Professional Documents
Culture Documents
Legal Para-Legal
Rules and Regulations Laws Standards
External
External Evaluation Bench Marking Incentives (Funding, recognitions) 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.
Organization
For Business Establishments Educational Institutions
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.
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.
POST-SECONDARY EDUCATION
Formal
Commission on
Higher Education
Undergraduate
BASIC EDUCATION
Secondary Elementary
(Compulsory)
Pre-School
(Optional) Formal
2.4
Million
1,100,048
Non-Sectarian
505,876
Sectarian
34% 815,910
Public
30%
734,539
SUCs
3%
74,382
LUCs
1%
6,989
Other Government Schools
1,479
Total
1,305
Private
22% 325
Sectarian
12%
8% 3% 1%
174
Public
111
SUCs
44
LUCs
19
Other Government Schools
Accreditation Bodies
Private higher education system preceded the public system
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
Accreditation Bodies
Early private non-sectarian institutions
National University University of Manila Jose Rizal University Philippine Womens 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
Accreditation Bodies
State/Public higher education system
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
PAASCU
Personality:
Catholic Sectarian
ACSCU-AA
PACUCOA
AACCUP
Protestant Sectarian
Private NonSectarian
Public
Membership as of AY 2002-2003:
89
21
62
---
325
Number of HEIs not accredited:
980
174
215
918
---
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.
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.
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.
ACSCU-AA
2nd
3. 4. 5. 6. 7.
Research Faculty and Staff Development Licensure Exam Performance Linkages Quality Improvement
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)
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
Faculty profile (CORE) Use of information and communications technology (CORE) Income generation (CORE)
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)
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
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
Other institutions