ACCREDITATION
A concept based on self-regulation which focuses on evaluation and the continuing improvement of educational quality.
A process by which institutions or programs continuously upgrade their educational quality and services through self-evaluation and the judgment of peers.
A status granted to an educational institution or program which meets commonly accepted standards of quality or excellence.
Characteristics of Accreditation
a) its prevailing sense of volunteerism;
b) its strong tradition of self-regulation;
c) its reliance on evaluation techniques;
d) its primary concern with quality
Legal Bases of Accreditation in the Philippines
In 1970, the Presidential Commission to Survey Philippine Education (PCSPE) submitted policy recommendations to improve and strengthen higher education.
Among others, it recommended that schools be encouraged to join or organize accrediting associations, and that a Federation of Accrediting Agencies (FAAP) be established.
The Commission Report better known as the Integrated Reorganization Plan (IRP), was approved by President Marcos in his PD 201 and subsequently issued Presidential Decree 6-A, otherwise known as the Educational Development Act of 1972, making accreditation one of the means of upgrading standards of education in the Philippines and providing therein a program of financial assistance.
Laws and regulations have been issued to articulate the government’s policy on accreditation. BATAS PAMBANSA 232;R.A. 7722, Creating the Commission on Higher Education (CHED): DepEd Order 32, s 2005; CHED Order 1, s 2005 and the 2008 Manual of Regulations for Private Schools, have stipulated voluntary accreditation as means of ensuring quality education.
Private, Voluntary Accreditation
In general, all educational institutions in the Philippines go through one form of accreditation – “recognized by the government.” Government recognition is, however, inadequate for purposes of identifying and determining educational quality. Thus, private voluntary accreditation provides the opportunity for an educational institution to attain standards above those prescribed as minimum requirements by the government.
Program and Institutional Accreditation
“Program accreditation” refers to the accreditation of academic courses such as liberal arts, sciences, education or commerce.
In contrast, “institutional accreditation” refers to the accreditation of the higher education as a whole. This focuses on the overall quality of the higher education institution based on the quality of its core program offerings, namely Arts and Sciences, Education and Business. Institutional accreditation is anchored on program accreditation
Requirements for Accreditation
To be accredited by an authorized accrediting agency, an educational institution must demonstrate that it satisfies the following requirements:
- it has formally adopted an appropriate vision and mission;
- it offers educational programs (or curricula) consistent with its vision and mission;
- it has a viable number of students actively pursuing courses at the time of evaluation;
- it has a charter or legitimate authority to award certificates, diplomas or degrees to each person who has successfully complied with the requirements of an educational program;
- it has formally designated a chief executive officer or has formally organized and staffed a chief executive office;
- it has a duly constituted governing board
- it has documented its funding base, financial resources and plans for financial development, adequate to carry out its stated purposes;
- it has financial statements that are externally audited on a regular schedule by a certified public accountant or agency;
- it makes freely available to all interested persons accurate, fair, and substantially complete description of its program, activities and procedures; and
- it has graduated at least three batches before the evaluation for accredited status.
Advantages of Accreditation
1. gives the institution and its faculty a sense of direction based on a clearer self- image.
2. facilitates transfer of students.
3. provides guidance for parents and students in the choice of worthy schools.
4.gives prestige for member schools, justified by the possession of quality standards and the continuing effort to maintain them at a high level.
Phases of Accreditation
1. The consultancy visit
2. The self-survey activities
3. The preliminary visit (for Candidate Status)
4. The formal visit (for level I Accredited Status)
5. The re-accreditation visit (for level II reaccredited status)
6. The level III phase (for level III reaccredited status)
7. The level IV phase
8. Institutional Accreditation phase
The Accreditation Process
Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU)
APPLICANT STATUS
An educational institution committed to institutional self- improvement through the guidance of PAASCU may request to become an Applicant Institution.
1. Requirements:
a. Application letter from the President or Director of the Institution, addressed to the PAASCU Board of Directors.
b. Department of Education/CHED certificate of recognition
c. Submission of the documents supporting the institution’s case for acceptance should include the institution’s objectives, history, organizational structure and by-laws, principal administrators, number of faculty members, number of students, and any other materials /brochures/ manuals/ or other publications.
d. Payment of an application fee.
2. PAASCU’s Actions and Responsibilities:
a. Formal acceptance as an Applicant Institution.
b. Assistance through Consultancy Services.
CANDIDATE STATUS
Candidate status is granted to institutions which have completed their preliminary survey visit and preparing for initial accreditation. Candidacy is not accreditation and does not assure eventual accreditation. It is an indication that an institution is progressing toward accreditation.
1. Requirements:
a. Completion of a preliminary survey visit.
b. Implementation of the recommendations of the preliminary survey team.
c. Completion of an Institutional Self-Survey using the PAASCU survey forms.
d. Submission of the accomplished Self-Survey at least one (1) month prior to Formal Survey Visit.
e. Assessment which is on candidate status is on until such time that it meets the requirements of a Member Institution.
2. PAASCU’s Actions and Responsibilities:
a. Consultancy services, particularly during the Institutional Self- Survey process, are made available.
b. Scheduling of a Formal Survey Visit upon request of the institution.
MEMBER STATUS
A Candidate Institution which has fulfilled the requirements of accreditation may be granted Member status.
1. Requirements:
a. The Institution should receive a favorable rating after the Formal Survey Visit.
b. The Institution should implement the recommendations of the Formal Survey Team.
c. Payment of the membership fee.
d. Favorable evaluation by a PAASCU Formal Survey Team leads to the granting of accreditation for a period of three (3) years. With this, the institution becomes a full member of the Association. At the end of the initial three-year accreditation period, the school undergoes another self- evaluation.
e. Applies for re-accreditation if the second formal visit is favorable, then accreditation is awarded for a period of five (5) years.
2. PAASCU’s Actions and Responsibilities:
a. Consultancy services to strengthen the areas needing improvement.
b. Assistance through school improvement program and services.
c. Continued liaison with FAAP and the Department of Education and the Commission on Higher Education.
Levels of Accreditation
Candidate Status | Benefits |
Programs which have at least undegone a preliminary survey visit and are certified by FAAP as being capable of acquiring accredited status within one or two years. | No special benefits |
Level I/Level II: Accredited Status | |
Programs which have at least been granted an initial accredited status by any of the member agencies of the FAAP, and whose status is certified by the latter. | a. full administrative deregulation, b. financial deregulation in terms of setting of tuition and other fees and charges c. authority to revise the curriculum without CHED approval d. priority in the awards of grants/subsidies or funding assistance from CHED/DEP ED |
LEVEL III: Reaccredited Status | |
Programs which have been reaccredited and which have met the additional criteria or guidelines set by FAAP. | a. all the benefits for level I/II b. authority to offer new courses allied to existing level III courses without need for prior approval. c. privilege to offer new graduate programs d. privilege to offer open learning/distance education e. privilege to offer extension classes and transnational education |
LEVEL IV: Accredited Status | |
Programs which are highly respected as very high academic programs in the Philippines and with prestige and authority comparable to similar programs in excellent foreign universities. | a. all the benefits for level I,II and III b. Grant of full autonomy for the program for the duration of its Level IV accredited status. c. Authority to offer new graduate programs allied to existing Level IV courses, open learning/distance education and extension classes without need for prior approval by CHED provided that the concerned CHEDRO is duly informed. |
Reference:
http://www.pacucoa.ph/about_pacucoa.htm
http://www.paascu.org.ph/home2010/
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