Transcript ACCREDITATION FOR ORGANIZATION DEVELOPMENT

ACCREDITATION
FOR
ORGANIZATION
DEVELOPMENT
Engr. Ronilo S. Saguit, MAURP
Accreditation in Relation
to Organization
Development
The Goal of Organization
Development
O.D. – is a field of behavioral
science related to planned changed.
Change to become a better
organization – is the goal of
Organization Development.
Indicators of “Change for the Better”
Quality product
Efficient utilization of resources
Delivery of services
Inter personal relationships
Methods and process
Working Environment
Profit
Better Name
Tools for Organizational Development
 Internal:
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Planning and Re-planning
Re-organization
Consultations
Results from internal evaluation
Consistent and Strict implementation
Incentives
 Legal Para-Legal
– Rules and Regulations
– Laws
– Standards
 External
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External Evaluation
Bench Marking
Incentives (Funding, recognitions)
Accreditation
Concepts Behind
Accreditation
Accreditation Bodies
– These are organizations of institutions
of the same nature.
– Government recognition is not
necessary
– Guardians of standards and quality.
– Members voluntarily bonding
themselves to abide with the
standards set by the organization
– Neutral and Objective.
Types of Accreditation Body
National or International
Government or Non-Government
Organization
For Business Establishments
Educational Institutions
International
Organization for
Standardization (ISO)
Some Info about ISO
 Keeping and Developing Standards in almost
all areas of technical, industrial and business
establishments.
 They have procedures and technical supports
on how to meet the standards.
 Very Popular ISO Standards
– IS0 9000 – Quality Management
– ISO 1600 – Environmental Management
 Each Country have 1 member organization that
could give ISO Certification – In the Philippines
it is the Bureau of Product Standard under DTI.
Accreditation of
Educational Institution
The Concept of School Accreditation
 A concept based on self-regulation which focuses on
evaluation and the continuing improvement of educational
quality.
 Voluntary Submission of educational Institution for
assessment, evaluation by a team of Inspectors from similarlysituated schools.
 a process by which institutions or programs continuously
upgrade their educational quality and services through selfevaluation and the judgment of peers.
 a status granted to an educational institution or program which
meets commonly accepted standards of quality or excellence.
The purpose is not to junk or close the school but help to point
out the strengths and weaknesses of the system in order to
effectively address the causes of poor quality.
Basic Characteristics of
Accreditation
 its prevailing sense of volunteerism;
 its strong tradition of self-regulation;
 its reliance on evaluation techniques;
 its primary concern with quality.
Why Private, Voluntary
Accreditation
 In general, all educational institutions in
the Philippines go through one form of
Accreditation – “recognition by the
government”. Government recognition
is, however, inadequate for purposes of
identifying and determining educational
quality. Thus, private voluntary
Accreditation provides the opportunity
for an educational institution to attain
standards above those prescribed as
minimum requirements by the
government.
POST-SECONDARY EDUCATION
BASIC EDUCATION
Philippine
Education
System
Formal
Post Graduate
Commission on
Higher Education
Graduate
Undergraduate
Technical
Vocational
Courses
(1 to 3 years)
Secondary
Elementary
(Compulsory)
Pre-School
(Optional)
Formal
Higher
Education
System
Commission on Higher Education (CHED)
 Republic Act No. 7722 – the trifocalization of
education in 1994
 System governance over public and private
higher educational institutions (HEI’s)
 Oversees degree-granting programs and
implements policies and standards
Enrolment
in Higher Education
2.4
Million
(AY 2002-2003)
66% 1,605,924
45%
1,100,048
21%
505,876
Non-Sectarian
Sectarian
Private
34% 815,910
Public
30%
3%
1%
734,539
74,382
6,989
SUC’s
LUC’s
Other Government
Schools
Institutions
of Higher Education
1,479
Total
(AY 2002-2003)
88%
66%
980
Non-Sectarian
Private
22%
325
Sectarian
12%
8%
3%
1,305
1%
111
44
19
SUC’s
LUC’s
Other Government
Schools
174
Public
Accreditation Bodies
Private higher education system preceded the public system
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University of San Carlos
University of Santo Tomas
Colegio de San Juan de Letran
Colegio de Santa Isabel
Colegio de Santa Catalina
Ateneo de Manila University
Superior Normal School for Women Teachers
1595
1611
1620
1632
1696
1804
1893
Catholic Educational Association of the Philippines (CEAP)
 Founded in 1941
 Formed the pillars of the Philippine Accrediting Association of
Schools, Colleges and Universities (PAASCU)
PAASCU
 Founded in 1957 by 11 Catholic educational institutions
 Mainly for Catholic schools, but not restrictive
Accreditation Bodies
Non-Catholic religious institutions
 Presbyterian (Silliman University)
 Baptist (Central Philippine University)
 Adventist (Adventist University of the Philippines)
1901
1905
1917
Association of Christian Schools, Colleges and Universities
(ACSCU)
 Founded in 1946
 Formed the of the Association of Christian Schools, Colleges
and Universities Accrediting Agency (ACSCU-AA) in 1976
ACSCU-AA
 Mainly for non-Catholic schools, but not restrictive
Accreditation Bodies
Early private non-sectarian institutions
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National University
University of Manila
Jose Rizal University
Philippine Women’s University
Mapua Institute of Technology
Far Eastern University
1900
1913
1919
1919
1925
1928
Philippine Association Colleges and Universities (PACU)
 Founded in 1950
 Formed the Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA) in 1973
PACUCOA
 Mainly for proprietary non-sectarian schools, but not restrictive
Accreditation Bodies
State/Public higher education system
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Philippine Normal University
Technological University of the Philippines
Polytechnic University of the Philippines
University of the Philippines
1901
1901
1904
1908
Philippine Association of State Universities and Colleges
(PASUC)
 Founded in 1967
 Formed the Accrediting Agency of Chartered Colleges
and Universities of the Philippines (AACCUP) in 1987
AACCUP
 Formed in 1987 as the State Colleges and Universities
Accrediting Agency of the Philippines (SCUAAP)
 Changed to AACCUP in 1989
 Became a member of FAAP in 1995, resigned in 2000
Federation of Accrediting Agencies
of the Philippines (FAAP)
PAASCU
ACSCU-AA
PACUCOA
AACCUP
Protestant
Sectarian
Private NonSectarian
Public
62
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980
174
918
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Personality:
Catholic
Sectarian
Membership as of AY 2002-2003:
21
89
Number of HEI’s in AY 2002-2003:
325
Number of HEI’s not accredited:
215
Philippine Accrediting
Association of Schools,
Colleges and Universities.
(PAASCU)
What is PAASCU
 It is private, voluntary, non-profit and non-stock
corporation which was registered with the
Securities and Exchange Commission on
December 2, 1957.
 PAASCU is a service organization which
accredits academic programs which meet
commonly accepted standards of quality
education.
 In November 1967, the Bureau of Education and
Culture (now the Department of Education,
Culture and Sports) officially recognized
PAASCU and endorsed its work as an
accrediting agency.
What are its Objectives?
 To stimulate and integrate the efforts of institutions to elevate the
standards of education in the Philippines, in both rural and urban areas.
 To strengthen the capabilities of the educational institutions for service
to the nation.
 To identify educational institutions which meet or exceed stated criteria
of educational quality.
 To encourage and assist institutions which have the potential and
interest to improve themselves through continuing evaluation and selfsurveys.
 To provide counsel and assistance to established and developing
institutions and programs.
 To provide a basis for institutional relationships, particularly in the
transfer of students.
 To provide guidance to students and parents in the choice of
institutions and programs.
 To attract financial aid from government and other sources for
accredited programs and schools applying for Accreditation.
What are PAASCU'S Standards?
 The Association does not impose arbitrary standards.
 The survey forms developed by PAASCU identify
principles and practices which are found in excellent
institutions. The statements in the survey forms are more
qualitative rather than quantitative. The Association does
not have specific formulas to apply or particular patterns
of organization to follow. The criteria and survey
instruments are merely tools to help the school measure
educational quality. They are intended to serve as a guide
for institutions as they strive for excellence and for
accreditors as they assess institutional achievement.
 The standards reflect a realistic appraisal of the school's
resources and their efficient utilization to help the
institution achieve its goals.
How are these standards measured?
 Much emphasis is placed on the formulation of the
school's purposes and objectives. Only when its goals
are clear can the school discover the extent to which
such purposes and objectives are being achieved.
 Essential in the Accreditation process is the self-survey
made by an institution applying for Accreditation. The
self-survey is an analysis by its own staff of the
institution's educational resources and effectiveness in
relation to its own purposes and objectives.
 PAASCU judges an institution not by comparison with
other institutions but primarily by the degree to which
each institution's own avowed purposes are matched by
actual practice in the various areas being evaluated.
Thus, a school is judged on the basis of the “total
pattern” presented by it.
Areas Evaluated During The Survey
During the survey visits, the following areas are
evaluated:
1. College/School Community Involvement
2. Faculty
3. Instruction
4. Library
5. Laboratories
6. Physical Plant
7. Student Services
8. Administration
9. On the grade school level, the area on
laboratories (No. 5 above) is omitted; instead,
Student Activity Program is added.
What is the difference between program
Accreditation and institutional
Accreditation?
 “Program Accreditation” refers to the Accreditation of
academic courses such as liberal arts, sciences,
education, commerce, etc. PAASCU's policy extends
Accreditation by program. This means that individual
courses of study, such as liberal arts, sciences,
commerce, and education are evaluated by PAASCU and
given proper Accreditation.
 In contrast, “institutional Accreditation” refers to the
Accreditation of the school, college or institution as a
whole. Under PAASCU policy, institutional Accreditation
is not undertaken by itself; only individual programs are
accredited. Only when all the programs of an institution
are accredited may that particular institution be
considered an accredited institution under PAASCU
policy.
 PAASCU Accreditation of a high school and a grade
school is considered Program Accreditation.
Which programs are accredited by
PAASCU?
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On the college level, PAASCU accredits courses or programs in:
Liberal Arts/Sciences
Education
Commerce
Nursing
Engineering
Agriculture
Accountancy
Social Work
Medical Technology
Computer Science
Pharmacy
Radiologic Technology
Physical/Occupational Therapy
Interior Design/Fine Arts
Architecture
Hotel and Restaurant Management
Agribusiness
PAASCU began Accreditation of secondary schools in 1965. The Accreditation of
elementary schools was started in 1971. Graduate school Accreditation began
1988.
What are the categories of
membership in PAASCU?
 The Accreditation process consists of
several stages. Each one identified with
a particular status of the institution
applying for membership. Each of these
stages has certain requirements and
qualifications which are described in
detail on pages 10-13 of this primer. The
first category is applicant status,
followed by candidate status, and
followed finally by member status.
Classification Of Educational
Institutions By DECS?
For purposes of progressive deregulation and the grant of other
benefits, CHED Order No. 31 s. 1995 (Policies on Voluntary
Accreditation in Aid of Quality and Excellence in Higher
Education) classifies educational programs into:
 Level I: Applicant Status – “Institutions/programs which have
undergone a preliminary survey visit and are capable of
attaining accredited status within one or two years.”
 Level II: Accredited Status – “Institutions/programs which have
undergone formal Accreditation and have been granted initial
Accreditation set by FAAP for this level.”
 Level III: Re-accredited Status – “Institutions/programs which
have been accredited and which have met the additional criteria
set by FAAP for this level.”
 Level IV: Re-accredited Status – “Institutions/programs which
have distinguished themselves in a broad area of academic
discipline and enjoy prestige and authority comparable to that
of international universities.”
Benefits and incentives
Level I
 a.1) Partial Administrative Deregulation
Exemption from compliance with
prescribed administrative operational
requirements, such as need for approval
of class and teacher's programs,
trimestral submission of enrolment lists,
and reports of promotion of students.
Form IX may also be submitted without
the previously required documents and
authority to grant teaching overload in
meritorious cases.
Benefits and Incentives
Level II
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b.1) Full administrative deregulation, provided that reports of promotion of
students and lists of graduates are available for review by CHED at all times.
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b.2) Financial deregulation in terms of setting of tuition and other school fees and
charges.
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b.3) Partial curricular autonomy which shall include the authority to revise the
curricula without CHED approval provided that CHED and Professional Regulation
Commission minimum requirements and guidelines, where applicable, are
complied with and the revised curriculum is submitted to CHED Regional Offices.
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b.4) Authority to graduate students from accredited courses or programs of study
in the levels accredited without prior approval of the CHED and without need for
Special Orders.
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b.5) Priority in terms of available funding assistance for scholarships, library
materials, laboratory equipment and other development activities.
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b.6) Priority for government subsidy for faculty development.
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b.7) Right use on its publications or advertisements the word “ACCREDITED”
pursuant to CHED policies and rules.
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b.8) Limited visitation, inspection and/or supervision by CHED supervisory
personnel or representatives.
Benefits and incentives
Level III
 c.1) All the benefits for Level II.
 c.2) Full curricular deregulation,
including the authority to offer new
courses allied to existing Level III
courses, without need for prior approval
provided that CHED, through the
appropriate Higher Education Regional
Office (HERO), is duly informed before
offering such new programs.
Benefits and incentives
Level IV
 d.1) All the benefits for Level II and Level III.
 d.2) Awards of grants/subsidies from the Higher
Education Development Fund for programs of
qualified tertiary educational institutions for the
period or duration of its Level IV accredited
status, as approved by the CHED, in
accordance with the HEDF Guidelines.
 d.3) Grant of charter or full autonomy for the
duration of its Level IV accredited status of the
institution.
Other Advantages
Membership in PAASCU:
 Gives the institution and its faculty a sense of
direction based on a clearer self-image.
 Facilities transfer of students.
 Provides guidance for parents and students in
the choice of worthy schools.
 Lends prestige for member schools, justified by
the possession of quality standards and the
unremitting effort to maintain them at a high
level.
Member Schools Are Entitled To The
Following Services
 Consultancy services: PAASCU makes available to institutions
its Accreditation consultancy services to assist them in their
institutional self-survey process and in their preparation for
survey visits.
 Complementary assistance to institutional programs:
Complementing the institution's own efforts at upgrading
academic standards and in-service for administrative
personnel, PAASCU organizes various training seminars,
workshops and conferences in such areas as Instruction,
Library Services, Student Personnel Services, Administration,
College and Community Involvement.
 Liaison and cooperation with the Department of Education,
Culture and Sports and the Commission on Higher Education:
PAASCU seeks to assist members in identifying areas of liaison
and cooperation with DECS and CHED regional offices.
Accreditation Process
Applicant Status
 An educational institution committed to institutional selfimprovement through the guidance of PAASCU may
request to become an Applicant Institution.
Requirements
 Application letter from the President or Director of the
Institution, addressed to the PAASCU Board of Directors.
 DECS/CHED certificate of recognition
 Submission of the documents supporting the
institution's case for acceptance should include the
institution's objectives, history, organizational structure
and by-laws, principal administrators, number of faculty
members, number of students, and any other
materials/brochures/manuals/publications.
 Payment of an application fee.
Accreditation Process:
Applicant Status
Terms and Conditions
 Application status is granted for a maximum period of
three (3) years, except when extended by specification of
the Board of Directors.
 Written Annual Progress Report, briefly outlining the
progress of the institution in specific areas, is due on or
before the first week of May.
PAASCU's Actions and Responsibilities
 Formal acceptance as an Applicant Institution.
 Assistance through School Improvement program and
Consultancy Services.
 Review of the Annual Progress Report by the
Commission concerned (Graduate School, Higher
Education, Secondary Education or Elementary
Education.)
Accreditation Process:
Candidate Status
 The candidate status is granted to institutions which
have completed their preliminary surveys and are
preparing for initial Accreditation. Candidacy is not
Accreditation and does not assure eventual
Accreditation. It is an indication that an institution is
progressing toward Accreditation.
Requirements
 Completion of a preliminary survey.
 Implementation of the recommendations of the
preliminary survey team.
 Completion of an Institutional Self-Survey using PAASCU
survey forms.
 Submission of the accomplished Self-Survey at least one
(1) month prior to the Formal Survey Visit.
Accreditation Process:
Candidate Status
Terms and Conditions
 Candidate status is granted by the Board of
Directors until such time that the institution
meets the requirements of a Member Institution.
 The institution should implement the
recommendations of the preliminary survey
teams.
PAASCU's Actions and Responsibilities
 Consultancy services, particularly during the
Institutional Self-Survey process, are made
available.
 Scheduling of a Formal Survey Visit upon
Request of the institution.
Accreditation Process
Member Status
 A Candidate Institution which has fulfilled the
requirements of Accreditation may be granted
Member status.
Requirements
 The Institution should receive a favorable rating
during a Formal Survey Visit conducted by a
PAASCU Accrediting Team.
 The Institution should strive to implement the
recommendations of the Formal Survey Team.
 Payment of the membership fee.
Accreditation Process
Member Status
Terms and Conditions
 Favorable evaluation by a PAASCU Formal Team leads to the
granting of Accreditation for a period of three (3) years. With
this, the institution becomes a full member of the Association.
At the end of the initial three-year Accreditation period, the
school undergoes another self-evaluation. It then applies for
re–Accreditation. If the second formal visit is favorable, then
Accreditation is awarded for a period of five years.
PAASCU's Actions and Responsibilities
 Consultancy services to strengthen the areas needing
improvement.
 Assistance through school improvement program and services.
 Continued liaison with the Department of Education, Culture
and Sports and the Commission on Higher Education.
ACSCU-AA
Accreditation Process
ACSCU-AA
Accreditation Process AACCUP
Accreditation Process (PACUCOA)
Level I
Applicant Status
Within 2 years
Level II
Formal Applicant Status
3 years
Level II
First Re-accredited Status
5 years
2nd
Level II
Re-accredited Status
5 years
Level II
3rd Re-accredited Status
6 months
Level III
Accredited Status
CRITERIA (LEVEL I and II)
1. Purposes and Objectives
2. Faculty
3.
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5.
6.
7.
8.
Instruction
Library
Laboratory
Physical Plant and Facilities
Student Personnel Services
Social Orientation and Community
Involvement
9. Organization and Administration
1.
2.
3.
4.
CRITERIA (LEVEL III)
Standard of Instruction
Community Outreach
Research
Faculty and Staff Development
5. Licensure Exam Performance
6. Linkages
7. Quality Improvement
Recent Movements
in Philippine Higher
Education System
Prevailing Issues
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Unacceptable passing rate in licensure examinations
Gap between programme outcomes and industry requirements
Dichotomy of private-public educational standards
Plurality of accreditation bodies and diversity of criteria,
vis-à-vis non-participation in voluntary evaluation by most HEI’s
A new Framework for quality assurance
 CHED’s proposal for the Monitoring and Evaluation of Higher
Education Institutions (HEI’s)
 Concerned with “outcomes-based” evaluation and effectiveness
of inputs and processes
 A holistic context in the education labor market equation
 Global, regional, national
 Covering all HEI’s
A New Framework
Frame of reference for outcomes-based evaluation
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Self-imposed standard of quality (mission-vision oriented)
National educational benchmarks (CHED; Centers of Excellence)
Professional and accreditation body requirements (i.e. ISO; FAAP)
Employment and industry expectations (i.e. SEIPI)
International educational benchmarks (i.e. Washington Accord)
Key Result Areas (KRA’s) for the new framework
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Quality of teaching and research
Support for students
Relations with the community
Management of resources
Allocating HEI’s into categories
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M (r) – mature, full-function institutions
M (t) – mature teaching institutions
D
– developing institutions
O
– other institutions
Indicators of Quality
KRA 1: Quality of teaching and research
 Setting and achieving programme standards (CORE INDICATOR)
 Centers of Excellence and Centers of Development
 Research capability
KRA 2: Support for students
 Student scholarships (CORE)
 Equity and access (CORE)
 Foreign students
KRA 3: Relations with the community
 Relevance of programmes (CORE)
 Networking and linkages
 Community extension programs
KRA 4: Management of resources
 Faculty profile (CORE)
 Use of information and communications technology (CORE)
 Income generation (CORE)
Category Determinants
M (r)
Mature, full-function institutions
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M (t)
Undertake the full range of functions, including research
Normally evaluated against ALL of the indicators
Score of at least “B” in 75% of the indicators, with no “D” score
Score of at least “B” in the “Research Capability” indicator
Mature teaching institutions
 Teaching as core business, not normally undertaking research
 Normally evaluated against CORE plus other relevant indicators
 At least “B” in 75% of assigned indicators, with no “D” score
D
Developing institutions
 Institutions with potential to be an “M (t)” category in the future
 Normally evaluated against ONLY CORE indicators
 Must have either Level II accredited programmes
or 50%+ pass rate across all licensure examinations
O
Other institutions
 Institutions not yet attaining “Developing Institution” status