .
IMPLEMENTI-NGGUJDEUNES FORNCC
1. GENERAL GUIDELINES:
1. All faculty.memb~fs .in highef..~uca- Pfegram& and heads/administrators of
public higher education institutions (HEls) composed of the State Universities and
Colleges (SUCs) and CHED Supervised Higher Education Instimtions. (HEIs),
includhlg TESDA Technician Education..Institutions. (TEIs) shall.be evaluated in
accordance with the revised~~ updated-C()lmJlOnCriteriafor Evalllation(CCE)
and the ¥odified Point Allocation (1v.1PA).
2. All claims.for CCE points. shall-be supported by the appro,priate ~ pertinent
primary documents. Secondary documents shalJ' not be accepted except in
situ.ationswhere the p6m8fY~documents have been1lost or damaged tllToughforce. .
majeure. .
3. persona1;pata Sheet (PDS) aeeomplished and submitted for evaluation shall be
subscribedand'swornto. .
4. Tl,1efollowmg mechanics of implementatien shallbe observed:
.
4.1 The HEI concerned shallreproduce the Personal Data Sheet.
4.2 The faculty memgef Of the administrator shall accomplish the form and
attach all supporting docllments.
4.3 The. HEI shall form two Committees.. One of Evaluators and One of
Reviewers- which shall sit en banc to evaluate and review faculty
credentials. .
4.4 The Evalaators shall enter the points in the Summary Sheet and shall sign
the same. .'
4.5 The-Review Committee-shall review the evaluation of all documents and
submit the evaluated Personal Data Sheet and supporting documents to the
Head of school for official transmittal to the PASUC CCE Computeri-
zation Center, which shall process the documents using approved
computer program.
4.6'Where.the two committees differ in their faculty assessment, they shall sit
down together and come to a collegial decision.
4.7 The officialprintout from the PASUC CCE Computerization Center shall
be released to the President! Administrator or the authorized
Representative efthe HEIs concerned. .
5. Upon authorization of the DBM, the PASUC CCE Computer Center shall be at
the TUP-IRTC based on a Memorandam OfAgreement (MOA) between PASUC
and TIJP.
6. For purposes of implementing the National Compensation Circular, cut-off date
shall mean the most recent date of documents considered in the evaluation cycle.
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FREDERICKs6. PAD;r-
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7. The hiring /promotion of faculty members shall be subject to the relevant
, educationalqualificatiollby rankl~bfank ~ the Merit SystemPlan adapted by
the Governing Boards of SUCs and the Merit System Plans for faculty
promulgated for CHED-Supervised-HEIs-and TESDA TEIs provided that such
Merit System Plans shall not be lower than the Qualification Standards (QS)
prescribed.by the Civil Servi~eCommissien-(CSC). The CCE computer print-out
slui11be the basis of hiring new facultY'members from Instructor I to Assistant
PreressorIV. .
8. For upgrading and/or promotioo-to any-sulHank: in the Instmct{)r and Assistant
Professor positions a faculty' candid~te should satisfY the CCE points
eorrespending to the rank/sub-r-ankplus-the €J:ualit-ativecontributions in the area of
instruction measured in terms of the Teaching Effectiveness (Annex I).
9. For the epgrading and/or promotion to-the rank of Associate Professor I to V a
faculty candidate should satisfythe CCE points corresponding to the rank/sub-rank
plus qualitative contributions' in at least .two- (2) of the fout functional areas,
namely, instruction, researqh,.extension,.and production. The standards and point
values in the qualitative contributions. are indi~ated in the attached ma~rix ~nd
guidelines (Annex II).
10.For upgrading and/or promotion to the rank: of Professor I to VI, the faculty
candidate. shall be required to earn the CCE points corresponding to the
ranklsubrank plus qualitative cootributioo in at-least three of the four functional
areas. .
11. Faculty positions in CHED-Supervised-HEIs-and.TESDA TEls shall be limited to
the rank of Associate Professor V.
tI II. SPECIFIC FACTORS AND GUIDELINES FOR DETERMINING POINTS
1.' Educational Qualifications 85 pts.
1.1Highest relevant academic degree OfedooatiGnalattainment with the
following maximumpoint credits
1.1.1 Doctorate ~ ~5
1.1.2 Master's Degree 65
1.1.3 LLBand MD -"""'" p5
N.B. MD shallbe considered a Doctotatedegree ifthe holder is teaching in a
College of Medicine.
1.1.4Diploma eourse (above a bachel~'s degree) 55
~ 1.1.5Bachelor's degree (four years).. 45
~~iU~s({;~ AN~
President;.PASUC Chairman,CHED
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7. .' 3
N.B. In the case of a Bachelor's degree which is more than four years,
additional credit of five points is given for every year over four years.
1.1.6 SpeCial courses
3-year post secondary cOuse ; 30
2-year post secondary course 25. .
1.2 Additional equivalent and relevant degree earned
1.2.1 Additional Master's degree.. ... .. 4
1.2.2 Additional-Baeheler's-degr-ee 3
N.B. An additional equivalent and relevant degree earned related to the present
position refers to-aOOtherdegree Onthe same levelas-!he advanced degree that the
faculty has already earned.
Relevance is the applicability Gf the ~gree to- teaching and to the subjects the
faculty is teaching, or the' duties and functions other than teaching which the
facultyperforms. .
For example, a holder of an M.S. in Math. acquired-a degree- in M.S. Physics.
However, an M.A. holder, who acquired two bachelor degrees like A.B., BSE,
shall be credited only fO£hi-slberM.A degree.
1.3 Additional credits t?arned
1.3.1 For every 3 units earned-toward a higher approved degree course
(maximum of 10 pts.) ... ... ..1
tI 2. Experience and Professional SeFVices 25 pts.
N.B. The services and experiences of a faculty who is designated to an
administrative position like Vice president, Dean, Director, etc., shall be credited
only once, whichever is highest, within the period of his designation.
2.1.1 For every year offull-tirne academic 1
service in state institution of higher
learning
N.R Academic Service refers to-teaching~inGGllegeof:doing research and
extensionfunctions. .
A year means at least 2 semesters.
Full-time service means the ofikial full-time equivalent load. (FTEL) hours of
"" actual teachingor its equivalentin other functionsapprovedby the institution's
~ Boat"dofRegentsi Board of Trustees. ~~~s~. ANGELCALCALA
President.PASUC . ;;-man,~/
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State institution of higher learning refers to chartered SUCs, CHED -Supervised
and TESDA Schools whose main function and responsibility is tertiary education
and offers degree programs.
2. L2For every year of full-time academic.; 0.75
service in an i~stitution of higher
learning other than SUCs, CHED-
Supervised and TESDA Schools;'
service in a public or private research
institution
N.B. Academicservice refers to teaching in the tertiary level in an institution of
higher learning which is not a sue, a CHED-Supervised or TESDA School, or
doing research on a professional level ina research institution.
2.2.1 For every year of administrative designation as:
a. President. ... ....., ...3.0
b. Vice-president , 2.5
c. Dean/Director/School Superintendent.. .. ......, 2.0
d. Principal/Supervisor/ Department. ........... 1.0
Chairperson! Head of Unit
2.3.1 For every year of full-timeindustrial/agricultural!teaching experience as:
a.. Engineer, Plant /Farm Manager ..."... ~ 1.5
b. Technician ""'"'''''''''''''''''''''''' 1.0
c-.. Skilled Worker ,""" ... 0.5
tJ
2.3.2 For every year of experience as:
a. Cooperating Teacher ... ... ... 0.5
b. Basic Education Teacher ... ... .. ... .. .. .. 0.5
3. Professional Development Achievement and Honors..: 90 pts.
3.1 Innovations, patented inventions,publications and other creative works
(maximum of30 pts.)' .
3. 1.1 For evef'lj cost and time saving. .. .. .. .. .. .. .. .. .. 1-to 7
innovation, patented invention
and creative work a&weJlas
discovery of an educational,
technical, scientificand/or
cultural value
~~~~
FREDERICK SO. PADA
President, PASUC
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Sub-categories under 3.1.1 are as follows:
A.. Imlentions '
These are originalpatentedE or must ha-v~patent pending)wo.rks,whichhave
direct contribution to education,' science and technology. The basis for the
weight is the patent score.
. Criteria Credits
1. If patented MUltiplypatent score by
weight assigned according
to.criterion of utility.
. - Multiply patent.by weight
according to utilitY.
following additional criteria and point
2. Ifpatent pending
N.B. Per invention or discovery the
allocations are prescribed:- .
Commercial utility on:
. an international scale 7
. a national scale 5
. institutionalleveL """'''''. 2
The accrediting bodies for these factors on the international and national scale are:- -- ...
. Scienceandtechnology---DOST .
. Education--~---":' , DECS/ .CHEI;>/TESDA
.
For the institiltionallevel, a University Committee shall accredit. The patent
paper/ document must be presented to ascertain patent score. Credit points are
divided equally among two Of more individuals claiming 'credit for the same
invention.
B.Discov~ries
A discovery must be the first of its kind Ofnot-of common knowledge. It shall
be the result or product of the research of an i~dividuaI or -agroup of faculty.
Criteria'
L Originality, educational
impact, documentation
2. Evidence of wide dissemi-
( nation, e.g. exhibits, p1,lb-
~ . - Iications
~~A -
President, PASUC
Credits
60% of7 (0.6 x 7)
40% of7 (0.4 x 7)
~
ANGELC AL~
Chairman,CHED
f?#-
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10. , "
6
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N.B. 'Nhere there are more than one proponent, the points are to be divided
equally among them. If only one factor ( e.g. (1) is satisfied, credit is awarded
only for that factor}
C. Creativework hasto satisfyoneormoreofthe followingcriteria:
1. Originality 25% of 1- 7 pts.
2. Acceptability and recognition 25 % of 1 -7 pts.
3. Relevanceandvalue .25% of 1- 7 pts.
4. Documentation and evidence 25% of 1 -7 pts.
of dissemination
N.B. The scale of 1 - 7 is distributedon the basis of competitiveness, thus-
. International .. . .. .. . . .. . . . .. .. .. . . .. ... . . .. .. .. .. ... 7
.' National... ',,,.,,,... .. ..." . .. ...,., . ""'" .,' ". 5
. Institutional , , : 2
Cn~ditsare divided among two or more claimants, Examples of creative
wor~s are published articles, literary items, musical compositions and/or
arrangement, painting, sculpture, and other performing arts.
D, Innovations consist of improvements/ m()dificationsmade on an existing design,
process or product. The criteria for rating and the points for each criterion are:
Criteria Credits
tI
1. Use of indigenous materials 20 % of7 pts.
2. Relevance and value to education,
. scienceandtechnology , ..20 % of 7 pts.
3. Cost/time!energy! saving , ..20 % of 7 pts.
4, Acceptability of peers , ,.. .. 20 % of 7 pts.
5. Dissemination! documentation ...:. ... . .20 % of 7 pts.
3.1.2 For every published book,: original, edited, or,compiled, copyrighted/
published within the last ten years
a. As original author , ... 3 - 7
b. As (~o-author ","'" 2 - 5
c. As re.viewer 1 - 4
d. Astranslator l - 4
e. As editor .........1 - 3
f. As compiler 1 - 2
~~~ 4-~ --
FREDERICK.SO. PAl5A
President, PASUQ
AN~
Chainnan, CHED
ff-A ~I,"
11. 7
m w- ,--- -'- - -
The factors and their weights are:
Textbooks, inchld-ingS~ieneeand Technology and ref~et;lces -
3.1.3 For every scholarly reseafGh/-~phl_educational technical articles in a
technical/scie~tific/professionaljo,UI11~.- ,
a. International 5
b. National ;...., ;.". ;~ ,.. ,'c"'''''''''' .,3
c.. -LocaL._. --,- ,- 2
3.1.4 For every instJ,1.1ctiQn&lmanuaVaudio;vlsualmaterial..d~velopedand approved
fur-. use.. : ,. '-0;~.....', :_..; 1 -3
Under this item are approved and. published sets of complete modules,
laboratory manuals; operatien ri1anual~ workbooks, teaching guides,
incluclingsoftware, prototype and Computer-Aided Instruction materials.
Syllabi,f1ip-charts~cOfl1f)ile-dcopies-ofmaobine-copied documents, mock-ups
are not.considered under this item. Those which can be credited are
apPfOvedby the department Ofcollege fer instructional purpo&es.
tI
Role Credit
Single author or maker
Co-author, co-maker
Full
~lf
, N.B. For credits to be granted,' a sample ofthe material and a certification by
the CollegelDepartment as-to its usefulness afKiacceptability for instruction
must be presented. -- ,
3.2 For expert services, training and active participation in professional/technical
activities (Maximum of30 pts.) ,
3.2.1 Training and Seminars (Maximum-of 10-pts.)
~~sC~
President,.PASUC
1/,-..
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Role Tertiary - I:fjghSchpol Elementary
..'
Single author 7 pts. 5-,pts. 4 pts.
Co-author 5 3 2
Reviewer ,4 '.--2. 1
Translator 4 2 1
Editor 3 2 r
Copiler 2 1 1
12. . .
8
". -'''-'-'''- '-" ' nh.n__- ""n."...
3.2.1.1 For every training course with a duration of at least one year ( Pro-
rated for less than a year and not to exceed 10 pts.)
a. International ~ 5
b. National/Regional 3
c. Local .........2
3.2.1.2 For certified industrial, agro-industrial or fisherytraining... 1/120h
( maximum. of 5 pts.)
3.2.1.3 For participation in conferences, seminars, workshops
a. International 3
b. National! Regional 2
c. Local 1
3.2.2 Expert Services Rendered (Maximum of20 pts.)
3.2.2.1 For serving as a short-term consultant! expert in an activity of an
. . '. educational~technological,pt:ofessional,scientificor cultural nature
(foreign or local) sponsored by the government or other agencies.
a. International 5
b. National! Regional...;..:..; 3
c. LocaL. 0 ;"""'''''''''''''''''''' 2
3.2.2.2 For services rendered as coordinator, lecturer, resource person or
. guest speakerinconferences,workshops,and/ortrainingcourses.
tI
a. International 5
b. NationallRegional ,... 3
c. Local , 2
3.2.2.3 For expert services as adviser in doctoral dissertations, masteral and
undergraduatetheses( maximumof 10 points) ,
:
a. Doctoral dissertation... ..., .".. ..'."-. 1.00
b. Masteral thesis , ., 0.50
c. Undergraduate thesis ,.. 0.25
3.2.2.4 For certified services as reviewer/ examiner in the Professional
Regulations Commission (PRC) or in the Civil Service Commission
(CSC) ,1
~&-~President, PASUC
~ANGEL C ALCALA
c~rnmn. ClffiD~
.--
13. . .
9.' ,
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3.2.2.5 For expert services in accreditation work as member of the Board of
Directors, member of the Technical Committee or Consultant
Group ... , 1
3.2.2.6 For expert sefVicein trade skill-certification 1
3.2.2.7 For every year of service as coach/trainer in sports or adviser of
student organization 1
3.3 Membership in professional organizations/ honor societies and honors received
(Maximum. of 10 pts.)
3.3.1 For Clirrentindividua1-memgership-in-relevantprofessional organization (s)
a. Learned Society
Full member 2
Associate member .. .......... 1
b~ Henor- Sooiety.. ""'''''' ,. 1
c. Scientific Society 1
d. Professional
Officer ~. ""-" .. 1
Member.. "'" ""'"'''''''''''''''''' 0.5
3.3.2 For undergraduate academic honors earned:
a. Summa Cum Laude "'''''''' 5
b. Magna Cum Laude 3
c. -CumLaude..~ 1
tI 3.3.3 Scholarship/Fellowship.Thi£may be degree or non-degree granting.
a. International, competitive
DoctOfate 5
Masteral 4
Ncn-Degree """"""'''''''''''''' 3
~s6~
President, PASUC
b. International, non-compe#tive
Doctorate.. '-"',"'"'''''''''''''''''''' 3
Masteral : """"""""" 2
N-on-Degree ... ... 2
c. NationaVRegional, competitive
Doetorate ; """""" 3
MasteraI """'''''''' "'''''''''''''''' 2
Non-Degree .""""'"'''''' 1
AN~
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14. 10
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d. National/Regional,. non-competitive
Doctorate; .'.. 2
Masteral , ... ..1
. e. Local~ competitive or non-eompetitive 1
3.4 Awards of distinction received in recognition of achievement in relevant areas of
specialization/professionand/er-assignment.of the faGultyconcerned.
. a. InternationaL """""""""""" 5
b. NationallRegienal 3
c. Local ; 2
3.5 Community outreach ( maximwn of 5 peims)
3.5.1 For every year of participation in service-oriented projects in the
community ;; .,. '" 1
3.6 Professional examinations
3.6.1 For every relevant li~ensureafKi. other professional examinations passed
(maximum. of 10 pts.)
a. Engineering~kcountin& Medicine,
Law, Teacher's Board, etc 5
tI
b. Marine BoardlSeam.an:Certmcate;
Master Electrician!Master Plumber
Certificate,.ete~ Plant MeeMaic
Certificate; Professional Radio Operator
Certificate """"""""""'" 2
C. Other trade skill Certificate 1
IV. APPOINTMENTTO THE HEGHERSUR-RANKOF THE INSTRUCTORAND
THEASSISTANTPROFESSORPOSITIONS .
1. Appointment to the position. of Instroetor II and Assistant Professor IV be
subject to the following requirements:. .
1.1 eCE points of at least 66 paints. f{}rthe higher sub-rank of the
Instructor position and at least 88 points for the Assistant Professor
position
~~President,. PASUC
!~:/
~
~~ CHED~
15. "
.. 11
-. -- --- ---~ - _. -- -.-
1.2 Earned MA degree for Assistant Professor II to IV
- -
1.3 Qualitative contributions in instruetion, otherwise known as Teaching
, Effectiveness. Annex includesthe standardsand guidelinesfor the
appropnate evaluation of the same.
IV. APPOINTMENTTO THEPOSmON OFASSOCIATEPROFESSOR
}. Appeintment to- the position of Asseci-ate Professor shall be subject to the
following requirements:
1.1 CCE points-of at least 124
1.2 Earned MA degree
1.3Qualitative contributions in-iDstructio~ research ~ extensionand
production. (Must have contributedsignificantlyin at least two of
the four fimctiooalareas.)
V. APPOINTMEN'J' TO THE POSITION OF PROFESSOR
1. Appointment to- the positien of professor shall be subject to the following
requirements: -
1.1 CCE points of at least 159.
1.2Earned doctorate for Professor 4 to 6.
.
L3Qualitative contributions in instruction, research,- eXtension and
production. (Must haveat leastthree ofthe four functiOI:alareas)
1.4 In cases where a doctorate is not nonnally part of career preparation,
or where such doctoral program is rare, the doctorate requirement may
be waived provided- that the caRdidate has an appropriat-e master's
degree, has at least 159 CCE points (including educational
quali£Cation)and ha5-eamed at least 20 points in the follewing areas;
1.4.LBooks, monograms, compendiums and major bodies of
published work
1.4.2Sciemmc articles in publications of international circulation,
and other works of similarnature
~c1-s«P"~
President;. PASUC
! .-/,-,
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Chai11IUUl,CHEDrf/
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16. 12
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1.4.3 Discoveries, inventions and other significant original
contributions
1.4.4 Research re9ommendations transformed to public policy
benefitingthe country
1.4.5 Supervision, tutoring, or coaching of graduate scientists and
t~chnologies .
1.4.6 Research results applied or utilized in industrial and/or
commercial.projects or undertaking.
].5 Accreditation by a committee of experts duly constituted by PASUC
for candidates entering the rank for the first time.
N.B. The members of the accreditation committee are recognized experts
in the area of specializationof the faculty applying.for accreditation.
An applicant who fails. in the accreditation process shall be
appointed to the position 9fAssociate Professor 5. .
2. Limitations
2.1 Quota - 20% of the total number of the faculty positions
2.2 The rank is not applied in TESDA and CHED supervised schools
except those offering graduate programs
VI. APPOINTMENT TO THE POSITION OF COLLEGE AND UNIVERSITY
PROFESSOR
. 1. Coverage
The following are deemed qualified for entitlement to appointment as
College Professor and UniversityProfessor:
1.1 Deserving faculty members occupying Professor positions duly
accredited by the PASUC Accreditation Committee who have complied
satisfactorily with all the requirements ~tated in Part V hereof
1.2 sue I CHED/TESDA executives who opt to receive their basic salary
pertaining to their assigned academic rank under the CCE, provided
that they complied with the requirements mentioned under part V
hen:of and those who opt tp return to the academic due to their
resignation/retirement, not for cause before the expiration of their fixed
te.rm£.of Office.
1 ,. I
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Chairman,CHED~
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President, PASUe
17. ;.
13
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2. Requirements:
2.1 CCE Points
2.1.1 University Professor
2.1.2 College Professor
198-200
195-197
2.2 Earned DoctQrate
2.3-A pass from a screening committee duly constituted byP ASUC-
2.4 Professorial accreditation in case of the faculty
25Qualitative contribUtwns in instruction;. research :r extension and
production. (Must have at least 3 out of 4 ).
N.H. A candidate who fails to satisfy aU-the requirements shall be appointed to the
position of Professor 6.
3. Limitations
3.1 Only one (I} 1'0sition,,9f College P,rofessor per College~ shall be
authorized for every six (6) years, thetotaf of which shall not exceed
the number--of. .authorized colleges and external campuses of the
respective SUC/ CHED-Supervised and TESDA Schools.
3.2 Only one (l) p'osition of University Professor per University shall be,
authorized for every six (6) years, the totm. of which shaHnot exceed
five percent ( 5 % ) of the total number of accredited full professor in
the University concerned.
tI
4. Mechanics and processes
Upon recommendation-by the in-stitutienhead concerned, all candidates
for the rank of College Professor and University Professor shall undergo screening
by an independent body~to be organized by PASUC.
5. Qualificationsfor Accreditation as CoUege/UniversityProfessor
5.1 He must be an outstanding scholar and scientist as shown in the quality
of his publications and researches in his principal field of study and in
allied fields~or he I1Rlsthave manifested perfonnance of his executive
leadership role.
~~~
FREDERICK SO.PADA
President; PASUC
I -, .I /
~-
ANGEL C ALCALA
Chairman, CHED
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5.2 He must have expert knowledge in one field or division and familiar
- withat leastoneother subjectwithinanotherdivision. -
5.3 He must be known for intellectual maturity and objectivity in his
judgment.
5.4 He must have a high reputation among his colleagues and other
scholars for his mastery of the subject of his specialization.
Recognition and esteem could be manifested in any of the tOlJowingways:
5.4.1 His contribution to the advancement of his field of
specialization are recognized by colleagues, here and abroad.
5.4.2 He is published in the most respected learned journals in his
field of specialization.
5.4.3 His works are widely acclaimed and provoke spirited
discussions among scholars, often from various disciplines.
5.4.4 He ,is often invited to other universities and scholarly
gatherings for the originalityof his thoughts.
5.4.5 He is accorded various forms of honors ( awards, chairs,
titles, etc.) ,
VII.MODIFIEDPOINTALLOCATION
Faeulty Rank Sub-Rank Salary Grade Point Bracket
. Instructor I 12 65-below
II 13 66-76
III 14 77-87
Assistant Professor I 15 88-96
II 16 97-105
TII 17 106-lL4
IV . 18 115-123
Associate Professor I 19 124-130.
II 20 131-137
m 21 138-144
IV 22 145-151
V 23 152-158
"VA I}'J.--'
FREDERICK SO. PADA. ANGEL C ALCALA
President,PASUC
fP"If
19. .." 15
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~(...E--0 FREDERI~K'sO.PADA
President, PASUC
/1
-1~OO.ANGEL C ALCALA
Cfi{CtIED~
Faculty Rank Sub-Rank Salary Grade Point Bracket
Professor I 24 159-164
II 25 165-170
III 26 171-176
N 27 177-182
V 28 183-188
VI 29 189-194
CollegelUniversity 30 195:'200
Professor
20. '~ . ... '.....
ANNE.X 1
(Qualitative Contribution Evaluation, QCE, for
Instructors and Assistant Professors)
I. DEFINITION
A. Qualitative Contribution (QC)
This is the distinctive contribution bya faculty member seeking promotion to a
higher rank or sub-rank and which generally accrues to the enhancement and sustenance of
the overall image of the state universities and colleges in their constant endeavor towards
excellence. . .
B. Qualitative Contribution Evaluation (QCE)
QCE is the process of determining the eligibility of a faculty candidate for the
particular rank and sub-rank indicated by result of the application of the common criteria
for evaluation (CCE).
D. Commitment
This refers to a faculty member's deep s'enseofresponsibiIity to render service for
the development of the students' well-being and for the advancement ofhislher discipline.
E. Knowledge of Subject
.
This includes the faculty member's scholarship and expertise in hislher chosen field
or discipline.
G. Teaching for Independent Learning
This pertains to the faculty member's ability:to organize teaching-learning
processes to enable students to maximizetheir learning potentials.
H. Management ofLearriing
This refers to the faculty member's ability to create and mange a conducive
learning environment and at the same time guide, monitor and evaluate student learning.
~~~President, PASUC
;)C
~Chairman, CHED
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21. " 2
.., -, , ~ ~ --- ---..
II. GENERAL GUIDELINES
A. In 'additionto the common criteria for evaluation (CCE), prorn,ptiontohigh~r:1at1kand
sub-rank shall be subject to Qualitative Contribution Evaluation (QCE).
B. Continuous improvement toward excellence shall include well-d~fined and well-
executed approach(es) aimed at enhancing the value of collegiate/university education
to the clientele the SU/C pledges to serve. The improvements must be in all four (4)
functional areas of the SU/C, namely: instruction, research, extension, and production.
C. For those seeking promotion to the higher sub-ranks of the Instructor and the
Assistant Professor positions, the QC shall be in the Teaching Effectiveness.
ilL SPECIFIC GUIDELINES
A. The Teaching Effectiveness of instructors and assistant professors is evaluated using
the following assessment areas with the corresponding weighted points:.
1. Commitment 0.20
2. Knowledge of Subject 0.20
3. Teaching for Independent Learning 0.30
4. Management of Learning 0.30
B. A common evaluation instrument is prepared by a joint committee ofCHED, PASDC,
and TESDA. The evaluation is done by the faculty concerned, his peers, his
supervisor, an.dhis student beneficiaries.tI
C. Each area of assessment has a number of criteria and allotted a total of25 points. The
total raw points for the assessment areas is 100. The raw points garnered in each of
the four assessment areas is multiplied by the corresponding weight.
D. In rating using the criteria, the scale of 1to 5 is used, with 5 as the highest.
..
E. The faculty shall be evaluated regularly and the average rating is obtained for the
particular CCE implementation.
~~'A-~ -
FREDERICKSO>P~
President, PASUC
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~Chaihnan, CHED
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22. ".'
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3
F" The following are the minimumpoints required under the QCE so that a faculty with
the appropriate CCE credits can be promoted..I
SUB-RANK MINIMUM POINTS
Instructor II
ill
I
II
ill
IV
- 80
90
80
85
90
95
.
Assistant Professor
INSTRUMENT OF EVALUATION
I. COMMITMENT
Demonstrates sensi.tivity to students' ability to attend to
and absorb content information.
Integrates sensitively bislher learning objectives witb tbose
of the students in a coUaborati'Rprocess. -
Makes self available to students beyond official time slots.
ll. KNOWLEDGE OF SUBJECT
.
Demonstrates mastery of tbe subject matter.
Draws and sbare information on the state on the. art of
theory and practice in bislber discipline.
Integrates subject to practical circUlDStanres-and IeaJ'IIliDg
intents/purposes of students.
ill. TEACHING FOR INDEPENDENT LEARNING
Creates teacbing strategies tbat allow students to practice
using concepts they need to understand (interactive discussion):
Enhances student self-esteem.
Allows students to create tbeir own conne witb objectives and
realistically defined student-professor rules and make tbem
accountable for -tbeir performance.
Allows students to think independently and make their own
decisions and bolding tbem accountable for their performance
based largely on their success in executing decisions.
~~s&:"~FRED"
dent PASUCPreSt ,
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~ANGEL C. ALCALA
Chainnan, CHED
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IV. MANAGEMENT OF LEARNING
Creates opportunities for extensive coIitributionof stu.d~nts
(e.g.breaks class into dyads, triads or ~taskgroup~) ..
Assumes roles as facilitator, resource, coach, inquisitor, integrator,
referee in drawing students to-cootribute..fo..kDowledge- aDd
understanding of the concepts at hand
Designs and implements learning e6nditwn.1land experienee that
promote healthy exchange and/or confrontations.
Structumlre-stroctures learning and teaching--Iea. o;oe context
to enhance attainment of collective learning objectives.
tI
~sot:~President" PASUC
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Cbain:nat1, CaED
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24. ,-"
4
--. -- .-~ -.." ---
ANNEX 2
(Qualitative Contribution Evaluation, QCE, for
Associate Professors and Professors)
1.' DEFINiTION ..
A. Qualitative Contribution (QC)
This is the distinctive contribution by a faculty member seeking promotion to a
higher rank or sub-rank and which generally accrues to the enhancement and sustenance of
the overall image of the state universities and colleges in their constant endeavor towards
excellence.
B. Qualitative Contribution Evaluation (QCE)
QCE is the process of determining the eligibility of a faculty candidate for the
particular rank and sub-rank indicated by result of the application of the common criteria
for evaluation (CCE).
C. Common Criteria for Evaluation (CCE)
The CCE is a set of factors of services and achievements which establish the
relative performance of a faculty in the state university or college for the period of
evaluation. .
tI
This refers to a faculty member's deep sense of responsibility to render service for
the development of the students' well-being and for the advancement ofhislher discipline.
D. Clientele Satisfaction (CS)
This is a strategic concept for the overall institutional image as the SUC seeks
continuous improvement toward excellence. It is based on the belief that the quality of
education will improve as the clientele (i.e., students, parents, community) assume more
responsibility for the value of education they draw ft~ the in~titution. This demands
constant sensitivity to clientele requirements and me~urement of the factors that drive
clientele satisfaction. Equally, this demands awareness .of the latest developments in
education and rapid response to the clientele-requirements thereby improving both the
quality of education and the relationships with students, parents and the community.
E. Leadership (L)
'-. profes
.
sor (including board members and administrators) must create clear an
.
d
~~~~aJjtY values within the educational system. Reinforcement of these values and
FREDiWCK~~~ ~
President,PASUC Chairman.CHED !
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25. n
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5..
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expectations requires personal commitment and involvement. Professors in collaboration
with administrators and instructors or board members, must c~eat~Strategies, syste~s. and
methods for achieving educational excellence. These syst~s and methods guide' aCtiviHes
and decisions of the college or university and en90ura$e,Part~cipation~d creativity by all
G. Partner~hip Development (PD)
"
The collegeor universityshould seek to build internal and externalpartnerships
that,promote cooperation/collaQoratiop~ervingnlUtualand l¥ger communityin~erests.
Theseshouldconsiderlonger-termobjectivesaswellas short-termneeds,therebycreating
a basis for mutual investments. The buildingof partnershipsshould address means of
regularco.nmunication,approachesto evaluatingprogress,meansof modifytngobjectives, ,
and methods to accommodate changing conditions.
H. Community Responsibility (CR)
Educatipn quality objectives should reflect areas of community citizenship and
responsibility. These include ethics in education, support fQrpublic.slifety, environmental
safety, and sharing ofquality-relatediItormation with business, irtdu~try.and government
agencies within the community and the country. COQUnunity.responsibility also includes
responsiveness to community needs and processes to develop and maintain public trust.
TI. GENERAL GUIDELINES
A. In addition to the common criteria for evaluation (CCE), promotion to higher rank and
sub-rank shall be subject to Qualitative Contribution Evaluation (QCE).
. B. Continuous improvement toward excellence shall include weII.,.definedand well-
executed approach(es) aimed at enhancing the,value of collegiate/university education
to the clientele the SU/C pledges to serve. The improvements must be in,all four (4)
functional areas of the SU/C, namely':instruction, research, extension, and production.
C. For those seeking promotion to the Associate Professor rank, the QC shall be in any
two functional areas chosen by the candidate prior to any assessment year.
D. For those seeking promotion to the Professor rank, the QC shall be in any three
functional areas chosen by the candidate prior to any assessment year. .
'"
~st;~APresident, PASUC
A",A~~
ANGELC. ALCALA
~rnED~
26. 6
III. SPECIFIC GUIDELINES
A. In each of the self-selected functional areas the candidate's qualitative contribution
shall be assessed based on clientele satisfaction, leadership, partnership development,
and community responsibility. The weights applicable to the different ranks are as
follows:
RANK INSTRUCTION RESEARCH EXTENSION PRODUCTION
Asso. Professor
Professor
0.50 .
0.20
0.30
0.65
0.10
0.10
0.10
0.05
N.H.: For placement or entry perfonnance for the last five years shall be considered,
while for promotion only the perfonnance during the period of evaluation shall be
considered.
B. A common. evaluation instrument is prepared by a joint committee of CHED and
PASUC.. The evaluation is done by the ratee's client, by the direct supervisor, by the
stakeholders in the completed projects, and by his external and internal communities.
C. Each area of assessment has a number of criteria and allotted a total of 25 points. The
total raw points for the assessment areas is 100. The raw points garnered in each of
the four assessment areas is multipliedby the corresponding weight.
D. In ra.tingusing the criteria, the scale of 1to 5 isused, with 5 as the highest.
E. The faculty shall be evaluated regularly at the end of every academic year and the
average rating is obtained for the particular CCE implementation.
.
F. The total weighted points (maximum being 100) shall have the equivalent points
corresponding to the sub-ranks under each of the Associate Professor and Full
Professor ranks as follows:
QCE Weighted Points
RANK
MINIMUM MAXIMUM
Associate Professor
1
2
3
4
5
76
80
86
91
96
80
85
90
95
100
~S;;:~APresident, PASUC
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Chairman. CHED
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QCEWeighted Points
RANK
MINIMUM MAXIMUM
FullProfessor
1
2
3
4
5
6
College Professor
University Professor
61
66
71
76
81
86
91
96
65
70
75
80
85
90
95
100
EVALUATION INSTRUMENT
I. Clientele Satisfaction (To be rated by the cliellt(s»
The needs of the clientele are retlected in the plan
Processes and procedures adopted enable him to respond quickly to
changing requirements of the clientele
Meets and discusses with clientele to assess quality of services provided
Involves clientele in planning processes for intended educational
services
Adopts and implements a system that is supportive of realizing
clientele satisfaction
ll. Leadership (To be rated by the immediate supervisor)
tI
Regularly communicates quality standards to staff colleagues, students,
and parents
Participates in quality initiatives undertaken by the college/university
Provides Ishares with colleagues, students, and parents infonnation
relative to the latest development in quality practices
Encourages participation of all in the decision making process
Develops new ways of responding to clientele request that improve
response time and clientele satisfaction
Develops/promotes processes that prevent/resolve problems
ID. Partnership Development (To be rated by the stakeholders in
the completed projects/activities)
Involves students, colleagues, parents in planning, implementing and
evaluating quality standards and plans
Regularly meets concerned sectors to discuss ways in which the
departments and the colleges can create better learning and
working em-ironment
~
stablishes 311ia
,
neewith localresidents,businessesand othergovermnent
functi~ies
DERICKS~A
President, PASUC
'. "
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/lfA
28. ,,,'
8
m_----' .-" - nO__, ---- u-----
Deveiops community support system-through the alliance for sustaining
- effective learning and working environment -
Works with members of the faculty, staff, and community to identifYand
implement ways to improve quality of education and
educatio1,l and educational processes -
IV. Community Responsibility (To be rated by parties from
the external and internal communities)
'"
Strives tOcteate safe learning and working
environment -
Makes evetyOneaware of their responsibility to the
~wWty - ,
Focuses on helping staff, students and colleagues
understand community needs
DevelopSprograms that support community activities
Supports community-initiatives to imProve environment
Adopts a strong sense of bUsinessethics
tI
..
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~~~ -
- FREDERICKSO~
President,PASUC
:17
~
Chairman, CHED~
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