Edd 503 Renosa

7/27/2019 Edd 503 Renosa

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7/27/2019 Edd 503 Renosa


RAPID, EQUITABLE ANDSUSTAINED ECONOMIC GROWTH

• Rationalization of Higher Education

• Quality Assurance

• Tibay Education Project

• Institutional Quality Assurance through monitoringand evaluation (IQuAME)

• HEI Program Monitoring and Evaluation

• Program Accreditation

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RATIONALIZATION OFHIGHER EDUCATION

BAS E D ON C OM M IS S ION ON H IGHE R E DU C AT ION ( C HE D)S TRATE GIC PLAN F OR 2011-2016

( S E C T ION 5- PROGRAM S , AC T IV I T I E S , AND PROJ E C TS )

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RATIONALIZATION OF HIGHEREDUCATION

• Rationalization of HEIs and Programs within a

moratorium period on the opening of new

programs especially in oversubscribed

disciplines. The objective is to lay thefoundation for a more efficient and

effective system in delivering quality public

higher education services and for a more

flexible regulatory framework for private

higher education provision.

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RATIONALIZATION OF HIGHER EDUCATION

• The project components of the program

include the following:

1. Aligning HEI programs with national

development goals;

2. Typology and Mapping of HEIs and

Programs

3. Amalgamation of HEIs and Programs

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ALIGNING HEI PROGRAMS WITH

NATIONAL DEVELOPMENT GOALS

• Job-Skills Matching Project

In order to produce highly competent andcompetitive graduates, HEIs are encouraged to offer

programs that are in demand and responsive to theneeds of industry, both domestic and international. This

includes:

formulation of master plans for priority

disciplines;review of curricula to make them fit the needs

of industries;

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ALIGNING HEI PROGRAMS WITH NATIONAL

DEVELOPMENT GOALS

establishment of labor market information system(LMIS) to provide up-to date information on jobsthat are in demand and hard to fill, to guide both

students and parents in choosing courses;identification of areas of mismatch and

implementation of strategies to address suchmismatches;

massive information dissemination on employmentopportunities among students and HEIs; and

periodic conduct of graduate tracer studies.

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RELEVANT AND RESPONSIVE RESEARCH,DEVELOPMENT AND EXTENSION (RDE)

Under this program, CHED supportsthe conduct of RDE aimed at

generating, adapting and transferringor applying new knowledge andtechnologies for improving productivityand livelihood, promoting peace,

empowering women, protecting theenvironment, reducing disaster devastation, and alleviating poverty.

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GENDER AND DEVELOPMENT (GAD)PROGRAMS

• This program includes advocacy and

gender sensitivity activities to promote

gender parity in education, equal access to

scholarships by both genders, andinterventions to assist female students with

extreme personal situations that prevent

them from completing their higher

education.

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TYPOLOGY AND MAPPING OF HEIS

AND PROGRAMS

A system of classifying HEIs is being designedbased on their mandates and functions vis-a-visnational development goals. This typology will be

harmonized with quality assurance criteria to allowHEIs to focus and excel within their respectiveclassifications and be recognized for suchexcellence.

A GIS-based map of HEIs and programs iscurrently being updated to serve as decision supportsystem for the rationalization of HEIs and programsdistribution in the county.

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TYPOLOGY AND MAPPING OF HEIS AND PROGRAMS

The map will provide information on the currentstatus of program offerings including quality, costs,and marketability. It will be used to match the

program offerings with demand or thrusts at thenational and regional levels.

The outputs of this project will also be used asbasis for phasing out oversubscribed programs andfor promoting under-subscribed but relevantprograms.

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AMALGAMATION OF HEIS AND

PROGRAMS

The objective of this program is torestructure the higher education systemspecifically the public component consisting

of SUCs/Local Universities and Colleges(LUCs), and other government schools toimprove efficiency in the delivery of qualityprograms, minimize duplication and promote

complementation between and amongpublic and private

HEIs.

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AMALGAMATION OF HEIS AND

PROGRAMS

The restructuring could be achieved

partly through amalgamation of SUCs into

Regional University Systems (RUS) and

development of specialized institutions. Theproject shall provide assistance in the initial

implementation of the RUS in a selected

region, including joint research and extension,

academic program complementation, and

infrastructure improvement for the SUCs

involved.

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QUALITY AND STANDARDS

Quality Assurance Projects

These projects include the setting andenforcement of:

Policies, Standards and Guidelines (PSGs) for academic programs, monitoring of complianceand phase out/closure of non-compliant programs,

Institutional Quality Assurance

Monitoring and Evaluation (IQuAME), andAccreditation.

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LEGAL BASES:

• 1987 Philippine Constitution- Article XIV Section 1,Section 2, Section 4

• Batas Pambansa 232 and Republic Act 7722-Higher Education Act of 1994

This policy-standard applies to both private and

Higher Education Institutions(HEIs) in the Philippines

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QUALITY ASSURANCE (QA)FRAMEWORK

• CHED defines quality as an alignment andconsistency of the learning environment with theinstitution’s vision, mission, and goals and

demonstrated by exceptional learning and serviceoutcomes and development of culture of quality.

• Highlights 3 perspectives of quality:

Quality as fitness for purpose

Quality as exceptional

Quality as developing a culture of quality

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QUALITY ASSURANCE FRAMEWORK

• QA for CHED does not mean merely

specifying the standards or specifications

against which to measure r control quality.

Rather, QA is about ensuring that there aremechanisms, procedures and processes in

place to ensure that the desired quality,

however defined, is delivered.

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COMPETENCY-BASED LEARNING STANDARDSAND OUTCOMES-BASED MONITORING AND

EVALUATION

• CHED: committed to

developing competency-based learning

standards that comply with existing

international standards

Developing and implementing an

outcomes-based approach to QA

monitoring and evaluation lookingparticularly into the intended, implemented

and achieved learning outcomes.

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COMPETENCY-BASED LEARNING STANDARDS ANDOUTCOMES-BASED MONITORING AND

EVALUATION

Two approaches:

- direct assessment of educationaloutcomes (individual programs)

- Audit of quality systems of an institution

(if the institutional systems are workingproperly)

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HORIZONTAL TYPOLOGY

• Horizontal typology-based on functionaldifferentiation of HEIs vis-a – vis their service to thenation, and a vertical typology within each

horizontal type.• Types of HEIs according to Horizontal typology

1. Professional Institutions

2. Colleges

3. Universities

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HORIZONTAL TYPOLOGY

• HEIs will be differentiated functionally along:

• the qualifications and corresponding competencies of

their graduates; (STUDENT OUTCOMES; LEARNING

COMPETENCIES OUTCOMES; GRADUATE ATTRIBUTES)• the nature of the degree programs offered;

• the qualifications of faculty members;

• the types of available learning resources and support

structures available; and• the nature of linkages and community outreach

activities.

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VERTICAL TYPOLOGY

• Program Excellence (accreditation

Centers of Excellence and Development

International certification.)

• Institutional Quality

• Types of HEIs according to Horizontal typology

1. Autonomous HEIs

2. Deregulated HEIs

3. Regulated HEIs

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AUTONOMOUS HEIS

(BY EVALUATION)

• demonstrate exceptional institutional quality and

enhancement through internal QA systems, and

demonstrate excellent program outcomes through a

high proportion of accredited programs, the presence

of Centers of Excellence and/or Development, and/or international certification. In particular, they show

evidence of outstanding performance consistent with

their horizontal type, e.g., research and publications for

universities; creative work and relevant extensionprograms for colleges; and employability or linkages

for professional institutes.

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DEREGULATED HEIS (BY EVALUATION)

• demonstrate very good institutional quality

and enhancement through internal QA

systems, and demonstrate very good

program outcomes through a goodproportion of accredited programs, the

presence of Centers of Excellence and/or

Development, and/or international

certification. In particular, they show

evidence of very good performance

consistent with their horizontal type.

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REGULATED HEIS

are those institutions, which still need to demonstrate

good institutional quality and program outcomes.

We need some numbers:Program Excellence is given a maximum of70 points; institutional Quality 30 points.

• Autonomous if score is >= 80.

• Deregulated if score >= 65 and < 80.• Regulated of score is < 65

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TIBAY EDUKASYON

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TIBAY EDUKASYON

• Mediation, Fact-finding and Investigation of Violations of Laws, Rules and Regulations

• Under this program, violation of laws, rules andregulations and other complaints are acted upon

through mediation, conduct of fact-finding or investigations. Cases are filed with the appropriatebodies against officials who are found to havecommitted punishable violations.

• For the whole year of 2011, the CHED Legal Service (CLS)

acted on 50 complaints through mediation, fact-findingand investigations. There were no cases filed withOmbudsman and no report of corrupt officials sanctioned.

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INSTITUTIONALQUALITY ASSURANCE

THROUGH MONITORINGAND EVALUATION (IQUAME)

CHED MEMORANDUM ORDER NO. 15 S .2005

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WHAT IS IQUAME

1.Institutional Quality Assurance through Monitoring

and Evaluation (IQuAME) looks at the effectiveness

of an institution in its entirety, particularly, the

development of an institutional system that ensuresthe quality and standards of programs.

2.CHED Memorandum Order Nos. 15 and 16. series of

2005 institutionalized the implementation of IQuAME

as a mechanism for monitoring and evaluation of the

outcomes of the programs, processes, and services

provided by both public and private Philippine

Higher Education Institutions.

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WHAT IS IQUAME

3. The monitoring and evaluation cover key resultareas that include governance and management;quality of teaching and

research; support for students; relations with thecommunity; and management of resources.

4. It looks at the effectiveness of an institution in itsentirety, particularly, the development of institutionalsystems that ensure the quality and standards ofprograms

5. The conceptualization of IQuAME was developedwith the help of the British Council

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OBJECTIVES OF IQUAME

To enhance an institution’s capacity in designing,delivering and managing programs and services;

To identify areas for reform and intervention along

the key areas of:governance and management

quality of teaching and learning

support for students

relations with the community andmanagement of resources

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OBJECTIVES OF IQUAME

To ensure that quality learning outcomes areresponsive to the changing needs andcomparable to international standards;

To provide accurate, up-to-date andaccessible information on performance of higher education institutions to enable stakeholders tomake informed choices; and

To provide the Commission with bases for policy options on higher education and informeddecisions for development assistance andincentives to HEIs.

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HEI PROGRAM MONITORINGAND EVALUATION

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HEI PROGRAM MONITORING ANDEVALUATION

• Permit and recognition are granted to qualifiedinstitutions for the operation of programs that meetthe minimum requirements and standards set byCHED in its Policies, Standards and Guidelines (PSGs)for academic programs.

• A total of 4,473 (168%) permits/recognitioncertificates were issued by the Regional Offices todeserving HEIs for the period. On the other hand,

the Central Office exceeded to process a total of310 (564%) permits/recognition. More applicationsthan expected were received.

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PROGRAM ACCREDITATION

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PROGRAM ACCREDITATION

• HEIs with programs that attain standards

above the minimum are encouraged and

assisted to have their programs evaluated

by private accreditors or a recognizedbody, leading to the issuance of a

certificate of accredited status.

• There was an increase in the number of

proposals submitted and approved by the

Commission, hence a total of 166 (1660%)

programs were supported for accreditation.

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Edd 503 Renosa