VISAYAS STATE UNIVERSITYDepartment of Continuing and Development Education

College of Education

Term Paper inInstitutional Evaluation in Agro-technical Schools

AGED 305

Submitted by:

RAMY M. BACULINA, Ph.D.2Student

Submitted to:1

JUSTINIANO L. SEROY, Ph.D.Professor An Assessment Study on the BSED and BEED Program of the JH Cerilles State College Dumingag Campus

RAMY M. BACULINA Ph. D. Student

In Partial Fulfillment of the Term Paper Requirement in AGED 305Institutional Evaluations in Agro-technical Schools

Visayas State University, VisCA, Baybay, Leyte

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October 2010Table of Content Title Page

Title Table of Contents List of Acronyms I. IntroductionBrief History of Philippine Education

i ii iii 1

II. MethodologyStatement of the Problem Objectives Scope and limitations Definition of terms Conceptual Framework

III. Review of LiteratureThe Philippine Educational System The Trifocal Education System Educational Budget Comparison Levels of Education Comparison of Rural and Urban Schools Private and Public Schools IV. Presentation and Analysis V. Summary, Comments and Suggestion

References

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List of AcronymsAACCUP - Accrediting Agencies of Chartered Colleges and Universities of the Philippines ACSCU - Association of Christian Schools, Colleges and Universities

ACSCU-AAI - Association of Christian Schools, Colleges and UniversitiesAccrediting Association Inc.

ALCUCOA - Association of Local Colleges and Universities Commission On Accreditation CHED EDCOM FAAP HEI INQAAHE LCU NNQAA PAASCU - Commission on Higher Education - Educational Committee - Federation of Accrediting Agencies of the Philippines - Higher Education Institutions - International Network of Quality Assurance Agencies for Higher Education - Local Colleges and Universities - National Network of Quality Assurance Agencies - Philippine Accrediting Association of Schools, Colleges and Universities of Colleges and Universities'

PACUCOA - Philippine Association Commission on Accreditation PRC SUC TESDA TVEAAP

- Professional Regulation Commission - State Universities and Colleges - Technical Education and Skills development Authority - Technical Vocational Education Accrediting Agency of the Philippines

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I. IntroductionA. History of the School and LocationThe school was first operated at Ipil Zamboanga del Sur now Zamboanga Sibugay province last 1954. It was only two years there because it requires for a vocational school to have a wide tract of land and so the next administrator sought Dapiwak as a promising area for research purpose. It was 1956 that the school was transferred to Dapiwak, Dumingag, Zamboanga del Sur. It is located at the north eastern part of Zamboanga peninsula region and a northern part of Zamboanga del Sur province whose town Dumingag is a gateway to Sindangan. Its bounty is filled majorly with mountains and a few portion tilled for coconut, corn, and rice production. These major products are transported to town Molave, being the trading center of the valley. The town Dumingag is a class B town and has only six public and two private high schools that caters the enrolment of only one public college, the JHCerilles State College. Many student enrollees in this college are coming from this town. The rest are from its vicinity towns like Midsalip, Siayan, Sominot, Mahayag and Josefina. The original college offering of the school is BS in Agriculture with majors in AnSci, Crop Sci, AgExt and AgEd. The AgEd major becomes BSAGED course last 2000 and becoming to be phased out due to the birth of teacher education courses (Bachelor of 5

Secondary Education and Bachelor of Elementary Education) that start to operate after the integration of the school to Western Mindanao State University last 2002 and has been also transferred to JH Cerilles by 2008. The BSE and BEED courses are the only teacher education program that has many enrollees in the campus and so BSAGED is trying to be dissolved.

II. Review of Literaturehttp://en.wikipedia.org/wiki/Education_in_the_Philippines reveals that Tertiary

education in the Philippines is increasingly less cosmopolitan. From a height of 5,284 foreign of students in 1995-1996 the number steadily declined to 2,323 in 2000-2001, the last year CHED published numbers on its website. In 2000-2001, 19.45% were from the US, 16.96 from South Korea, 13.00 % from Taiwan, and the rest from various other countries. Many Korean students come to the Philippines to study English for 6 months or more, then transfer abroad to Australia, the United States, or other countries for degrees. Some Koreans complete their tertiary education in the Philippines, especially in the temperate climate of Baguio, in the Cordillera highlands. Concerning the poor quality of education in the Philippines, in June 2009 the president of FAAP cited the Congressional Commission on Education (EDCOM) lamenting 'a continuing decline in the quality of education in this country'. He said this was due to four main factors: 'a) mismanagement of the educational system, b) not investing wisely in education, c) lack of management competencies, and, d) systemic corruption'. Another reason why the Philippines is not a major supplier of tertiary education for overseas students in the region is because 3 semesters of each 8 semester bachelor degree are required to be completely devoted to government mandated subjects. These mandated subjects include the life and works of Filipino national hero Dr Jose Rizal, three subjects of Filipino language, and basic mathematics, science, and Filipino cultural subjects more appropriate for senior high school than at tertiary level. Classification Most tertiary institutions, generically called higher education institutions by the Commission on Higher Education of the Philippines (CHED) are licensed, controlled, and

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supervised by CHED. Records from CHED showed that the country had 1,494 private institutions and 522 state-run colleges and universities, a total of 2016 HEI's as of December 17, 2007. Higher education institutions in the Philippines are either colleges or universities, and are generally classified as public or private. Colleges are tertiary institutions that typically offer one or a few specialized courses, for example, in the sciences or in liberal arts, or in specific professional courses, such as Nursing, Computing, or Maritime Studies. To be classified as universities, state universities and colleges (SUCs), CHEDsupervised higher education institutions (CHEIs), private higher education institutions (PHEIs), and community colleges (CCs), must operate at least eight different degree programs. They must offer at least six undergraduate courses including a four year course in liberal arts, a four year course in Basic Science Mathematics, a four year course in the Social Sciences, a minimum of three other active and recognized professional courses leading to government licensures, and at least two graduate-level courses leading to doctoral degrees. A further seven areas of requirements as universities are mandated by the Commission on Higher Education. Local government universities and colleges (LUCs) have less stringent requirements than private universities. They are required to operate at least five undergraduate programs (as opposed to eight for private universities), and two graduate-level programs. Public tertiary education Public universities are all non-sectarian entities, and are further classified as State University and College (SUC) or Local College and University (LCU). SUCs are fully funded by the national government as determined by the Philippine Congress. The University of the Philippines, being the "national university," receives the biggest chunk of the budget among the 456 state colleges and universities. LCUs, on the other hand, are run by local government units. The Pamantasan ng Lungsod ng Maynila is first and largest among the LCUs. Private tertiary institutions Private colleges and universities may either be "sectarian" or "non-sectarian" entities. Institutions may be not-for-profit, or profit oriented. Most private schools are not-for-profit

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Catholic like Adamson University (Vincentian), the Ateneo de Manila University (Jesuit), De La Salle University (Christian Brothers), Don Bosco Technical College (Salesian), Saint Louis University, Baguio City (CICM) and the University of Santo Tomas (Dominican). However, there are also non-Catholic not-for-profit sectarian institutions such as Silliman University (Protestant), Trinity University of Asia (Anglican), and New Era University (Iglesia Ni Cristo). Non-sectarian private schools, on the other hand, are corporations licensed by the Securities and Exchange Commission. Some are also registered on the Philippine Stock Exchange. Accreditation Accreditation is a process for assessing and upgrading the educational quality of higher education institutions and programs through self-evaluation and peer judgment. The process leads to a grant of accredited status by an accrediting agency and provides public recognition and information on educational quality. Accreditation of Private institutions Voluntary accreditation of all higher education institutions is subject to the policies of the Commission on Higher Education. Voluntary accrediting agencies in the private sector are the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU), the Philippine Association of Colleges and Universities' Commission on Accreditation (PACUCOA), and the Association of Christian Schools, Colleges and Universities Accrediting Association Inc. (ACSCU-AAI) which all operate under the umbrella of the Federation of Accrediting Agencies of the Philippines FAAP, which itself is the certifying agency authorized by CHED. Accreditation can be either of programs or of institutions. All of the institutions accredited by these three agencies certified by FAAP are private institutions. Under CHED's Revised Policies and Guidelines on Voluntary Accreditation in Aid of Quality and Excellence and Higher Education, there are four levels of program accreditation, with Level IV being the highest. Trinity University of Asia is the only college or university in the Philippines which has current institutional accreditation granted by a FAAP (Federation of Accrediting Agencies in the Philippines) certified accrediting agency. The Association of Christian Schools,

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Colleges and Universities Accrediting Association Inc. (ACSCU), granted Trinity University of Asia institutional accreditation "effective August 2009 up to April 2014". Accreditation for Public Institutions Accrediting agencies for government-supported institutions are the Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP), and the Association of Local Colleges and Universities Commission On Accreditation (ALCUCOA). Together they formed the National Network of Quality Assurance Agencies (NNQAA) as the certifying agency for government-sponsored institutions. However NNQAA does not certify all government-sponsored institutions. The Technical Vocational Education Accrediting Agency of the Philippines (TVEAAP) was established and registered with the Securities Exchange Commission on 27 October 1987. On 28 July 2003, the FAAP board accepted the application of TVEAAP to affiliate with FAAP AACCUP, as well as PAASCU are active member of the International Network of Quality Assurance Agencies for Higher Education, (INQAAHE), and both are members of the Asia Pacific Quality Network. Autonomy and Deregulation In an effort to rationalize its supervision of institutions of higher learning, CHED has also prescribed guidelines for granting privileges of autonomy and deregulation to certain schools. According to the guidelines, the general criteria examined by CHED are an institution's "long tradition of integrity and untarnished reputation," "commitment to excellence," and "sustainability and viability of operations. Autonomous status Autonomous status allows universities to design their own curricula, offer new programs and put up branches or satellite campuses without having to secure permits, confer honorary degrees, and carry out operations without much interference from CHED. Aside from all host state colleges and universities and other chartered public universities, such as the University of the Philippines, Pamantasan ng Lungsod ng Maynila, and Mindanao State University, 44 private higher education institutions have been granted autonomous status.

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CHED regularly updates its list of autonomous institutions with the latest published list valid to 6 October 2009. Deregulated status Higher Education Institutions (HEIs) with deregulated status enjoy the same privilege as autonomous HEIs, but they must still secure permits for new programs and campuses. CHED regularly updates its list of autonomous institutions with the latest published list valid to 6 October 2009. As at that date 15 deregulated HEIs were listed by CHED. Rankings and league tables There are no set methods for ranking higher education institutions (HEIs) in the Philippines. Aside from comparisons in terms of accreditation, autonomy, deregulation, Centers of Excellence, and Centers of Development awarded by the Commission on Higher Education (CHED), there have been attempts to rank HEIs based on student performance in licensure board exams conducted by the Professional Regulation Commission (PRC). PRC and CHED sometimes publish reports of these results. Commercial ranking and league tables have been published, such as the now-defunct Asiaweek Asian University Rankings, the THE-QS World University Rankings, and the QS Asian University Rankings, which list some Philippine HEIs, but these are sometimes questioned as to their validity and veracity. The CHED Memorandum order (CMO) no 30 series of 2004 imposed revised policies and standards for undergraduate teacher education curriculum which is in accordance with RA no. 7722 and for the purpose of rationalizing undergraduate teacher education for global competitiveness, the following guidelines are hereby formulated: ARTTICLE I INTRODUCTION Quality pre-service teacher education is a key factor in quality Philippine

Section I.

education. In the Philippines, the pre-service preparation of teachers for the primary and secondary educational sectors is a very important function and responsibility that has been assigned to higher education institutions. All efforts to improve the quality of education in the Philippines are dependent on the service of teachers who are properly prepared to undertake the various important roles and functions of the teachers. As such, it is of utmost objectives, components and processes of the pre-service teachers education curriculum.

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Section 2.

ARTICLE II AUTHORITY TO OPERATE All private higher education instruction (PHEIs) intending to offer the

Bachelor of Elementary Education (BEED) or the Bachelor of Secondary Education (BSED) or any of the professional education courses specified in both curricula must first secure proper authority from the commission in accordance with existing rules and regulations. The government supported institutions (i.e. state universities and colleges (SUCs) and local colleges and universities) are strongly encouraged to strictly adhere to the provisions in this policies and standards. ARTICLE III PROGRAM SPECIFICATIONS Section 3. Degree The degree programs herein shall be called Bachelor of Elementary Education (BEED) or the Bachelor of Secondary Education (BSED). Section 4. Program Description and General Objectives The BEED is structured to meet the needs of professional teachers for elementary schools and special education program in the Philippines and the BSED for the needs of professional teachers for secondary schools in the Philippines. The BEED aims to develop elementary school teachers who are either (a) generalists who can teach across the different learning areas in grade school, (b) special education teacher or (c) pre-school teachers. The BSED aims to develop high school teacher who can teach in one of the different learning areas in high school like Mathematics, Physical Science, Biological Science, English, Filipino, among others. Section 5. Allied Programs Teacher education is an applied discipline which draws from many of basic disciplines in the Social Sciences, (Psychology, Sociology, Anthropology, Economics, Political Science, Applied Linguistics, History, etc.). The Science and Technology fields (Biology, Chemistry, Physics, Mathematics, Engineering, Information Technology, etc.) and the Humanities and related fields (Language, Literature, Philosophy, Journalism, etc.).

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ARTICLE IV COMPETENCY STANDARDS Section 6, Graduates of the BEED and BSED programs are teachers who: .have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills, needed for higher learning; .have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students; .have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes; .have a meaningful and comprehensive knowledge of the subject matter they will teach; .can apply a wide range of teaching process skill (including curriculum development, lesson planning, materials development, educational assessment and teaching approaches); . have direct experience in the field/classroom (e.g. classroom observations, teaching assistance, practice teaching); .can demonstrate and practice the professional and ethical requirements of the teaching professions; .can facilitate learning of diverse type of learners, in diverse types of learning environment, using a wide range of teaching knowledge and skills; .can reflect on the relationships among the teaching process skills, the learning process in the students, the nature of the content/subject matter, and the broader social force encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices. .can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning; and, .are willing and capable to continue learning in order to better fulfill their mission as teachers. ARTICLE V CURRICULUM Section 7. Curriculum Description The Curriculum herein is designed to prepare professional teachers for practice in primary and secondary schools in the Philippines. The designed features include various components that correspond to the basic and specialized knowledge and skills that will be needed by a practicing professional teacher: foundational general education knowledge and skills, theoretical knowledge about teaching and learning, methodological skills, experiential knowledge and skills, and professional and ethical values, and subject matter knowledge appropriate to the level of teaching (i.e., pre-school, elementary or secondary).

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The curriculum recognizes the need to quip teachers with a wide range of theoretical and methodological skills that will allow them more options and greater flexibility in designing and implementing learning environments that will maximize their students learning, once they are in the teaching service. The curriculum is also designed so that the curricular components are integrated. That is, the curriculum emphasizes the interweaving of foundational, theoretical, methodological, and experiential knowledge in the various learning experiences in the curriculum.

Section 8. Curriculum Outline General Education Courses Professional Education Courses #Theory/Concept Courses #Methods/strategies courses #Field Study Courses #Special Topic Courses Specialization/Content Courses Total Units BEED 63 54 12 27 12 03 57 174 BSED 63 51 12 24 12 03 60 174

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Field Study 4 Field Study 5 Field Study 6 Practice Teaching Section 14. Special Topics Courses 14

1 unit 1 unit 1 unit 6 units

Students will have the opportunity to explore special topics and issues related to their field of study by taking three-one unit elective seminar on a range of topics chosen by the teacher education institutions, based on their perceived needs of the students and the expertise of the faculty. Some of the possible topics for these one-unit elective seminar are but are not limited to the following: Teaching Multigrade classes, Environmental Education, Teaching Multicultural classrooms, Integrated Teaching Strategies, Collaborative Learning, Use of Popular Media in Teaching, Topics on Distance Learning, Problem-Based Teaching, the Eight-week Curriculum, Addressing Learning Gaps, Teaching Indigenous People, among others. Section 15. Content Course for the BEED For the BEED program, students have to complete 57 units of contents courses that correspond to the various learning areas in the elementary education curriculum. These courses, which are in addition to the related GE requirements, are distributed as follows: Science Mathematics English Filipino Social Studies Music Arts, and Physical Education Home Economics and Livelihood Education Values Education 12 units 12 units 12 units 6 units 6 units 3 units 3 units 3 units

For the BEED program, students may choose to take 57 units of contents courses in two areas of specialization: Special Education and Pre-school Education. Section 16. Specialization Courses for BSED For the BSED program, all students have to complete 60 units of content courses in one of the following areas of specialization. Mathematics Physical Science Biological Science Education English Filipino Social Studies Technology and Livelihood Education Music, Arts, Physical & Health Islamic Studies Values Education

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The 16th AACCUP Annual National Conference will definitely be held on January 2931, 2003. President Gloria Macapagal Arroyo has been invited to grace the occasion as Guest of Honor and Speaker during the Opening Program on the first day of the Conference. This annual conference is mandated in the 1987 By-Laws of the AACCUP. This activity was never missed since then. This year, in anticipation of a big attendance, the venue will be the Manila Midtown Hotel,Manila. As of January 27, 468 participants coming from 88 institutions composed of SUCs, local city colleges and even CHED Regional Offices have already been nominated. Based on previous years experience, walk-in participants, will swell the number. A panel composed of AACCUP President Rosario P. Pimentel and Executive Director Manuel T. Corpus, will

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discuss AACCUP Accomplishments Issues and Prospects. One or two lawyers from the Marcelo H. del Pilar Law Foundation, of the Bulacan State University have been invited to join the panel. This conference will review issues and concerns taken in last years national conference, particularly on the recommendations on institutional accreditation which are: 1. The need to design standards and instruments to measure institutional effectiveness and educational outcomes according to global benchmarks or standards. 2. Certified institutional accreditors from a certified accrediting agency, i.e. AACCUP; 3. Sustained research on institutional accreditation supported by SUCs through funding earmarked for the purpose; 4. Adopt CHED criteria for the ranking of HEIs using its 12-point evaluation criteria but include indicators in the areas including MGO, which should not be rated. FAAP AACCUP Level 1 4 points 6 points Level 2 8 points 12 points Level 3 12 points 15 points Level 4 15 points 5. Add Linkages/Networking as separate area to be accredited since this cannot be combined with the other areas. 6. Include additional indicators in the following areas: a. Administration Resource b. Students Policy on Selectivity; National and International Awards c. Performance (for SUCs which do not have licensure examinations) COEs/CODs; Levels of Accreditation; Alumni Awards (International, national, regional, and local). d. Adopt the Gemiliano Calling Report on the leveling of SUCs approved by the PASUC. Ordoez, Gina and Victor Ordonez in their case study on Accreditation in the Philippines states that as countries progress along the development trajectory, the availability of a competent human resource base becomes a determining factor of progress. Countries progressing from an agricultural economy to a manufacturing economy to a technological and knowledge economy recognize that an adequate supply of higher education graduates is a necessary pre-condition for achieving and sustaining advanced levels of development in this globalized, competitive, fast-changing world, as the tiger economies of Asia have proven. Until about thirty years ago the Philippines boasted a well-established higher education system that provided relatively democratized access for over a century, enrolling proportionately more students than all but five countries in the world. From the 1980s to the present, however, as many other countries witnessed phenomenal higher education growth rates, enrollment rates in the Philippines did not. More alarmingly, contrary to prevailing

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economic wisdom where higher ratios of higher education graduates within a population is meant to correlated with improved economic development, this seemed not the case in the Philippines where many graduates seem ill-prepared to handle the complex workforce demands of the modern workplace. One symptom is the performance deficit of graduates in various national licensure exams certifying entry to various professions. In exams of the Integrated Bar given by the Supreme Court, for example, only 27% of candidates pass the examination. For teaching candidates the pass rate for the national Licensure Examinations for Teachers (LET) examination, is just 31% and for accounting graduates taking the Certified Public Accountants exam only 24%.1 Another symptom: Employers and the business community in general have warned that an inadequate supply of well-trained and prepared graduates is limiting the performance of the business system, and forcing a downward projection in expansion plans. For example, leaders in the service outsourcing industry, an area of projected rapid growth, complain that out of every 100 applicants for call center operator positions, only two have adequate skills; and managers of these centers are even harder to come by.2 Clearly the quality of higher education is a matter of national concern. The challenges in assuring workplace preparation and quality have figured largely in the evolution and development of the accreditation movement in the Philippines. The right balance between government regulation, private sector-led accreditation, and adaptation to the requirements of the existing work environment should be constantly monitored. It is in this context that various efforts at establishing accreditation for quality have evolved.

1 2

From reports of the Commission on Higher Education (CHEDbusines), 2007. Cf. Ramon del Rosario, Jr, President , Management Association of the Philippines, in paper on Philippine Business and Education. May, 2007

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III. Conceptual FrameworkIndependent Variables Dependent Variables

Q U A L I T Y E D U C A T I O N

The Accrediting Agency for Chartered Colleges and Universities (AACCUP) Of the PASUC

The Commissio n on Higher Education CHED

The Level of Accreditation has been used/adapted by the DEPED during the ranking of applicants that they receive additional points in the minimum points given in what

The Course or Institutional Accreditation Level Level 1= 4 points- 6 points Level 2= 8 points -12 points Level 3=12 points -15 points Level 4=15 points

Q U A L I T Y A S S U R A N C E

The Center of Excellence (COE) or Center of Development (COD) status of

This framework moves towards the concept of Quality Education and Quality Assurance. The quality education is described to an educational system whose graduates are capable of performing relevant jobs in line with his educational attainment. In addition, quality can be measured by the number of graduates who passed the board exam and soon be employed. Quality Assurance on the other hand is the practices or the system of obtaining quality education adhered to by a university, an association etc. The Commission on Higher Education through its CMOs mandated HEIs to adopt guidelines and policies in the adherence of Quality Educational Principles. These policies and guidelines are both a product of CHED, EDCOM research, FAAP, PASUC and other voluntary agencies that look into the achievement of (Quality and Relevance) Education Goal.

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The AACCUP is public HEIs organizational agency that looks into quality education. It assesses the whole approach wherein it covers ten areas to check whether it is aligned in the mandate of CHED and achievement of its institutional goal. Among the important dimension that AACCUP is concerned with are: 1. The Schools Vision, Mission, Goals and Objectives. The Area of Vision, Mission, Goals and Objectives is the most fundamental of all the ten (10) areas to be surveyed. Everything in the SUC is justified only to the extent that it realizes its avowed mission, goals and objectives. It is essential, therefore, for the SUC to draw up for itself those mission, goals and objectives that express its philosophy of education and training that should pervade its operation. The SUC is judged not in comparison with others, which may vary in many respects, but by the degree to which its mission, goals and objectives are attained. 2. The Faculty. The standard or quality of an institution or program is greatly measured by the qualification of its faculty. In this light, the faculty should be composed of high ranking members in terms of academic qualifications, experience and professional competence. In addition, they should manifest desirable personal qualities and high level of professionalism. To be effective, faculty members should be properly compensated and taken cared of. They must be given opportunities for continuous personal and professional development. A policy of fair and equitable distribution of teaching assignments and workloads should be practiced and objective and efficient promotion criteria/scheme should be adopted by the institution. 3. The Curriculum and Instruction. Curriculum and instruction occupy center stage in any educational program. The enhancement of the quality of these two allied areas deserves utmost consideration for they determine primarily the prestige and strength of the institution. Its areas of concern are encompassing, e.g.: curricula and program of studies, learning opportunities, assessment, instructional materials, classroom management, and academic performance of students, graduation requirements and administrative support for instruction. Under this item are: A) Curriculum & Program of Studies, B) Instructional Processes/Methodologies & Learning Opportunities, C) Assessment of Academic Performance, D) Classroom Management, E) Graduation

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Requirements, F)

Administrative Support for Effective Instruction and G)

Documents and Additional Information/Exhibits. 4. The Students. Students are the raison d etre for the establishment of learning institutions. Thus, the school has the responsibility to cooperate with the family and other social institutions to develop the total personality of the student. effectiveness. Towards this end, a program of student personnel services is designed as an integral part of institutional All activities should be planned and implemented to assist the Student personnel support and services complement the individual student to attain maximum potential and become a worthy contributor in his social environment. academic program. We need also to check the existence and or practices of the following: a) Administration & Organization, b) Admission & Retention, c) Guidance Program, d) Other Student Services, e) Scholarships/Grants, f) Co-Curricular and Extra-curricular Programs & Activities, and g) Documents and Additional Information/Exhibits 5. Research and Development. Research is an avenue through which new knowledge is discovered, applied or verified through which appropriate technologies are generated. Thus, it is a basic requirement for an educational institution to have a firmly established research and development program. Its thrusts and priorities should be congruent to those identified in the development plans of regional and national R and D-oriented agencies such as NEDA, DOST, CHED and those thrusts of the higher education institution itself. The institutional leadership in research should be pro-active and developmental in orientation. It must provide adequate and sustained budget allocation annually for the College. Adequate physical facilities, laboratory equipment & supplies for research should be provided. The College has to maintain strong research linkages with various R & D agencies. Among these things to be consider are: a) Priorities & Relevance, b) Funding & Other Resources, c) Implementation, Monitoring, Evaluation and Utilization of Research Results/Outputs, d) Publication and Dissemination; and e) Documents and Additional Information/Exhibits 6. Extension and Community Involvement. The extension function of an institution makes its presence felt in the community. It involves the application of new knowledge and technology generated in the institution to improve the quality of life of the people. 21

Through the extension program they are empowered with appropriate knowledge, attitude and skills. Thus, extension services cater to various aspects of community life e.g. economic growth promotion of health, environmental management, and social transformation. The institution plans and implements an extension program that is need and clientbased. It should have budgetary support and other resource allocation. Likewise, the faculty member or staff may serve as an organizer, facilitator, coordinator, service provider, and change agent in the community. Careful planning and coordination with other community outreach agencies should be considered to avoid duplication of services offered to the clientele to include: a. Priorities and Relevance b. Planning, Implementation, Monitoring and Evaluation c. Community Involvement in the Institutions Activities d. Funding and Other Resources e. Documents and Additional Information/Exhibits 7. Library. The library is the heart of any learning institution. It is a synergy of people, hardware and software whose purpose is to assist client in using knowledge and technology to transform and improve their lives. Information and knowledge are essential to the attainment of institutional goals. The ways in which they are selected, acquired, stored, accessed and distributed within the institution will in large measure, determine the success of teaching, research and other academic concepts. The institution thrives on clear policies concerning access to and provision of information. Thus, the library must take an active role in the These are development and implementation of these policies. Each institution has unique vision, mission, goals and objectives. influenced by its philosophy, geographical location and social responsibility. Similarly, as a subsystem of the institution, it has a unique role to perform in a) the Administration, f) Financial b) Personnel, c) Collection Development, Support, g) Linkages, and h) Documents Organization & and Additional Preservation, d) Services & Utilization of the Library, e) Physical Set-up & Facilities, Information/Exhibits.

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8. Physical Facilities. The quality and adequacy of physical plant & facilities of a learning institution determine to a large measure the successful implementation of its curricular programs. In a broad sense, it includes school, site, campus, buildings, and other physical infrastructure, equipment & services that complement institutional program effective. a. Site. The site should be located in a wholesome environment, safe from traffic and transportation hazards, sufficiently free from noise, dust, smoke, and other undesirable elements. disposal. It should be provided with adequate facilities for drainage & sewage Its size should be adequate to meet the needs of the present school

population and its future expansion. The school should be accessible to present and anticipated school population by means of public transportation or school bus, over satisfactory roads and walks. b. Campus. The campus should be so planned that it will be adequate for social, physical, and cultural interests of the College. It should be kept in good condition and appearance. c. Buildings. The buildings should be functionally designed and constructed of strong and durable materials to withstand earthquakes, typhoons, and fire hazards. Their design should be pleasing to the eye and in conformity with the surroundings, at the same time imbued with the proper atmosphere for learning. They should be satisfactorily planned so as to meet future expansion needs. There should be well-planned entrance and exit points to insure the safe and convenient mobility of the school population. Stairways and fire exits should be adequate in size and number, and conveniently located. There should be no obstruction in corridors that would impede the free flow of movement. d. Classrooms. The size and number of classrooms should be sufficient to accommodate the student population. Classrooms should be adequately equipped with furniture and chalkboards/whiteboards and should have a pleasant atmosphere. Lighting, ventilation, aesthetic appearance, and freedom from noise should be satisfactory.

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e. Offices, Staff and Function Rooms. Adequate provisions should be made for the administrative offices, staff rooms, and reception areas where needed. f. Assembly and Athletic Facilities. Group assembly facilities should have a seating capacity adequate to meet space requirements. These facilities should be functionally designed with good acoustics and proper ventilation. Necessary facilities and equipment should be adequate and kept in good condition. Athletic facilities should be accessible to the student population, sufficient in number and in variety depending on the requirements of the school. There should be suitable arrangements for athletic activities during the rainy season. g. Medical/Dental Clinic. A medical/dental clinic should be properly set up, strategically located, well-ventilated and lighted, and screened with clean water supply. It should be spacious enough to accommodate the five (5) distinct sections; a) reception area; b) examination room; c) treatment room; d0 dental section; and e) rest/recovery room separate for male and female. It should be provided with enough equipment, medical supplies, beds, cabinets and linens. h. Student Center. A student center is available where students can make wholesome interaction and listen to good music, play table games, watch TV programs, etc. i. Food Services/Canteen. Clean and sanitary food services/canteen must be set-up and managed effectively. It should serve balanced yet affordable meals and snacks to the school community. j. Accreditation Center. There should be an Accreditation Center properly maintained and equipped with necessary facilities and documents. k. Housing (optional). Dormitories and houses should be maintained & provided with electricity & water. Proper drainage & waste disposal should be provided. l. Documents and Additional Information/Exhibits. Documents or printed materials used to source the data information contained in the Program Performance Profile, and those identified in this area, should be available at the Accreditation Center. Additional information should be made available to clarify some concerns about the Program. Exhibits will serve to strengthen the position of the SUC whenever the visiting team requires positive evidence to support the written report.

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9. Laboratories. Laboratories are support systems in any academic program. Broadly defined, they include science laboratories, speech laboratories, demonstration farms, shops, and other facilities for practicum activities essential to the successful implementation of the curricular programs of an institution inclusive of their use and functions. 1. Laboratories, Shops/Facilities 3. Maintenance 2. Equipment & Supplies 4. Special Provisions

5. Documents and Additional Information/Exhibits 10. Administration. The administration is the engine of the institution in the attainment of its vision, mission, goals and objectives. It is concerned with the general affairs of the institution as well as its organizational performance. Thus, the administration initiates institutional processes and ensures that said processes are satisfactorily implemented. It include the dimension of: a) Organization, b) Academic Administration, c) Student & Personnel Administration, d) Financial Management, e) Supply Management, f) Records Management, g) Institutional Planning & Development, h) Performance of Personnel; and, i) Documents, Additional Information/exhibits. The Federation of Accrediting Agencies in the Philippines (FAAP) in 1977, a body intended by then Education Secretary Jaime Laya to become a super-body of accrediting agencies in the form of a federation. At the same time both the Christian HEI organization of ACSC and the non-sectarian HEI association of PACU formed their own accreditation groups, their interest and involvement having been revived by the pronouncements of FAPE and PCSPE. They did not join the seemingly exclusive and still predominantly Catholic PAASCU, insisting that they needed to protect their own members interests. ACSC formed the ACSC-Accrediting Agency (ACSC-AA), a body focused more on the role of educational development and service than on improved standards of quality. Its head reported to a Board, which in turn was subject to the general body of missionary HEIs, known as the Assembly of Accredited Institutes of ACSC (AAI-ACSC). Thus, though unincorporated, it functioned independently of its mother organization, ACSC. Similarly, the non-sectarian PACU Committee on Accreditation, or PACU-COA, did not incorporate, but did report to its parent organization any deviations on interpretation of the latters policies and directives regarding accreditation. It revised its handbook for the third time in 1974, and again in 1977. By 1979, the Ministry of Education recognized FAAP, and in 1984 gave it, through the Ministry of Education, Culture and Sports (MECS) Order No. 36, the power to certify, a role traditionally taken by the individual accrediting agencies. The more recently activated associations, ACSC-AA and PACU-COA, were no match for PAASCUs expertise and size. PAASCU was to be the lead accrediting agency, a status owed to its 20-plus years of experience in the field. However ACSC-AA and PACU-COA would not accept this organizational structure, viewing it as politically unacceptable to their constituencies. They lobbied instead for two

25

representatives from each of the three associations to constitute a Board of the Federation. All parties agreed, in what was dubbed El Grande Consensus, that there should be equal representation in formulating policy, while maintaining autonomy in their individual operations and the implementation of accreditation practices among their own institutions. Thus, FAAP gave equal amounts of funding to all three accrediting institutions for political expediency at the price of ignoring the organizational strengths, weaknesses and specific needs of each. This resulted in the two newer associations occupying the majority bloc of the FAAP, capable of outvoting PAASCU, despite the fact that the latter possessed more experience and in-depth knowledge of the quality assurance process. Differences also existed between the sectarian-based association of ACSC-AA and the non-sectarian, mostly for-profit orientation of PACU-COA members, though they jointly occupied 66% of the membership in FAAP. As described earlier, the profit motive took priority over quality considerations. These two associations also insisted on comprehensive institutional accreditation, rather than program accreditation, as the basis for the accreditation judgment. PAASCU had long pursued a program-based model. It argued that institutional accreditation would allow weak programs to be masked by stronger ones. Such protective coloring could act in turn as a disincentive to quality improvement efforts by weaker programs. PAASCU was willing to concede that institutional accreditation was worth awarding if a majority of programs within an institution were individually accredited. Obviously, sorting weaker from stronger programs within institutional settings, was in and of itself, no easy task. PAASCU faced both the challenge of being a member of an organization whose interpretations of acceptable quality standards was capable of being judged differently by the three constitutive accrediting agencies. For example, when FAAP sponsored its first program to familiarize all the accreditors of the three associations with the common criteria and self-survey instrument it had endorsed, ACSC-AA and PACU-COA adopted these immediately as their official standards and procedures for liberal arts, education and commerce of their member HEIs, but PAASCU rejected them, saying they were too quantitative and mechanical--inappropriate for re-accreditation purposes, where judgment by evaluators was a necessary component. Yet, PAASCU felt they had to stay within FAAP to oppose the transformation of the federation into one national accrediting agency, where its voice would be drowned out. Furthermore, as in earlier situations, the traditional parochial or sectoral biases kept the accreditation movement from developing more effectively and rapidly. Each accrediting association privileged its own members needs, understandably, but this became a significant barrier to the building of a shared goal and common standards. These different associations could also ignore FAAP criteria, one of which was that all members must incorporate. Only PAASCU fulfilled that requirement, yet the others remained active federation members. Among the three organizations under FAAP, PAASCU was by far the most advanced in its development as an accrediting agency. In 1965 PAASCU had added 26

accreditation requirements for private secondary schools, followed in 1971 by elementary schools. From 1973 to 1988 it prepared accreditation for programs in Agriculture, Nursing, Law, Engineering, Social Work, Computer Science, Medical Technology, Pharmacy, and graduate schools. As of 1987, PAASCU had accredited programs in 56 colleges and universities, while the two other associations combined, hampered by inexperience, inadequate survey instruments, and less resources, had only reviewed programs in only 27 institutions. Furthermore, FAAP established collaborative affiliate linkages with new or existing accrediting agencies representing the unique interests of specialized groups established by particular professions, such as the Association of Philippine Medical Colleges (APMC) , recognizing their freedom to design and evaluate their own programs; in some of them, instrumentation and expertise already existed. The Assembly Accredited Institutes of the Association of Christian Schools and Colleges (AAI-ACSC), The Philippine Accrediting Associations of School Colleges and Universities (PAASCU) and The Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) were among the members of the Federation. Under the public Higher Education Institutions (HEIs), their organization the Philippine Association of State Universities and Colleges (PASUC) have convened and come up with one guideline in their accreditation process that uses the AACUP accreditation tool. In the meantime, State chartered colleges and universities had grown from 86 in 1990 to 125 in 2008. They were banded together as the Philippine Association of State Universities and Colleges, or PASUC. Many had been converted from secondary vocational schools or substandard agricultural or technical colleges on the basis of political favor. Many of those dating from before 1986 were established either by President Marcos or under a charter given by the old unicameral legislature, the Batasan Pambansa, the Presidents legislative arm. After 1986, the newly established Congress chartered several new colleges, often converting large secondary schools within members districts to enhance their own prestige and political visibility. It mattered little whether the new institution was adequately prepared for delivering higher education, or whether in fact the higher education needs of the area were already adequately met by existing private HEIs or even public HEIs, In 1987 these public institutions established the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP), establishing their own standards. The presumption was that the private sector could not fully understand the regulatory environment governing public institutions. Given that many of these institutions had been established primarily as vanity institutions for local politicians, the concern over meeting current high quality standards was real. If they failed in the evaluation process, they would face sanctions, and maybe closure. The Philippines also had public HEIs not created or chartered by Congress, but by more affluent local or provincial governments with their own funds. These too were interested in accreditation, but suited to their specific conditions and limitations. A study conducted under the auspices of the Ford Foundation in 1999 recommended that these non-

27

chartered local colleges and universities first undergo professional and academic development programs before undergoing accreditation, to allow them to gain a better understanding of quality assurance, provide room for improvement and create a climate of improved selfconfidence. By 2005 this public sub-sector had grown large enough that CHED recognized the existence of the National Network of Quality Accrediting Agencies (NNQAA) made up of AACCUP and a second accrediting network called the Association of Local Colleges and Universities Commission on Accreditation (ALCUCOA). A similar process applies for Level II, prior to which the institution should have attended to or complied with any other recommendations for improvement. Level II reaccreditation is good for between three to five years Re-accreditation to Level III is based on a high standard of instruction evidenced by outstanding performance of graduates in licensure examinations, a visible research tradition, strong links with other schools and agencies, extensive library and other learning resource facilities, and a visible community extension program, including a reasonable budget and measurable quality outputs, such as publications and a strong faculty development program, equivalent to Level III. (Equivalent to or appropriate to?) Finally, outstanding research and publication, teaching and learning methodologies at internationally acknowledged levels, global linkages and consortia, social and educational contributions in both regional and national levels; and planning processes supportive of quality assurance mechanisms, may achieve Level IV accreditation. Activities relevant to quality assurance must be carefully supervised and monitored by HEIs for them to maintain or upgrade their status to a higher level. Even an HEI which has reached Level III or IV may be downgraded, if it does not maintain the quality expected of it since it will be subject again to external inspection by an accreditation team at the appropriate time. This process is meant to motivate institutions to continuous quality improvement. Perhaps accreditation has come a long way in the Philippines because of the benefits granted by CHED that go with specific levels of accreditation.CHED Classification of Accreditation Stages and Corresponding Benefits Levels Incentives and Benefits Level I: Applicant Status Institutions/programs which Partial Administrative Deregulation - exemption from have undergone a preliminary compliance with prescribed administrative operational survey visit and are capable of requirements, such as need for approval of class and attaining accredited status teacher's programs, trimestral submission of within one or two years. enrolment lists, and reports of promotion of students. Form IX may also be submitted without the previously required documents and authority to grant teaching overload in meritorious cases. Level II: Accredited Status Institutions/programs which Full administrative deregulation, provided that

28

have undergone formal accreditation and have been granted initial accreditation set by FAAP for this level.

reports of promotion of students and lists of graduates are available for review by CHED at all times. Financial deregulation in terms of setting of tuition and other school fees and charges. Partial curricular autonomy which shall include the authority to revise the curricula without CHED approval provided that CHED and Professional Regulation Commission minimum requirements and guidelines, where applicable, are complied with and the revised curriculum is submitted to CHED Regional Offices. Authority to graduate students from accredited courses or programs of study in the levels accredited without prior approval of the CHED and without need for Special Orders. Priority in terms of available funding assistance for scholarships, library materials, laboratory equipment and other development activities. Priority for government subsidy for faculty development. Right use on its publications or advertisements the word ACCREDITED pursuant to CHED policies and rules. Limited visitation, inspection and / or supervision by CHED supervisory personnel or representatives.

Level III: Re-accredited Status Institutions/programs which have been accredited and which have met the additional criteria set by FAAP for this level.

All

the

benefits

for

Level

II.

Full curricular deregulation, including the authority to offer new courses allied to existing Level III courses, without need for prior approval provided that CHED, through the appropriate Higher Education Regional Office (HERO), is duly informed before offering such new programs.

Level IV: Re-accredited Status Institutions/programs which have distinguished themselves in a broad area of academic discipline and enjoy prestige and authority comparable to that of international universities

All the benefits for Level II and Level III.

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Awards of grants/subsidies from the Higher Education Development Fund for programs of qualified tertiary educational institutions for the period or duration of its Level IV accredited status, as approved by the CHED, in accordance with the HEDF Guidelines. Grant of charter or full autonomy for the duration of its Level IV accredited status of the institution.

Continuing Challenges The accreditation movement in the Philippines continues to grapple with a few major issues, among them: (a) the fluid nature of the shared responsibility between the government (represented by CHED) and the agencies themselves (represented by FAAP), (b) the comparability of standards among the different agencies, and (c) the linkage between accreditation standards and quality. The Higher Education Act of 1994 detached higher education from the DECS and created the Commission on Higher Education (CHED), clothing it with the power to monitor and evaluate programs and institutional performance for appropriate incentives or sanctions, e.g., the withdrawal of accreditation. The law specifically required CHED to provide incentives for accredited programs. However, CHED maintained that FAAP would continue to certify the accreditation status given by the various agencies, as long as standards were acceptable to CHED. CHED was to take a more active role in the oversight of the accrediting system--in fact it was to be responsible for certifying institutional status granted by the accrediting agencies, thus proposing to withdraw this authority from FAAP. CHED formalized the role and relationships among CHED, FAAP and the accrediting agencies, to wit: CHED shall authorize federations/networks of accrediting agencies to certify to CHED the accredited status of programs/institutions granted by their member accrediting agencies and in accordance with their own standards, as accepted by the CHED, for granting benefits to institutions/programs at various accredited levels. Potential COEs and CODs shall be identified using the following criteria: CRITERIA A. Instructional Quality 1. AccreditationMinimum qualification must be met; no weight attached

WEIGHT

2. Ability of the Curriculum to Innovate and to Reflect Current Thinking in the Field 3. Faculty Qualifications 4. Adequacy and Quality of Physical and Educational Resources 5. Involvement in Graduate Education 6. Employability of Graduates 7. Scale 8. Others, Specific to the Field 8.1 Passing Rate in the Board Examinations, impact of graduates

10% 10% 7% 5% 5% 3% 5%

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Sub-Total: 45% B. Research 9 Availability of a Research Infrastructure 10 Scholarly Work and Publication Output C. Extension, Outreach and Linkages 11 Leadership Role Played in the Field 12. Linkages with Business, Industry and/or Government 13. Linkages with Other HEIs 14. Involvement in Relevant Outreach/Extension programs D. Institutional Qualifications 15. Cultivation of a Culture of Excellence 5% 25% Sub-Total: 30% 5% 5% 5% 5% Sub-Total: 20% 5% Sub-Total: 5% Grand Total: 100%

How to Qualify for a CEO or COD?To qualify as COE, the HEI must earn a total score of at least 90% on the above criteria, without earning less than 80% of the available points in any one of the 4 major categories (Instructional quality, Research and Publication, Extension and Linkages, and Institutional Qualifications); to qualify as COD, the HEI must earn a total score of at least 80% without earning less than 70% of the available points in any one of the 4 major categories. Whenever an HEI earns a score for a particular criterion that is in excess of the maximum score for that criterion, only the maximum score can be awarded for that criterion. A detailed discussion of each of the criteria follows: A. INSTRUCTIONAL QUALITY Criterion 1 - Accreditation (Maximum Points - 2) Realizing the important role played by national accreditation agencies in providing an independent review of the quality of an HEIs business and management education programs, and in acknowledgement of the thoroughness and care with which their work is undertaken, their findings are made an integral part of the process of selection of COEs and CODs. This Level III accreditation is an absolute requirement, without which the application for COE/COD status cannot proceed. Level IV accreditation 2 bonus points Supporting documents to be submitted: Certified true copy of the accreditation certificate (Note: original to be presented during ocular inspection.) Criterion 2 Ability of the Curriculum to Innovate and to Reflect Current Thinking in the Field (Maximum Points 10) The curriculum of a COE/COD goes beyond the minimum CHED requirements. It has unique features and innovations that set it apart from the curricula of other HEIs. It combines academic depth with the development of the practical skills that leaders and senior managers in both public and private organizations need

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in order to be effective. The courses, descriptions, contents, course sequences, bibliographic resources and other relevant requirements are selected with judiciousness and serious deliberation. Its development involves a dynamic process that involves consultations with the appropriate government, professional organizations, experts and the stakeholders. Business management is a dynamic and evolving discipline. This should be reflected in changes to the curriculum. The curriculum of a COE/COD therefore accommodates the latest innovations and recent trends in business and management in general and the specific discipline or field of study, in particular. The COE/COD has a corresponding syllabus for each course included in the curricula. The curriculum has been developed in consultation with the local commerce and industry groups, professional organizations, experts and other stakeholders. 1 point The curriculum is updated regularly and is reflective of current developments, trends and innovations in the specific discipline. 2 points The curriculum goes beyond the minimum CHED requirements and incorporates innovative approaches to teaching and learning. 2 points The syllabus for each course in the curriculum is updated and reflective of current trends in both theory and practice. Teaching methodology is innovative, reference materials are current. 2 points A timely system of student and peer evaluation is in place to provide immediate feedback as to the quality of instruction and the effectiveness of the course in attaining its stated learning objectives.1 point The major subjects in the curriculum merit student and peer evaluation ratings that fall under the Good, Very Good, and Excellent ranges 2 points Supporting documents to be submitted: Copy of present curriculum and copies of previous curricula starting 2001 accompanied by curriculum flowchart A description of the process of consultation that was undertaken in designing and reviewing the curriculum A write-up describing the highlights of the curriculum, with special focus on its most innovative features Syllabus for each course in the curriculum Student manual, prospectus and other brochures for students A write-up of the evaluation and feedback process in place within the HEI A summary of student and peer evaluation ratings of all major subjects for the last 5 years. Criterion 3 Faculty Qualifications (Maximum Points 10) A COE/COD in business and management education has a vibrant faculty who are imbued with strong sense of dedication to the tenets of education and the learning process and the commitment to provide unconditional support towards the attainment of the mission, 32

vision and goals of the HEI and of the business and management education program. Not only do the faculty members have the appropriate academic qualifications but they possess actual experience and continued professional exposure to the ever changing field of business and management. Academic Qualifications: As a minimum requirement, at least 75% of all the courses offered in the business and management programs (both General Education and Major subjects) of the COE/COD must be handled by faculty who hold masteral or doctoral degrees. All courses must be handled board related or duly licensed personnel. Relevant doctoral degrees: 76-100% of the major courses are taught by holders of relevant doctoral degrees 3 points 51- 75% of the major courses are taught by holders of relevant doctoral degrees 2 points 26-50% of the major courses are taught by holders of relevant doctoral degrees 1 point Relevant masters degrees: 86-100% of the major courses are taught by holders of relevant masteral and/or doctoral degrees 2 points 76-85% of the major courses are taught by holders of relevant masteral and/or doctoral degrees 1 point Supporting documents to be submitted: Faculty profile as to highest degree obtained and possession of relevant licenses certified by the Dean and Director of the Personnel Department Certified true copy of 201 files of faculty members (original to be presented during ocular inspection) Certified true copy of diploma or transcript of records and relevant licenses and PRC Identification Cards of faculty members (original to be presented during ocular inspection) Faculty Work Experience: In the field of business and management, faculty work experience is potentially as important as his or her academic credentials. The faculty of a COE/COD should be able to provide its students with the benefits of both academic and experiential learning. Meaningful Work Experience 86-100% of major courses are taught by faculty members who have had at least 5 years work experience in a managerial or analytical capacity 3 points 76-85% of major courses are taught by faculty members who have had at least 5 years work experience in a managerial or analytical capacity 2 points Significant Work Experience 51-100% of major courses are taught by faculty who have had senior management experience (e.g. President, General Manager, COO, Division Head, Vice President, Department Head) 3 points 26 to 50% of major courses are taught by faculty who have had senior management experience (e.g. President, General Manager, COO, Division Head, Vice President, Department Head) 2 points Supporting documents to be submitted:

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Faculty profile as the quality of their work experience, certified by the Dean and the Director of the Personnel Department Certified true copy of 201 files of faculty members (original to be presented during ocular inspection) Faculty Awards and Citations: The faculty and administration of the COE/COD are recognized authorities in their field. They have received awards in recognition of their excellence in their respective fields at the national and/or international level. International awards and citations - For each awardee 1 point National awards and citations - For each awardee 0.5 point Supporting documents to be submitted: List of faculty with international and national awards and citations in their respective fields (original certificates, awards and citations to be presented during ocular inspection.) Criterion 4 Adequacy and Quality of Physical and Educational Resources (Maximum Points7) The libraries, laboratories, I.T. support system, physical plant, school site and infrastructure of the COE/COD are the readily tangible evidence of quality and excellence. Both student and faculty performance are enhanced by the availability of appropriate physical and educational infrastructure to support their work. Considering the impact of this component on the overall quality of education, the COE/COD must demonstrate that it has a well-equipped library and reference system, a state-of-the-art I.T. support system and wellmaintained school facilities. The COE/COD must exceed the CHED minimum standards relating to library facilities and collection, physical plant and facilities, and support services, as measured through the following criteria: (where facilities are shared with the entire population of the HEI, the adequacy of the facility will consider the total student enrollment of the HEI, and not just the enrollment in the school or program applying for accreditation as COE/COD.) Library Facilities and Collection More than 10 titles available per subject area, all published within the last 5 years 0.5 point At least three (3) subscriptions to local and international periodicals and journals in the major field of concentration 0.5 point On-line catalog system 0.5 point Library facilities adequate to seat at least 15% of the student population at any given time, library environment conducive to study 1 point At least one full-time professional librarian for every 500 students 0.5 point Physical Plant and Facilities Physical facilities clean and well-maintained, adequate relative to the size of the student population: Auditorium, Sports and Recreational Facilities, Canteen/Cafeteria, Faculty Lounge; and, Common areas for students 2 point Fully equipped and adequate number of case rooms, audio-visual rooms, 34

educational media facilities 0.5 point Average class size less than 40 1 point Computer-student ratio of 1:1 for any computer laboratory classes held 0.5 point Adequate and free internet access provided to students 0.5 point Support Services Adequate presence of high quality support in the areas of: Guidance and counseling, Placement, Medical and dental services 0.5 point Supporting documents to be submitted: Enrolment data, indicating student population of the entire HEI, broken down by school and program, certified by the Registrar and the President Student registration data, broken down by class, indicating student enrollment in each class, certified by the Registrar and the Dean Summary of the number and qualifications of library staff List of professional books (author, title, year of publication and publisher) available in the library classified according to the course in the syllabi certified by the Chief Librarian and Dean (books ready to be shown during ocular inspection) List of subscriptions to professional magazines and periodicals certified by the Chief Librarian and Dean (periodicals ready to be shown during ocular inspection) Screenshots of the online catalog system Brief description of the online catalog software List of computers used in the program Certified true copy of the receipt or agreement for Internet connection subscription (original to be presented during ocular inspection) Pictures of computer laboratories Pictures of computers being utilized in the library Pictures of all relevant physical facilities Listing of all professionals providing guidance and counseling, placement, medical and dental support services, indicating their professional qualifications, certified by the Director of the Personnel Department Head, accompanied by certified true copies of their 201 files (original to be presented during ocular inspection) Criterion 5 - Involvement in Graduate-Level Education (Maximum Points-5) A COE/COD should be involved in graduate business and management education, preferably but not necessarily offering programs that are vertically integrated with the undergraduate programs in the area for which COE/COD status is being applied for. At a minimum, it should offer a Master or equivalent degree. In this way, the COE/COD is able to combine a solid foundation with the ability to specialize in a functional major and to equip its graduates with broad-based management skills required to be successful in todays crossfunctional, diverse and highly competitive world of business. The quality of these graduate programs should be validated through an independent review by a recognized external body, such as one of the national accreditation bodies: PAASCU, PACU-COA, ACSC-AAI, AACUP, ALCUCOA.

35

Level IV accredited doctoral program 3 points Level III accredited doctoral program 2 point Level I or Level II accredited doctoral program 1 point Level IV accredited Master program 3 points Level III accredited Master program 2 points Level I or Level II accredited Master program 1 point Level IV accredited MS program in the specific discipline 3 points Level III accredited MS program in the specific discipline 2 points Level I or Level II accredited MS program in the specific discipline 1 point Supporting documents to be submitted: Certified true copy of accreditation certificate in each graduate programs offered (Note: original to be presented during ocular inspection) Prospectus and brochure of the graduate programs offered Enrolment and graduation data of the graduate programs offered in the last five (5) years Criterion 6 Employability of Graduates (Maximum Points 5) The graduates of COEs/CODs are highly employable. The companies that recruit from the school give good indication of the quality of its graduates. Hence, its graduates are sought out by employers and are easily absorbed by both the private and public sector. Alternatively, its graduates also become entrepreneurs and provide employment to others. The COE/COD provides career counseling and placement services in support of its students and young graduates. It seeks feedback about the quality of its output by collecting graduate tracer data and conducting other studies to monitor the performance of its graduates. Career Services A well-organized and strategic program of career counseling and job placement is in place to support students and young alumni 1 point There is an organized effort to collect graduate tracer data and to otherwise monitor the job performance of its graduates. 1 point Employability of Graduates 91-100% of all graduates in the last five years are employed or enrolled in graduate school within six months after graduation 3 points 75-90% of all graduates in the last five years are employed or enrolled in graduate school within six months after graduation 2 points Quality of Employment More than 50% of the graduates over the last five years are employed 26-50% of the graduates over the last five years are employed. 3 points 2 points

Supporting documents to be submitted: Write-up of the available career counseling and placement services, and the programs in place to service student needs. Any additional documentation that may be appropriate to substantiate the write-up.

36

Copy of the graduate tracer study, certified correct by the Director of the Placement Office or equivalent administration official, and Dean. Any other documentation that may be appropriate to establish the HEIs job placement performance. Criterion 7 Scale (Maximum Points 3) A COE/COD should be able to influence business practice and contribute to national development. Its ability to do so is partially determined by the number, and not just the quality of its graduates. It should demonstrate its commitment to make a difference in its field through its willingness and ability to train significant numbers of young men and women through its academic programs: Supporting documents to be submitted: Enrolment data in the graduate and undergraduate programs for the specific discipline in the last five years certified by Registrar and Dean Criterion 8 Other Criteria, Specific to the Field (Maximum Points 5) At a minimum, the COE/COD should have, over the last five years, consistently maintained a passing rate in the Board Examinations that is at least 30 percentage points higher than the national passing average: More than 60 percentage points above the national passing average 5 points 51 to 60 percentage points above the national passing average 4 points 41 to 50 percentage points above the national passing average 3 points 30 to 40 percentage points above the national passing average 2 points Supporting documents to be submitted: Summary of the schools performance in the board examinations in the last five years certified by the Professional Regulatory Commission (PRC). Alumni have been recognized by the PRC as Outstanding Board Passer of the Year - For each awardee 0.25 point Alumni have been conferred the Ten Outstanding Young Men/Women (TOYM) award by the Junior Chamber International Philippines (Philippine Jaycees, Inc.) in cooperation with the TOYM Foundation and the Gerry Roxas Foundation - For each awardee 0.25 point Alumni have been recognized by the Accredited Professional Organization for Certified Public Servants as Hall of Fame Awardee, Outstanding Professional of the Year or any equivalent award at the national level - For each awardee 0.25 point Alumni have been elected national President of the Accredited Professional Organizations or any of the sectoral organizations - For each alumnus elected 0.25 point Alumni have been appointed members of the Professional Regulatory Board - For each alumnus appointed 0.25 point Supporting documents to be submitted: Certification from the Professional Regulatory Commission (PRC) 37

Certification from the accredited national professional organization for CPAs/Sectoral organization concerned/award giving body concerned Any other supporting documents that may be appropriate Students are given ample opportunity to participate in a quality work practicum program Faculty assigned to handle the work practicum program have a minimum of 3 years meaningful work experience. 0.5 point There is a well-organized system for monitoring and evaluating student work performance in the course of the practicum. 1 point There is an organized system for assisting students to get work practicum placements. 1 point The HEI provides opportunities for students to develop their leadership skills The HEI provides a variety of student leadership training programs or learning opportunities contributory to student development as future managers. 0.5 point The HEI provides ample opportunities for students to practice their leadership skills by undertaking programs and projects through their extra-curricular and co-curricular activities. 1 point Business application softwares The business application softwares used by the business administration students in the computer laboratories are fully licensed, and reflective of actual business/industry practice and standards. Alumni have been recognized for outstanding achievement in their field by reputable national organizations and Professional associations - For each awardee

1 point

0.25 point

Supporting documents to be submitted: Profile of faculty member handling practicum courses. Write-up of work practicum placement process, including copies of Memoranda of Understanding/Agreement between the HEI and individual companies/industry groupings in support of such practicum placement, and any other supporting documents that may be deemed appropriate. Write-up of work practicum student performance evaluation process, including evaluation forms used and other supporting documents that may be deemed appropriate. Write-up of student leadership training programs organized by the HEI, including any supporting documents that may be deemed appropriate. Write-up of student leadership opportunities available in the HEI, including writeups of the extra- and co-curricular activities that provide such opportunities, and any other documents that may be deemed appropriate. Listing of licensed business application soft wares used by business administration students in the computer laboratories. B. RESEARCH Criterion 9 - Availability of a Research Infrastructure (Maximum Points 5)

38

The defining characteristic of a COE/COD is a vibrant research community composed of faculty and students who do active research and contribute to current literature. This sort of vibrance is not the product of chance; rather, it is the result of a focused and strategic effort on the part of the institution to identify specific areas of expertise, and to create the research structures that will provide sustained support for individual as well as collective faculty efforts towards the furtherance of a clearly articulated research agenda. The HEI/department/program has a clearly articulated research agenda which will either generate new knowledge in the field or contribute to the body of instructional materials (e.g. case studies) in the field. 1 point The HEI/department/program has a well conceived and strategic plan for pushing this agenda forward and generating the desired scholarly work and publications output. 1 point The HEI/department/program has put in place a system for generating and screening research proposals, awarding research grants and monitoring research output. 1 point The HEI/department/program has established a funding program, either in the form of an endowment or a system of annual grants and professorial chairs that can provide substantive support to individual as well as collaborative faculty research efforts, whether on a competitive or non-competitive basis. 2 points Supporting documents to be submitted: Write-up of the HEI/department/programs research agenda, certified by the Dean. Write-up of the HEI/department/programs strategic plan for research, certified by the Dean. Write-up of the HEI/department/programs research support system and process of evaluation, certified by the Dean. Write-up of the funding sources available to support the units research efforts, certification of the College or University Treasurer that these funds are available and have been set aside for this specific purpose. Any additional documents that can support/substantiate the above write-ups, duly certified by the appropriate HEI administrative officer. Criterion 10 - Scholarly Work and Publication Output (Maximum Points 25) The success of a research agenda and a system of support for scholarly work and publications is measured not by the existence of the program but by the publication output that it generates. Faculty and students of COEs/CODs collaborate to write research papers of substantial depth and length and share their findings with the larger community by publishing their research output. Such output is both pure and applied, contributing to new knowledge in the field but also seeking to contribute to the improvement of business practice in the country.

39

COEs/CODs must have generated meaningful research output in the field over the last five (5) years. Research projects in the field of business and management More than 6 substantial research projects conducted by the HEI/department /program within the last five years 4 to 6 substantial research projects conducted by the HEI/department/program within the last five years Publications by faculty in peer-reviewed professional journals in the last five (5) years - for each article published Books/monographs published by faculty/ students in the last five (5) years - for each book/monograph published - for each article or chapter in a book published Papers presented by its faculty at international conferences of academic and professional organizations in the last five (5) years - for each paper presented Papers presented by its faculty at national conferences of academic and Professional organizations in the last five (5) years - for each paper presented Business/management cases/ accounting practice sets other substantial Instructional materials produced by its faculty in the last five (5) years More than 8 materials 5-8 1-4 Publication of a Research Journal on a current and continuing basis Peer-reviewed journal Non peer-reviewed journal

3 points 2 point 1 point 2 point 0.5 point 0.5 point 0.5 point 3 points 2 points 1 point 5 points 3 points

Supporting documents to be submitted: Abstract of research projects conducted within the last five years certified by the Research Coordinator/Head (complete research paper to be presented during ocular inspection) List of on-going researches and their status certified by the certified by the Research Coordinator/Head (approved research proposals to be presented during ocular inspection) List of publications in peer-reviewed professional journals in the last five (5) years (original copies of the journals to be presented during ocular inspection) List of books/monographs/journals published by faculty/students/HEI in the last five (5) years (original to be presented during ocular inspection) List of business/management cases/accounting practice sets/other substantial instructional materials produced in the last five (5) years (original to be presented during ocular inspection) Conference programs or conference proceedings indicating the name and institutional affiliation of the paper presentors, as well as the title of the paper(s) presented (copy of paper to presented during ocular inspection) Titles of research journals published, copies of the cover page and title page of such journals (actual journals to be presented during ocular inspection) Any other documentation that can add further evidence of the existence of a vibrant research culture in the HEI. C. EXTENSION, OUTREACH AND LINKAGES Criterion 11 Leadership Role Played in the Field (Maximum Points 5)

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A COE/COD does not just seek to be excellent in its field; it actively seeks to share its expertise and resources with other institutions engaged in the same field. It plays a leadership role among HEIs/programs/departments in the same field by initiating activities that will raise the overall level of excellence in the larger academic community. This leadership could take various forms, such as: organizing conferences and workshops that can bring together administrators and faculty of different HEIs to share best practices and latest trends/innovations in the field, allowing its administrators/faculty to participate in and play leadership roles in professional/educators associations, organizing student conferences, seminars or symposia that are open to students of other institutions, or participating in relevant national student competitions, and representing the country at international student competitions. The HEI/department/program has organized faculty conferences/workshops/seminars in the last five years that have brought together the academic community to discuss issues of relevance to the field More than 5 3 points 4-5 2 points 1-3 1 point Administrators and/or faculty have taken on leadership roles in professional /educators associations in the last five years More than 5 2 points 4-5 1 point The HEI/department/program has organized student conferences/workshops/seminars in the last five years that have brought together students from different institutions to discuss issues of relevance to the field More than 5 2 points 4-5 1 point Participation in Student Competitions Students have participated in national interscholastic competitions in relevant fields, and have won 3 or more significant awards in the last five years 1 point Students have represented the country at least once in an international competition in the field in the last five years 1 point Students have won an international competition in the field at least once in the last five years 1 point The HEI/department/program has undertaken activities (other than the ones listed above) that have contributed to the overall advancement of the field over the last five years. 1 point Supporting documents to be submitted: List of conferences/workshops/seminars conducted over the last five years, with a brief description of their objectives, target participants, and significance, and full details as to dates, venue, and attendance, all certified by the Dean. Photographs, copies of programmes, conference proceedings, attendance lists, and all other relevant documentation regarding these events.

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List of leadership positions held by faculty/administrators in professional, educational, or industry associations over the last five years, certified by Dean. To include certifications or appointment letters, where appropriate. List of relevant student competitions participated in, and major awards won over the last five years, certified by Dean. (Trophies, certificates, and other documentation to be presented during ocular inspection.) Any other documentation that may be appropriate to establish the significance of the leadership role played in the field by the HEI/department/program or its faculty and administrators. Criterion 12 Linkages with Business, Industry, and/or Government (Maximum Points 5) COEs/CODs are able to leverage their limited resources by establishing strategic partnerships with leading business establishments, professional associations, industry groups and government agencies. They recognize that while these collaborators from business, industry and government have much to contribute to their educational effort, there is also much that they, as COEs/CODs in the field can contribute towards the continuing education of the professional community. Thus, they cooperate with these professional, industry, and government groups to organize and run collaborative programs that enhance not only the quality of their students educational experience, but also make a real contribution to the propagation of best practices, and the greater professionalization of their field. These activities may take a variety of forms, such as joint or commissioned research efforts, training or continuing education programs, or business consultancy engagements. As a rule, however, they are not organized on an ad-hoc basis, but are organized with a strategic view, and result in the establishment of continuing programs and long-term relationships. Network of Collaborators The HEI/department/program has established a program of substantive and continuing cooperation with major enterprises/professional or industry associations/government agencies: More than 5 such existing/active cooperation agreements 4 5 such existing/active cooperation agreements 2 points 1 point

Industry Participation in HEI programs Guest speakers and workshop facilitators from industry/the government sector are regularly invited to address the students on campus An average of more than 10 per year over the last five years 2 points An average of 5-10 per year over the last five years 1 point Conti