Sie sind auf Seite 1von 30


DR. PETER M. URETA Chair, Commission on Engineering Education PAASCU

The Quality Assurance System in the Philippines

Commission on Higher Education (CHED) Federation of Accrediting Agencies of the Philippines (FAAP)/National Network for Quality Assurance Agencies (NNQAA) Accrediting Agencies Professional Regulation Commission









A concept based on self-regulation which focuses on evaluation and the continuing improvement of educational quality 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

Steps in the Accreditation Process

a self-evaluation or self-survey done by the institution an on-site evaluation conducted by peers the decision of the governing board of the accrediting body periodic external review

Areas to be Evaluated
1. 2. 3. 4. 5. 6. 7. 8. 9. Philosophy and Objectives Curriculum and Instruction Faculty Library Laboratories Physical Plant Student Services Administration Community Involvement


Purposes and Objectives Curriculum and Instruction Faculty Student Services Library

Japan Accreditation Board of Engineering Education (JABEE)

Learning and Educational Objectives Quantitative Curriculum Requirements Educational Methods Educational Environment Evaluation of Student Achievement vis--vis Learning Objectives Educational Improvement Program Criteria

Malaysia Qualifications Authority

Accreditation Board for Singapore Engineering Engineering and Accreditation Board Technology (ABET-USA)
Mission and Program Objectives Program Outcomes and Teaching Processes Students Faculty Members Facilities and Learning Environment Institutional Support and Financial Resources Governance

Vision, Mission, Students Educational Goals and Learning Outcomes Curriculum Design Program and Delivery educational objectives Assessment of Program Students Outcomes Student Selection and Continuous Support Services Improvement Academic Staff Curriculum


Laboratories Physical Plant

Educational Resources Faculty Programme Monitoring and Review Leadership and Governance and Administration Total Continual Quality Improvement Facilities



Community Involvement

Program Criteria

Interactions between Educational Institution and Industry Research, and Development Specific Programme Criteria

JABEE (Japan)
1. Learning and Educational Objectives

2. Quantitative Curriculum Requirements

3. Educational Methods 4. Educational Environment

5. Evaluation of Student Achievement vis--vis

Learning Objectives 6. Educational Improvement 7. Program Criteria

1. Vision, Mission, Educational Goals and Learning 2. 3. 4. 5. 6.

8. 9.

Outcomes Curriculum Design and Delivery Assessment of Students Student Selection and Support Services Academic Staff Educational Resources Programme Monitoring and Review Leadership, Governance and Administration Total Continual Quality Improvement

1. Students

2. Program Educational Objectives

3. Program Outcomes 4. Continuous Improvement

5. Curriculum
6. Faculty 7. Facilities

8. Support
9. Program Criteria

1. Integrity and Mission 2. Governance and Management 3. Human Resources 4. Learning Resources and Infrastructure

5. Financial Management
6. Student Profile and Support Services 7. Curricular Aspects

Outcomes-Based Education
Few educational concepts have sparked as much interest, enthusiasm, misunderstanding and controversy during the 1990s as Outcome Based Education (OBE).

WHAT and WHETHER students learn successfully is more important than WHEN and HOW they learn something.

Firmly rooted in past educational approaches.

An eclectic educational philosophy taking the best from previous approaches and framing it in a new visionary system.

Quality Model for the Analysis of the Program



output Realized mission graduates Achieved goals

management Mission statement Goals & aims Expected outcomes policy staff students funding

study programs

research projects

scientific production

Achieved outcomes
community services services Stakeholders satisfaction


Defining Quality in Terms of Outcomes

Learning outcomes should pertain to what is or will become important for the departments students. Exemplary departments carefully determine their students needs and then work to meet those needs. They know that student learning, not teaching per se, is what ultimately matters.

Learning Objectives
What knowledge, skills, and values should students acquire from their educational experience? How will this experience pay off in employment, societal contributions, and quality of life? Are the objectives based on the needs of actual or potential students rather than some ideal students?

Updated PAASCU Survey Form CURRICULUM AND INSTRUCTION Curriculum Teaching - Learning Process Teaching - Learning Environment Assessment of Learning Outcomes Supervision of Instructional Program Co-curricular Programs Academic Consultation/Advising

Analysis section : PAASCU Form

The learning outcomes of each program define the knowledge, skills, and values that students acquire from their educational experience.

Indicate the performance of the graduates in licensure examinations

Outcomes/ Results Indicators

progression drop-outs graduation rates employment figures graduate satisfaction employer satisfaction entrepreneurship

Analysis section: PAASCU Form

The institution regularly monitors attainment of learning outcomes through: a. employability of graduates in various sectors b. employer satisfaction c. tracer studies d. others

The admission and retention policies facilitate the students a. completion of the academic program b. attainment of learning outcomes Evaluate systems and procedures for determining attainment of learning outcomes

Founding Member: International Network for Quality Assurance Agencies in Higher Education (INQAAHE) since 1991
Membership: 174 accrediting agencies from 73

countries. Thirteen (13) from Asia-Pacific

Member, Asia-Pacific Quality Network (APQN)

Established in 2003 PAASCU is a founding member 59 members from 25 countries 7 observers from 5 countries

Institutions with PAASCU-Accredited Engineering Programs

Adamson University, Manila Ateneo de Davao University Ateneo de Naga University Central Philippines University, Iloilo Cor Jesu College, Digos De La Salle University Taft Foundation University, Dumaguete

Institutions with PAASCU-Accredited Engineering Programs )

Holy Angel University, Angeles City Holy Name University, Tagbilaran City Notre Dame of Dadiangas University Notre Dame of Marbel University St. Louis College La Union St. Louis University Baguio City St. Marys University, Bayombong University of Negros Occidental Recoletos Bacolod City

Institutions with PAASCU-Accredited Engineering Programs )

University of San Carlos, Cebu City University of San Jose Recoletos, Cebu City University of Santo Tomas, Manila University of St. La Salle, Bacolod City University of St. Louis Tuguegarao City University of the East-Caloocan Xavier University, Cagayan de Oro City

U.S. Department of Education National Committee on Foreign Medical Education and Accreditation (NCFMEA)
established under the Higher Education

Amendments of 1992 (Public Law 102-325). determination of comparability for medical education accreditation awarded to PAASCU in May 2004.

The primary responsibility for achieving excellence lies with the colleges and universities themselves. Accrediting agencies play a significant role in advancing the assessment of learning outcomes and should set the highest possible standards.

Scholarly and professional associations also have a responsibility, not only to encourage but insist on systematic and continuous improvement. Quality is a shared responsibility among various stakeholders but it is the institutions themselves that should take the lead.