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Hon. Glenda Sanago - Arquiza, Ph.D, RN Chair, Professional Regulatory Board of Nursing Chair, Connuing Professional Development Council for Nursing Professional Regulaon Commission Republic of the Philippines Towards an Outcomes-Based Education Curriculum In RESPONSE to this issuance, the FEU – NRMF, commissioned a project “Change Process Toward a Transformed Professional Instuon”. PROJECT OBJECTIVES: 1. To review the Vision, Mission, Goals (VMG) of FEU – NRMF 2. To evaluate the status of each exisng curricular program across schools 3. To revise the curricular programs into a competency – based curriculum 4. To develop acon plans based on the review findings. The Conceptual Framework of the project takes into consideraon the three funcons of a higher educaon instuons: INSTRUCTION, RESEARCH and COMMUNITY EXTENSION This is a reliable method of changing one’s heart involving four elements, namely: 1) changing the stories in one’s mind; 2) engaging in new pracces; 3) in reflecon and dialogues with others who are on the same path; and 4) all under the leading of the Holy Spirit. Keying off on this model, these four elements were thought of in the context of the change process in educaon as: 1) Paradigm shiſt; 2) Revision of curricular programs; 3) Linking with other professional instuons and health related organizaons; and 4) School management and leadership ( school governance ) This policy called for a two-way dimensional approach to QA This change iniaves called for: A. PARADIGM SHIFT 1) from educaon to LIFELONG LEARNING; and 2) from educaon as transmission of expert knowledge to educaon as BUILDING LEARNER competencies, including LEARNING HOW TO LEARN (CMO No. 46, Series of 2012) THUS, a paradigm shiſt of looking at a school as a LEARNING ORGANIZATION Learning Organizaon is a “place where people connually expand their capacity to create results they truly desire, where new and expansive paerns of thinking are nurtured where collecve aspiraons is a set free and where people are connually learning how to learn” (Serge, 1990) B. REVIEW AND REVISION of the curricular programs into an outcomes – based curriculum C. Linkaging with other professional instuon and health organizaons D. A brand of school governance which is transformave in nature Project Components PHASE I—Review of the Vision, Mission, Goals (VMG) of the FEU – NRMF) In consonance with the CHED’s mandate of paradigm shiſt to competency – based standards and outcomes based educaon, the VMG of the instuon was reviewed vis-a’- vis CHED’S requirements and other internaonal stand- ards. VISION—To be an AUTONOMOUS PROFESSIONAL INSTITUTION by evaluaon five years aſter the implementaon of the outcomes – based curriculum. PHASE II - Evaluang the Status of the Exisng Curricular Programs This phase of the project answered the horizontal typology which is as a PROFESSIONAL INSTITUTION due to the fact that all eight (8) curricular programs are health –related. Each curricular program was revisited through environmental scanning. PHASE III – Evaluaon of School Governance This phase of the project focused on the Instuonal Quality aspect of the Vercal Typology. THUS, to achieve the FEU – NRMF’s vision to be an autonomous professional instuon by evaluaon, the HEI subscribed to a school governance anchored on: Crical – Humanist Philosophy, Heroic Leadership Model and The Way of the Shepherd Principles . A Model of Leadership & Governance A model anchored on: Crical –Humanist Philosophy; Heroic Leadership Model The Way of the Shepherd Principles Crical –Humanist Philosophy Foster (1986) believes that administrators in educaonal sengs are crical hu- manists. Humanist because they appreciate the usual and unusual events of our lives and engage in an effort to develop challenge and liberate human souls. Crical because they are educators and therefore not sasfied with the status quo; rather they hope to change individuals for the beer and to im- prove social condions for all. Heroic Leadership Heroic Leadership is the Society of Jesus’ (S.J) brand of leadership that flows against the de of most contemporary leadership models. (Lowney, 2003). It finds leadership opportunies not just at work but also in the ordinary acvies of every life. Four (4) differences from other leadership models stand out : 1) We’re all leaders, and we’re leading all the me, well or poorly. 2) Leadership springs from within. It’s about Who I Am as much as what I do. 3) Leadership is not an act. It is my life, a way of living. 4) I never complete a task of becoming a leader. It’s an ongoing process The Way of the Shepherd Principles Ancient in origin but readily applicable in today’s fast changing world in the age of informaon. Project Outcome REFERENCES: Arquiza, Glenda S. (1997). “Managerial Skills and Leadership Competencies of the Deans of Colleges of Nursing and their Relationship to Nursing Education Effectiveness.” Doctoral Dissertation (PhD). University of the Philippines.; CMO No. 46 Series of 2012; Foster, William (1986). Paradigms and Promises. New York: Prometheus Books.; International Council of Nurses (2003); Lashway, Larry (1995). “Facilitative Leadership, ”ERIC Digest No. 96.; Padua, Roberto (2012). “typology Based QA for Philippine Higher Education Institutions: Through the Fabric of Instruction, Research and Extension Functions of HEIs.”. International Journal of Education, Vol. 3, pp. 183-197; Senge, Peter (1990). The Fifth Discipline: The Art and Practice of the Learning Organizations. New York: Doubleday.; U.S. Department of Education, National Center for Education Statistics. Defining and Assessing Learning: Exploring Competency-Based Initiative. NCES 2002-159, prepared by Elizabeth A. Jones and Richard A. Voorhees, with Karen Paulson, for the Council of the National Postsecondary Education Cooperative Working group on Competency-Based Initiatives. Washington, D.C. 2002; Smith, James Bryan (2009). The good and Beautiful God. II, USA.: Inter-Varsity; Weddel, Kathlen S. (2006). “Competency-Based Education and Content Standards,” Northern Colorado Literacy Resource Center. [email protected]; World Declaration in Higher Education for the twenty First Century: Vision and Action Globalizaon A phenomenon brought about by uncertaines in the environment resulng to COMPETITION. Knowledge The prime product of educaon resulted to rapid OBSCELECENCE. Thus, a need for common standards in terms of KNOWLEDGE and SKILLS to work seamlessly across programs, instuons and geographic boundaries. In the Philippines, as early as in 1993, the Educaonal Commission (EDCOM) of the Senate of the Philippines reported a mismatch between the products of educaonal system and the needs of the industry, including the health sector to which NURSING profession belongs. This Situaon was True Then as it is Now Hence, the issuance of Commission on Higher Educaon (CHED) Memorandum Order No. 46, series of 2012 “Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Educaon Through an Outcomes – Based and Typology – Based QA. At the center of the circle are the HEI’s graduates with KNOWLEDGE SKILLS AND VALUES. The Triangle of Transformaon was espoused by James Bryan Smith (2009), a theologian educator.
