Licensure Performance of Normal Schools in the Philippines: Implications for Quality

Assurance Policies

The 16th International Conference on Education ResearchSeoul National University, Seoul, South Korea

October 14-16, 2015

Steven L. BaylanCollege of Teacher Education

Cebu Normal UniversityOsmena Boulevard, Jones Avenue , Cebu City, Philippines

Background

The aphorism that "[t]here is nothing more constant than change,"

is true of education.

Accreditation in the Philippine context....

• is viewed as a process

• HEIs evaluate its programs, in whole or in part.

• Seeks an independent judgement to confirm that itsubstantially achieves its goals and is genarally parallel inquality to comparable HEIs.

Kinds of Accreditation

• Program-based accreditationCHED authority to grant pemit, license, recognition, standard setting, international certification, international benchmarking, COE and COD designation

• Institutional-based mechanismautonomous and deregulated status for HEIs

Licensure performance is one parameter by which Philippine Higher Education Institutions (HEIs)is measured by its educational quality.

The average passing percentagefor first timers and repeaters inthe Licensure Examination forTeachers from 2009-2013 in theelementary was only 29% and34% in the secondary.

Out of 1,025 TEIs, 534 schoolswere poor performing in theelementary while a total of 774out of 1,259 in the secondary.

In 2014, only 36% or 25,301 passed theLicensure Examination for Tecahers (LET) in theelementary education out of 70,786 takers.

In the secondary education, a total 34% or26,767 are successful examinees out of 77,803.

Purpose of the Study

This study stems from the hypothesis that examination of TEIsaccreditation status and licensure performance would be of crucialimportance as the country anticipates for regionalization of highereducation among members of the ASEAN countries.

Thus, this study primarily examined both institutional mechanismand program-based accreditation status of the ten (10) normalschools that constitute the National Network of Normal Schools(3NS).

The Problem

Given that QA and policy redirection are crucial to educational excellence, this paper attempted to examine the:

1. Level of institutional and program-based accreditation status ofnormal schools;

2. Licensure performance trends of normal schools vis-a-visinstitutional mechanism and program-based accreditation;

3. Overall average national passing percentage in the licensureperformance of normal schools in the past 5 years.

The Methodology

Documentary analysis and descriptive-quantitative design

Ten TEIs that constitute the National Network of Normal Schools

Results of the Licensure Examination for Teachers (LET) and Accreditation status of TEIS

Method

Subject

Data

Major Findings

Figure 3a. Statistical trends of Level IV accredited normal schools licensure examination performance in the Bachelor of

Elementary Education (BEED)

Figure 3b. Statistical trends of Level IV accredited normal schools licensure examination performance in the

Bachelor of Secondary Education (BSED)

Figure 4a. Statistical trends of Level III accredited normal schools licensure examination performance in the

Bachelor of Elementary Education (BEED)

Figure 4b. Statistical trends of Level III accredited normal schools licensure examination performance in the Bachelor

of Secondary Education (BSED)

Figure 5. Statistical trends of Level I accredited normal school licensure examination performance

in the BEED and BSED program

Figure 6a Statistical trends of COE designated normal schools in the licensure passing performance in

the BSED program

•

Figure 6b Statistical trends of COE designated normal schools in the licensure passing performance

in the BEED program

Figure 7a Statistical trends of COD designated normal schools in the licensure passing performance

in the BSED program

Figure 7b Statistical trends of COD designated normal schools in the licensure passing performance

in the BEED program

Figure 8. Overall average national passing percentage of normal schools licensure performance in the BEED and BSED

from 2010-2014

Conclusion

Quality assurance has been proven to have a profoundimpact on the various aspect of higher education. The currentstudy have mounted empirical evidence of the pivotal role of QA onthe licensure performance of TEIs. This is evidenced by highperformance trends in terms of licensure passing percentage ofnormal schools with institutional mechanism and program-basedaccreditation more specifically TEIs with Level III-IV status anddesignated as COE and COD. Interstingly, there are accreditednormal schools that demonstrated dismal and below the nationalpassing standard rate. This finding may imply enduring issues thatare embedded in the QA practices and can only be unraveledthrough collective effort of governmental regulating bodies, TEIs,and stakeholders of the university.

Recommendations1. Revisit quality assurance framework, specifically on the curriculumlearning standards, learning environment, human resources, programmanagement, implementation, monitoring, and evaluation.

2. Conduct a study that would delve into the gaps on the QAframework, system, mechanism, procedure, implementation, and QAinstrument.

3. A policy redirection that will create an inter-institutional quality assurancemechanism and practices for TEIs that are aligned with governmental QA bodystandards and policies;

4. Government to prioritise higher education by allocating higher annual budget.

THANK YOU!