ACCREDITATION

1
ACCREDITATION

• FOR
• ORGANIZATION DEVELOPMENT

Engr. Ronilo S. Saguit, MAURP
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Accreditation in Relation to Organization
Development
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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.

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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

5
Tools for Organizational Development

• Internal
• 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
• External Evaluation
• Bench Marking
• Incentives (Funding, recognitions)
• Accreditation

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Concepts Behind Accreditation
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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.

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Types of Accreditation Body

• National or International
• Government or Non-Government Organization
• For Business Establishments
• Educational Institutions

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International Organization for Standardization
(ISO)
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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.

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Accreditation of Educational Institution
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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 similarly-situated schools.
• a process by which institutions or programs
  continuously upgrade their educational quality
  and services through self-evaluation 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.

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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.

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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.

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Philippine Education System
Formal
Post Graduate
Graduate
Undergraduate

Technical Vocational Courses (1 to 3 years)

Secondary
Elementary (Compulsory)
Pre-School (Optional)
Formal
Commission on Higher Education
POST-SECONDARY EDUCATION
BASIC EDUCATION
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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 (HEIs)
• Oversees degree-granting programs and
  implements policies and standards

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Enrolment in Higher Education (AY 2002-2003)
2.4 Million
66
1,605,924 Private
45
21
1,100,048 Non-Sectarian
505,876 Sectarian
34
815,910 Public
30
3
1
734,539 SUCs
6,989 Other Government Schools
74,382 LUCs
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Institutions of Higher Education (AY
2002-2003)
1,479 Total
88
1,305 Private
66
22
980 Non-Sectarian
325 Sectarian
12
174 Public
8
3
1
111 SUCs
44 LUCs
19 Other Government Schools
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Accreditation Bodies

• Private higher education system preceded the
  public system
• University of San Carlos 1595
• University of Santo Tomas 1611
• Colegio de San Juan de Letran 1620
• Colegio de Santa Isabel 1632
• Colegio de Santa Catalina 1696
• Ateneo de Manila University 1804
• Superior Normal School for Women Teachers 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

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Accreditation Bodies

• Non-Catholic religious institutions
• Presbyterian (Silliman University) 1901
• Baptist (Central Philippine University) 1905
• Adventist (Adventist University of the
  Philippines) 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

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Accreditation Bodies

• Early private non-sectarian institutions
• National University 1900
• University of Manila 1913
• Jose Rizal University 1919
• Philippine Womens University 1919
• Mapua Institute of Technology 1925
• Far Eastern University 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

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Accreditation Bodies

• State/Public higher education system
• Philippine Normal University 1901
• Technological University of the Philippines
  1901
• Polytechnic University of the Philippines
  1904
• University of the Philippines 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

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Federation of Accrediting Agencies of the
Philippines (FAAP)
PAASCU
ACSCU-AA
PACUCOA
AACCUP
Personality
Protestant Sectarian
Private Non-Sectarian
Catholic Sectarian
Public
Membership as of AY 2002-2003
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62
89
---
Number of HEIs in AY 2002-2003
980
174
325
Number of HEIs not accredited
918
---
215
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Philippine Accrediting Association of Schools,
Colleges and Universities. (PAASCU)
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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.

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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 self-surveys.
• 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.

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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.

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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.

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Areas Evaluated During The Survey

• During the survey visits, the following areas are
  evaluated
• College/School Community Involvement
• Faculty
• Instruction
• Library
• Laboratories
• Physical Plant
• Student Services
• Administration
• On the grade school level, the area on
  laboratories (No. 5 above) is omitted instead,
  Student Activity Program is added.

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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.

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Which programs are accredited by PAASCU?

• 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

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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.

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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/progra
  ms 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.

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Benefits and incentives

• Level I
• a.1) Partial Administrative DeregulationExemption
  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.

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Benefits and Incentives

• Level II
• 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.
• b.2) Financial deregulation in terms of setting
  of tuition and other school fees and charges.
• 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.
• 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.
• b.5) Priority in terms of available funding
  assistance for scholarships, library materials,
  laboratory equipment and other development
  activities.
• b.6) Priority for government subsidy for faculty
  development.
• b.7) Right use on its publications or
  advertisements the word ACCREDITED pursuant to
  CHED policies and rules.
• b.8) Limited visitation, inspection and/or
  supervision by CHED supervisory personnel or
  representatives.

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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.

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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.

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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.

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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.

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Accreditation Process Applicant Status

• An educational institution committed to
  institutional self-improvement 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/man
  uals/publications.
• Payment of an application fee.

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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.)

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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.

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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.

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Accreditation ProcessMember 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.

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Accreditation ProcessMember 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
  reAccreditation. 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.

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ACSCU-AA
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Accreditation Process ACSCU-AA
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Accreditation Process AACCUP
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Accreditation Process (PACUCOA)
Level I Applicant Status

• CRITERIA (LEVEL I and II)
• Purposes and Objectives
• Faculty
• Instruction
• Library
• Laboratory
• Physical Plant and Facilities
• Student Personnel Services
• Social Orientation and Community Involvement
• Organization and Administration

Within 2 years
Level II Formal Applicant Status
3 years
Level II First Re-accredited Status
5 years
Level II 2nd Re-accredited Status

• CRITERIA (LEVEL III)
• Standard of Instruction
• Community Outreach
• Research
• Faculty and Staff Development
• Licensure Exam Performance
• Linkages
• Quality Improvement

5 years
Level II 3rd Re-accredited Status
6 months
Level III Accredited Status
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Recent Movements in Philippine Higher
Education System

• Prevailing Issues
• 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
  HEIs
• A new Framework for quality assurance
• CHEDs proposal for the Monitoring and
  Evaluation of Higher Education Institutions
  (HEIs)
• 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 HEIs

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A New Framework

• Frame of reference for outcomes-based evaluation
• 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 (KRAs) for the new
  framework
• Quality of teaching and research
• Support for students
• Relations with the community
• Management of resources
• Allocating HEIs into categories
• M (r) mature, full-function institutions
• M (t) mature teaching institutions
• D developing institutions
• O other institutions

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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)

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Category Determinants

• M (r) Mature, full-function institutions
• 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
• M (t) 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