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7/27/2019 Edd 503 Renosa
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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
• 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
• 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.