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Accreditation is a concept of
self-regulation which focuses on self-study and
evaluation and on the continuing improvement of
educational quality.
It is both a
process and a
result.
As a
process, it is a form of peer review in
which an association of schools and colleges establishes
sets of criteria and procedures to encourage high
maintenance of standards of education among its affiliate
members.
As a
result,
it is a form of certification granted by a recognized
and authorized accrediting agency to an educational
program or to an educational institution as possessing
certain standards of quality which are over and above
those prescribed as minimum requirements for government
recognition. Accreditation is based upon an analysis of the merits of educational operations in the context of
the institution's philosophy
and objectives.
Membership to PACUCOA is open to all schools that
are able to meet the standards and requirements of the agency.
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Basic Principles of
Accreditation
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Accreditation is based on accepted standards.
Each school seeking accreditation will be
surveyed and evaluated in terms of the
appropriateness and adequacy of its philosophy and
objectives and in terms of the degree and competence
with which it achieves its goals.
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Accreditation is concerned with
the teacher-learner relationship.
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Accreditation provides
opportunities for institutional growth through
self-study and evaluation and self-regulation.
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Accreditation admits periodic
review, criticism and readjustment of its criteria,
policies and procedures to changes in education.
Characteristics of
Accreditation
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its prevailing
sense of volunteerism;
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its emphasis on
empowerment of people to accomplish the business of
the school/program in an excellent manner;
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its strong
tradition of self-regulation;
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its reliance on
comprehensive evaluative techniques,
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its primary
concern and passion for quality assurance and
continuous improvement;
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its cultivation
of a culture founded on organized orderliness,
and adherence to
greater efficiency, effectiveness and productivity.
Requirements for
Accreditation
To be accredited by
an authorized accrediting agency, an educational
institution must demonstrate that it satisfies the
following requirements:
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it has
formally adopted an appropriate vision and mission;
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it offers
educational programs (or curricula) consistent with
its vision and mission;
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it has a viable number of
students actively pursuing courses at the time of
evaluation;
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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;
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it has
formally designated a chief executive officer or has
formally organized and staffed a chief executive
office;
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it has a
duly constituted governing board
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it has
documented its funding base, financial resources and
plans for financial development, adequate to carry
out its stated purposes;
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it has
financial statements that are externally audited on
a regular schedule by a certified public accountant
or agency;
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it makes
freely available to all interested persons accurate,
fair, and substantially complete description of its
program, activities and procedures; and
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it has
graduated at least three batches before the
evaluation for accredited status.
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.
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PACUCOA Phases of
Accreditation
Accreditation
consists of eight phases:
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First
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The consultancy visit
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Second
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The self-survey activities
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Third
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The preliminary visit (for
Candidate Status)
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Fourth
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The formal visit (for level I
Accredited Status)
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Fifth
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The re-accreditation visit
(for level II reaccredited status)
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Sixth
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The level III phase (for
level III reaccredited status)
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Seventh
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The level IV phase
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Eighth
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Institutional Accreditation phase
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Accreditation Levels and Benefits
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Candidate Status |
Benefits
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| 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
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Level I/Level II: Accredited Status |
Benefits
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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.
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LEVEL III: Reaccredited Status |
Benefits
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| 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
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LEVEL IV: Accredited Status |
Benefits
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| 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.
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