TQM Through

Accreditation
and Institutional
Sustainability
Assessment
Presented by:
DR. RENE M. COLOCAR
ALCU & ALCU-COA Board
Member

Objectives of
Tertiary
Education /
Roles of HEIs

QA

Accredi
-tation

ISA

Objectives of Tertiary
Education
1. To provide a general education program that will
promote national identity, cultural consciousness,
moral integrity and spiritual vigor;
2. To train the nations manpower in the skills required for
national development;
3. To develop the professions that will provide leadership
for the nation; and
4. To advance knowledge through research work and
apply new knowledge for improving the quality of
human life and responding effectively to changing
social needs and conditions.

Roles of HEIs
1. Service to the nation by developing human resources
with various types of knowledge; competencies, and
expertise, especially in support of the social,
economic, and development needs of the Philippines
2. The maintenance, development, and critical appraisal
of cultural values
3. Preparation of individuals to play an active role in
society

Ensuring quality higher

education is one of the most
important things we can do for
future generations.
- RON LEWIS The quality of a persons life is in
direct proportion to their commitment
to excellence, regardless of their
chosen field of endeavor.

- VINCE LOMBARDI The only way forward, if we are

goinG to improve the quality of
education, is to get everybody
involved.

What is QUALITY?
Quality in higher education is often
defined as fitness for purpose, but it can
be
also
understood
in
terms
of
transformation of stakeholders, especially
for mature institutions (Harvey & Green,
1993).
CHED views quality as the alignment and
consistency
of
outcomes
with
the
institutions vision-mission and goals,
demonstrated by learning and service
outcomes at exceptional levels and by a
shared culture of quality.

The Quality Assurance

Framework
QUALITY as fitness for purpose is
generally used by international bodies
for
This

assessment

and

perspective

accreditation.
requires

the

translation of the institutions vision,

mission,

and

goals

into

learning

outcomes, programs and systems;

Source: CHED Memorandum Order No. 46,

Series of 2012, Article II: Quality Assurance

The Quality Assurance

Framework
QUALITY as exceptional means either
being

distinctive;

exceeding

very

high

standards; or conformance to standards

based on a system of comparability using
criteria and ratings; the third characteristic
underlies

CHEDs

definition

of

exceptional; and

Source: CHED Memorandum Order No. 46,

Series of 2012, Article II: Quality Assurance

The Quality Assurance

Framework
QUALITY as developing a culture of
quality
dimension

is
of

the
the

transformational
CHED

notion

of

quality.

Source: CHED Memorandum Order No. 46,

Series of 2012, Article II: Quality Assurance

THE OUTCOMES-BASED
EDUCATION ANALYTICAL
FRAMEWORK

Fig. 1: Illustrating the Original Version of the PDCA Cycle

THE OUTCOMES-BASED
EDUCATION ANALYTICAL
FRAMEWORK

Fig 2: Showing the PDCA Cycle as Applied to LCUs

I
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N
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Accreditation Defined and

Categorized
What is ACCREDITATION?
Accreditation may be defined as the
recognition by an accrediting agency that
an educational institution or academic
program meets a pre-established set of
standards of quality.

Three Basic Elements of Accreditation

CRITERIA are the measures
of values which are
fundamental for program
assessment.

CRITERIA

ST
AN
D

AR
DS

ACCREDITATIO
N
UE
NIQ
CH
TE

STANDARDS are
levels of
attainment, within
each criterion,
that are
established to be
used as basis for
comparison in
measuring or
judging values.

TECHNIQUES the process by

which educational
institutions
programs are
assessed,
consistent with
established
criteria and
standards.

 Accreditation is both a
service and a
judgement.
Accreditation may be
governmental
(compulsory) or nongovernmental
(voluntary).

Rationale of Accreditation
An effective catalyst in improving and
raising the standards of schools and
their academic programs.
Protects the public from ill-prepared
graduates or incompetent professionals
usually turned out from the mills of
substandard or marginal education
institutions.

Benefits of Accreditation

Prestige
to
member
institutio
ns

Help
parents
to know
which
program
they may
send
their
children
to for
quality
education

Provide
awarenes
s of
standard
s of
excellenc
e to be
attained

To know
what to
support
and how
much
support
is needed
for
funding

To know a
programs
strength,
weaknesse
s, and
areas of
developme
nt

Types of Accreditation
INSTITUTIONAL (general)
- Considers the characteristics of the
institution as a total operating unit.

educational administrative strength

offerings
community outreach

instruction
faculty-student-personnel
financial conditions
services

PROGRAMMATIC (specialized)
- Focuses
its
attention
on
a
particular program within the
institution, evaluating it in depth.

Institutional and
programmatic accreditation
are complimentary.

INSTITUTIONAL
INSTITUTIONAL
PROGRAMMATIC

Values of Accreditation
An assurance of external evaluation of
the institution or program, and a
finding that there is conformity to
general expectation in education or in
the professional field;
An identification of institutions and/or
programs which have voluntary
undertaken explicit activities directed at
improving the educational quality and
excellence of the institution and/or its
programs, and are carrying them out
successfully;

ITU
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INS NAL
O
-TI LFSE VEY
R
SU

I
M
I
EL Y
R
P AR
-N VEY
R
SU ISIT
V

AL
M
R
FO -SITE
ON VEY
R
SU SIT
VI

ID
RE
C
AC TION
TA

Steps in the
Accrediting Process

INSTITUTIONAL
SELF-SURVEY is
a
comprehensive
analysis of the
educational
resources and
effectiveness of
an institution or
program made
by its own
personnel from
top to bottom
or by
committee
created for its
purpose.

Steps in
the
Accrediting
Process
PRELIMINARY
SURVEY VISIT
may be made by
3 or 4
accreditors for
the purpose of
corroborating
or checking the
self-evaluation
made by the
applicant
school.

ACCREDITATIO
N

FORMAL ON-SITE SURVEY

VISIT is undertaken by a
visiting team of from 5-10
accreditors who are known
experts in each of the
areas to be surveyed.

Areas of
Accreditation

GOVERNANCE
&
ADMINISTRATION

COMMUNITY
EXTENSION
SERVICE

FACULTY

CURRICULUM
&
INSTRUCTION

STUDENT
DEVT &
SERVICES

ENTREPRENEURSHIP &
EMPLOYABILITY

RESEARCH
RESEARCH

LIBRARY

LABORATORIES

PHYSICAL
PLANT

Criteria for
Accreditation

Criteria for
Accreditation

MINIMUM RATING FOR THE

ACCREDITATION
Type of Survey

Required Rating

Accreditation
Status

Preliminary Visit

Grand Mean > 2.50

None among the
areas is rated less
than 2.00

Candidate
Status

First Survey Visit

(Formal)

Grand Mean > 3.00

None among the
areas is rated less
than 2.50

Accredited
Level I

Second Survey
Visit
(First Resurvey)

Grand Mean > 3.50

None among the
areas is rated less
than 3.00

Accredited
Level II

Third Survey Visit

(Second Resurvey)

Grand Mean > 4.00

None among the
areas is rated less
than 3.50

Accredited
Level III

Confidentiality & Integrity

of
Accreditation
The
relationship
between
the
accrediting
bodies
and
the
institution seeking an accredited
status is private and voluntary.
The legitimate interest of the
accrediting agencies and their
officials
for
maintaining
and
preserving
the
integrity
of
accreditation must be reconciled
with
broader
societal
needs
requiring disclosure of basic and
essential information.
The main concern is to maintain
and protect the integrity and
effectiveness of the accrediting
process.

l
a
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i
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t
i
s
b
n
a
I
n
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t
a
n
t
e
s
m
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S
s
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A

QA will look at the institutional

performance in terms of the HEIs capacity
to translate policy into quality programs
and quality results. This can be achieved
through internal QA systems that look into
the cycle of:
Planning
Implementation
Review
Enhancement

Key Result Areas of the

Assessment Framework
1. Governance and Management
2. Quality of Teaching and Learning
3. Quality of Professional Exposure,
Research, and Creative Work
4. Support for Students
5. Relations with the Community

ISA Core Indicators and

Criteria

Summary of Requirements
According to Type

Summary of Requirements
According to Type

Summary of Requirements
According to Type

Where QA Makes a Difference

How QA Makes a
Difference

Quality
Planning

Quality
Assuranc
e

Quality
Control

Accredita
tion
QA
Measure

(External
QA)

ISA
(Internal
QA)

Analytical Matrix for Quality

Assurance

The quality of a leader is

reflected in the standards
they set for themselves.
Ray Kroc

Quality is not an
act, it is a habit.
Aristotle

Quality means
doing it right when
no one is looking.
Henry Ford