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: 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

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 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.

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.

Philippine Education System Post Graduate Graduate Undergraduate 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

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

Other Government Schools 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 SUC’s 74,382 LUC’s 6,989 Other Government Schools

Other Government Schools 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 SUC’s 44 LUC’s 19 Other Government Schools

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

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

Accreditation Bodies Early private non-sectarian institutions National University 1900 University of Manila 1913 Jose Rizal University 1919 Philippine Women’s 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

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

Federation of Accrediting Agencies of the Philippines (FAAP) PAASCU ACSCU-AA PACUCOA AACCUP Personality: Catholic Sectarian Protestant Sectarian Private Non-Sectarian Public Membership as of AY 2002-2003: 89 21 62 --- Number of HEI’s in AY 2002-2003: 325 980 174 Number of HEI’s not accredited: 215 918 ---

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 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.

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: 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.

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? 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 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.

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 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/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 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

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 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 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 Quality of teaching and research Support for students Relations with the community Management of resources Allocating HEI’s into categories 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 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