 Understanding accreditation standards as a means for quality improvement

and excellence
 The frame of reference of quality assurance
 History of quality assurance
 Quality assurance through voluntary accreditation
 Objectives and thrusts of PACUCOA
 The use of “outcomes-based quality assurance” in PACUCOA
 How “outcomes-based quality assurance” was integrated into the PACUCOA
accreditation process (sample of our experience)
1. INTRODUCTION
 “. . . is the central mystery
of British higher education
– a mystery in all the
variants of meaning and
nuance of which the word
is capable.” (British Higher
Education Council,
admitting that quality is
difficult to define)
 (United States Higher
Education Council) . . .
 “no single workable
definition of quality is
possible . . . the best
approach . . . look for
characteristics or indicators
which are valued by those
whose needs the institution
is seeking to meet.
“Quality is not perfection.
It is improving your
previous best and showing
that you are at the leading
edge in most aspects.”
 is degree of
excellence or relative goodness,
and so quality is not excellence per
se but . . . an ascending degree of
excellence – perhaps low quality,
moderate quality and high quality.
 . . . concept of quality
includes
against
which things, situations or
institutions are evaluated . .
. to determine the degree of
quality that they possess.
 is the
declaration of a commitment aimed
at giving confidence to one’s
clients, customers or public.
. . . a system of principles
and practices arranged
logically to achieve
predetermined quality goals
or objectives.
3.1. Early Civil Engineering
projects . . . built from
specifications (the Great
Pyramid of Giza in 2560 BC)
3.2. (1199-1216 Royal
government
purchasing unit) . . .
interested in quality
control . . . King
John of England
appointed William
Wrothman re:
construction and
repair of ships.
3.3. Middle Ages1450-1500 . . .
guilds assumed
responsibility for
quality control of
their members -
setting and
maintaining
standards for
guild
membership.
3.4. (industrial revolution) . . . large
groups of people with similar
tasks . . . grouped together
under the
supervision
of a foreman,
appointed to
control the
quality of
work.
3.5. (World War I)

To counter bad
workmanship, full
time inspectors were
introduced in
factories to identify,
quarantine and
correct product
defects.
3.6. 1930 – Systematic approach
to quality . . . industrial
manufacture mostly in the
U.S.
WW II - due to mass
production, a more
appropriate system was
adopted . . .
Statistical Quality Control (SQC).
3.7. Post WW II, industries
destroyed . . . rebuilt.
(U.S.) Gen. Douglas
MacArthur sent to re-
build Japan. . . two key
W. Edwards
Deming
individuals developed
modern quality concepts:
W. Edwards Deming and
Joseph Juran.
Joseph Juran
3.8 Beginnings of quality assurance
Philippine HEI’s: 1950’s –

Two associations laid the groundwork

for voluntary accreditation of private
schools, colleges and universities:

Philippine Association of Colleges

and Universities (PACU) and
Catholic Educational Association
of the Philippines (CEAP).
PACUCOA took off from PACU
Eventually, in 1987 AACCUP
was founded.
. . . a concept of self-
regulation, focusing on self-
evaluation and continuing
improvement of quality (CQI).
It is both a process and a result.
(absence of common standards of quality
and excellence) accreditation focused on
the vision and mission . . . the center of
the accreditation process. Accreditation
requires the school to state its institutional
vision and mission in its every department
and program, and to define in concrete
terms the indicators to show that the
vision, mission and goals are being
achieved.
 Faculty

Organization & Instruction

Administration

Physical
Plant & Laboratories
Facilities Vision &
Mission

Soc.Or &
Research
Com. Inv

Student Library
Services
Accreditation provides a public
confirmation that what the
educational institution/
programs are doing is of
acceptable high
(1) Accreditation . . . based on
accepted

(2) . . . primarily concerned with the

learning, welfare, growth and
development of students.
(3) Accreditation . . . opportunities for
institutional growth through self-
evaluation and self-regulation.

(4) . . . believes in periodic

review, critiquing, and
readjustment of its criteria,
policies and procedures in
response to changes in
education.
(1) . . . improves the institution through self-
study, self-evaluation and self-policing.

(2) . . . guides the public, parents and

students, in the choice of quality schools.
(3) . . . simplifies transfer of academic
credits; . . . facilitates transfer of
students and faculty as well as faculty
exchange and mutual cooperation.
(4) . . . is one factor
considered in the grant of
government assistance
and other incentives.
(5) . . . helps assure the public of competent
practitioners in the different professions.

(6) . . . lends prestige to

member schools,
(possession of quality
standards and
unremitting effort to
maintain and sustain
them).
(7) . . . helps identify
schools whose
competence and
performance warrant
recognition.
PAASCU PACUCOA ACSCUAA
The Philippine Association of
Colleges and Universities
Commission on Accreditation
(PACUCOA)
. . . a private, voluntary accrediting
agency . . . gives formal recognition
to an educational institution,
attesting . . . its academic programs
maintain above-average standards,
in light of its aims and objectives.
a. To identify schools whose competence and
performance in a particular field warrant
public and professional recognition.

b. To guide students in the

choice of quality
schools, colleges and
universities that will
meet their individual
needs.
c. To help institutions of learning achieve
maximum educational effectiveness through
self-evaluation and self-discipline.

d. To enlist the cooperation

of institutions of learning
and professional
associations in the
mission of advancing the
interest of education.
Founding of PACU (Philippine
Association of Colleges and
Universities) with accreditation
as an internal policy.
Publication . . . PACU Handbook
of Rules and Standards for
Approval and Accreditation of
Private Schools, Colleges and
Universities to guide schools in
achieving excellence through
self-evaluation.
Appointment of the
first committee on
accreditation by
PACU; first manual
adopted.
Establishment of the PACU
Commission on Accreditation
through a FAPE grant. Dr.
Amado Dizon, Atty. Jose
Baltazar and Dr. Narciso
Robles . . . prime movers in
the official founding of
PACUCOA.
Adoption of the 1967
PACUCOA Manual and
Evaluative Instrument
Approval by the Securities
and Exchange Commission of
PACUCOA. Inc., as a non-
stock, non-profit corporation
Granted, full member by
the International Network
of Quality Assurance
Agencies in Higher
Education (INQAAHE)
Awarded ISO
9001:2008 Certificate
by the Societe Generale
de Surveillance (SGS)
Awarded the “Philippine
Quality Award” (PQA) a
Philippine government
award through the Office
of the President and
inspired by the U.S.
MBNQA
 Best Practice
1. Transparency of standards
2. Independence of judgment
3. Comparability of standards
4. Passed assessment of an
External Quality Assurance
Agency (EQA)
PACUCOA Score/Evidence
• PACUCOA Manual
•Guidelines
• Survey Instrument
• Freedom from internal
and external influence
• FAAP member,
• Full Member, INQAAHE
• Outcomes-based survey
instruments
• ISO 9001:08
• Philippine Quality Award
 1. Accountancy
2. Animation
At present, 3. Architecture
PACUCOA
accredits 50
4. Business Administration (Commerce)
programs 5. Computer Science
namely: 6. Criminology
7. Customs Administration
8. Dentistry
9. Education (BSE & BEED)
10.Elementary
11. Engineering (13 branches/Disciplines)
12. Fine Arts
13.Food Technology
 14. Graduate – Master’s and Doctoral
15. High School
At present, 16.Hospitality Management /
PACUCOA Hotel and Restaurant Management
accredits 50
programs
17. Industrial Design
namely: 18. Information System
19. Information Technology
20. Interior Design
21. Liberal Arts
22. Library Science
23. Maritime Education
24. Medical Technology
25. Nursing
 26. Nutrition and Dietetics
27. Occupational Therapy
At present,
PACUCOA 28. Office Administration
accredits 50 29. Optometry
programs 30. Pharmacy
namely: 31. Physical Therapy
32. Radiologic Technology
33. Sciences
34. Social Work
35.Tourism Management
36. Veterinary Medicine
The areas
of survey For Undergraduate Courses
are: I. Philosophy and Objectives
II. Faculty
III. Instruction
IV. Laboratories
V. Research
VI. Library
VII. Student Services
VIII. Social Orientation and Community
Involvement
IX. Physical Plant and Facilities
X. Organization and Administration
The areas
of survey For Graduate Courses
are: (For Master’s and Doctorate
I. Goals and Objectives
II. Faculty
III. Curriculum and Instruction
IV. Research
V. Students
VI. Library
VII. Administration
VIII. Other Resources
first phase the consultancy visit
second phase the self-survey
third phase the preliminary visit
fourth phase the formal visit
fifth phase the re-accreditation visit
sixth phase the level III visit
seventh phase the level IV visit
eighth phase Assessment for Institutional
Accreditation
Programs which have been re-surveyed
on the 10 areas of survey and obtained
the required rating may apply for level
III . . . within two years by complying
with 4 additional criteria. Two criteria
are required:
1. A Reasonably High Standard of
Instruction
2. A Highly Visible Community
Outreach Program
3. A Highly Visible Research Tradition
4. A Highly Visible Faculty and Staff
Development Tradition
5. A Creditable Performance in Board
Examinations
6. Working Consortia or Linkages
7. Library and Other Learning Resource
Facilities
Programs which have enjoyed level III
reaccredited status for 5 years and are
highly respected as having very high
quality academic programs in the
Philippines and with prestige and authority
comparable with similar programs in
excellent foreign universities.
CHED Order No. 01, s. 2005 enumerates
the criteria . . .
 1. Excellent Outcomes in Teaching and
Learning

2. Research Productivity

3. Community Service

4. Linkages

5. Planning Processes

6. Career Planning and Development for

Students
Refers to the evaluation of the whole
educational institution (CHED Order
No. 01, s. 2005)
At present, PACUCOA has
accredited more than 1100
programs offered in about 160
higher educational institutions.
 . . . is a process that involves the restructuring of the
curriculum, assessment and reporting
practices in education to focus on the
achievement of higher order learning (HOTS)
and mastery rather than accumulation of course
credits (Tucker, 2004)

 . . . embodies the idea . . . the best way to learn .

. . Determine first what needs to be achieved.
Therafter, the strategies, processes, techniques and
other ways and means . . . put into place to achieve
the goal.
• . . . clear learning results that learners
demonstrate at the end of significant learning
experiences, i.e., what learners can do with what they
know and have learned.

• When learners do important things with what

they know, they have taken a significant step
beyond knowing itself.

• . . . comprehensive approach in organizing and

operating an institution. . . focused in and defined by . . .
successful demonstration of learning by each
student (Spady, 1994).
• Behind these definitions lie an approach to planning,
delivering and evaluating instruction . . . requires
administrators, teachers and learners to focus
their attention and efforts on the desired results of
education (Killen, 2000) and to be accountable for
what transpires. (Spady. 1994; Vella, et. al. 1998)

• The shift toward OBE . . . similar to total quality

management (TQM) . . . the best way for individuals
and organizations to get to where they are going is - -
to first determine where they want to be, then
plan backward to determine the best way to get
from here to there. (S. Covey)
 They reflect a focus on the student as learner
rather than the academic as teacher.

 Learning outcomes have a direct relationship

to levels of achievement, i.e.,

* Ph. National Qualifications Framework

* ASEAN 2015 Qualifications Reference
Framework
 They are very important tools in
maintaining standards and quality.
 They provide clear expectations to
students and markers.
 They assist in credit transfer and
recognition of prior learning.
 They provide clear bases for evaluation.
 is currently favored
internationally in
countries such as
Canada, South Africa,
New Zealand, United
States (Malan) and
increasingly in the
Middle East and Asia.
The impetus to shift the approach from
process to outcomes originated from . .
. dissatisfaction in the perceived lack of
progress in American education in the
1980’s.

- William G. Spady (1994) Outcomes-Based

Education: Critical Issues and Answers.
American Association of School
Administrators.
 Accreditation is the oldest and best
known seal of collegiate quality. It is
the cornerstone of self-regulation in
American colleges and universities.

- Bogne E.Grady (1998) “Quality

Assurance in Higher Education,” New
Directions for Institutional Research,
Vol. 25, No. 3.
. . . growing skepticism . . . call for greater
accountability from schools to ensure that
students are able to demonstrate the desired
skills and competencies when they leave school.

. . . American accreditation changed paradigm

from institutional inputs to student outcomes.

- Peter Hernon, and Robert Dugan

(2004) Outcomes Assessment in
Higher Education. London: Unlimited
Libraries.
Shift of Instructional Focus

Outcomes-Based Education (OBE)

focuses . . . instruction on
accomplishments (skills/competencies)
that students must demonstrate when
they exit.
- Allan Glatthorn (1999) Performance,
Standards and Authentic Learning
published by Eye on Education
OBE can be regarded as a theory ( or a
philosophy) of education (Killen, 2000).
Within OBE are certain beliefs and
assumptions about learning, teaching
and systematic structures around which
activities take place.
1. All learners can succeed – “Pygmalion theory
of learning”

Research on the impact of classroom

atmosphere / environment: classroom
management skills of the teacher
 Control Group Experimental
Group
• Traditional – • Transformational
Transactional • Non- Threatening
• Shuns errors • Encourages risk
• Laissez faire • Supportive
• Teacher: hard to • Teacher: abundant
please with praises for
students
• Negative • Daily positive
reinforcement reinforcement –
“you are all bright
students!”
 2. Success breeds success – if students succeed
in one activity, they yearn for more

 3. Teaching institutions control the

conditions of success – the philosophy, the
teaching environment, the administrators, the
teachers - - determine success
 1. Performance indicators often measured in terms of
test results, completion rates, post course
employment and so forth – traditional /
transactional (content based)

 2. More tangible and usually expressed in terms of

what the learners know, are able to do or are
like, as a result of their education. It stresses long
term, cross-curricular outcomes . . . relate to
future life roles of the learner (such as being a
productive worker, a responsible citizen or parent) –
transformational (outcomes-based) learning
systems.
 Philosophy & Objectives
 Faculty
 Instruction
 Laboratory
 Research
 Library
 Student Services
 Social Orientation & Community
Involvement
 Physical Plant & Facilities
 Organization & Administration
1. Philosophy and
Objectives
 Sub-Areas (Inputs)

 Statement of Philosophy and Objectives of the

Institution
 Specific Program Objectives
 Faculty/Staff/Student Awareness and Acceptance of
Institutional Objectives
 Implementation of the Objectives
1.1. The different 1.1.1. Records of faculty,
sectors of the school staff, and
demonstrate administration
acceptance of the meetings and
institutional orientation sessions
philosophy and the for students and
program educational parents in which the
objectives of the vision, mission and
different academic goals of the school
units as their own. and the program
educational objectives
of each academic unit
are discussed.
 1.2.1. Awards and
recognition received by
1.2. The constituents of the the different sectors of
school demonstrate the the school.
ability to implement its
philosophy, vision, 1.2.2. Co-curricular
mission and objectives. activities of students
and evaluation
documents.
 1.3.1. Proceedings of
workshops in which the
1.3. The vision, mission
program educational
and program
objectives are crafted to
educational objectives
reflect the institutional
are integrated into the
vision and mission
syllabus of each subject.
which are stated in
behavioral terms, and
classified into the 3
domains of educational
objectives: cognitive,
psychomotor, and
affective domains.
1.3.2. Brochures/catalogues
which contain the
identified and logically
arranged exit
competencies or
program outcomes
which are sourced from
official issuances of
regulatory agencies
(e.g. CMO, DepEd order,
PRC/professional
organization policies
and standards, etc.)
1.3.3. Proceedings of
syllabi-writing
workshops in which the
subject objectives are
matched with the
identified exit
competencies or
program outcomes.
1.3.4. Syllabi which
consistently include the
institutional vision,
mission and program
educational objectives.
The focus of each
syllabus is highlighted
in a matrix showing the
logical flow from the
subject objectives to
the activities, to the
assessment strategies,
to the specific program
outcomes or exit
competencies of
students.
 PACUCOA
Outcomes-Based
Accreditation
Framework
Organization & Faculty
Admin.

Physical Plant &

Facilities Instruction

Philosophy
outcomes

Soc Orient & &

Laboratories
Com Inv. Objectives

Student Research
Services

Library