|
1.
What is accreditation for?
2.
What is the long-term
advantage of having a large number of accredited
colleges and universities for our society?
3.
How does PACUCOA
encourage/motivate institutions with non-accredited programs
to work for accreditation?
4.
How would you assess the
quality of education in the country, given the
increasing number of accredited schools and programs?
5.
How will a graduate of an
accredited school or program benefit?
6. What procedures does a
school follow in applying for accreditation?
7. How are
educational institutions classified by level of
accreditation?
What is accreditation for?
Accreditation is a
mechanism to assure quality education, as seen in such
outputs as significant improvements in the quality of
facilities, services and teachers, higher level of
competence of graduates and
success in employment. It stimulates the pursuit of excellence;
encourages compliance with quality specifications and
objective standards; and results in empowerment. These
benefits of accreditation have apparently been felt by
the public as indicated in their preference of enrolling
into accredited schools.
Back
to Top
What is the long-term advantage of
having a large number of accredited colleges and
universities for our society?
Accreditation is a
framework/approach to improve the quality of an
educational institution along the different facets of
its operations through self-survey and validation of an
independent external/third party evaluator. The focus of
the evaluation covers a comprehensive ground, i.e., nine
(9) areas starting from the philosophy, vision and
mission, in the context of which, the other aspects of
operations of a school are evaluated such as faculty,
instruction, library, laboratories, physical plant and
facilities, student personnel services, social
orientation and community involvement and organization
and administration. Each of the areas contain numerous
criteria/attributes of an ideal school. Thus, if an
institution is able to comply with all the requirements
enumerated under the aforementioned nine areas, it will
achieve a level of excellence that cannot be found in a
school that did not undergo this evaluation process.
Rizal believed that the school is a book where the
future of society can be seen. Therefore, if we have
quality schools then we will have a better society. The
more number of accredited schools would mean a better
quality society.
Back
to Top
How does PACUCOA encourage/motivate
institutions with
non-accredited program to work for accreditation?
Regular publications, networking,
consultancy visits are done where the agency highlights
the positive impact and benefits of accreditation.
Back
to Top
How would you assess the quality of
education in the country, given the increasing number of
accredited schools and programs?
Only about 20% of
educational institutions have undergone accreditation.
However, the results of accreditation to those
schools are encouraging. If you do a survey
of these institutions, roughly about ninety-five per
cent of these schools are experiencing the
expected outcomes of this endeavor, which can be seen in
indicators such as significant improvement in the
quality of facilities, library, laboratories, services
and teachers, increase in the percentage of board
passers, success in employment and higher level of
competence of graduates, empowerment of administrators,
faculty, non-teaching personnel and students.
Back
to Top
How will a graduate of an accredited
school or program benefit?
Accreditation results
in quality graduates, as seen in such outputs as
increase in the percentage of board passers, success in
employment and higher level of competence of graduates.
In fact many companies both local and abroad prefer
hiring/promoting graduates of accredited schools because
of the quality, high level of responsibility and
dependability of these graduates.
Back
to Top
10.What
procedures does a school follow in applying for
accreditation?
-
A school
seeking accreditation files a formal application
with PACUCOA
-
PACUCOA
Manual of Accreditation, Survey Forms and other
relevant materials are sent to the applicant school
for its guidance in going through the whole process
of accreditation.
PACUCOA policy stipulates that
any applicant school must undergo a formal
consultancy prior to undertaking the self-survey
process.
-
The
applicant school conducts its own self-evaluation
within one (1) year, using as guide the officially
approved evaluative criteria and instrument
prescribed by PACUCOA.
-
When the
applicant school completes its self-survey and
evaluation, it submits a report thereof to the
Commission.
-
Upon review
of the self-survey report, the Commission sends a
Preliminary Team of Accreditors to verify the
applicant school’s readiness for formal evaluation.
-
The PACUCOA
Preliminary Team of Accreditors submits its
evaluation report to the Commission.
On the basis of the team’s favorable
recommendation, the Commission decides when the
applicant school will be visited by a Formal Survey
Team. Should the Commission find that an
applicant school is deficient in certain
requirements which are substantive in nature, it may
at its discretion withhold its decision and give the
school reasonable time within which to comply with
the requirements to qualify for formal visit.
-
Upon
implementation of the recommendations given in the
report of the Preliminary Team of Accreditors, the
applicant school informs the PACUCOA Secretariat of
its readiness for a Formal Team Visit.
-
The PACUCOA
Board of Directors shall commission an accreditation
team to conduct a formal on-site visit.
-
After the
applicant school has been visited by a Formal Survey
Team and the Accrediting Team’s Report has been
submitted, the Commission renders its decision on
whether or not the applicant school is to be
extended accredited status valid for three years
-
Request for
a re-accreditation visit must be made six months
prior to the expiration of the accredited status.
A self-survey report and ratings on the nine
(9) areas will have to be accomplished again and
submitted along with the report of the actions taken
on the recommendations of the previous survey visit.
16.
Reaccredidation
visit is conducted the same way as the formal visit.
Back
to Top
How are
educational institutions classified by level of
accreditation?
For purposes of progressive deregulation and the grant
of other benefits, CHED Order No. 01, s. 2005 (revised
Policies on Voluntary Accreditation and Deregulation)
classifies educational programs into:
Candidate
Status
“Institutions/programs which have undergone a
preliminary survey visit and are capable of attaining
accredited status within one or two years.
Level
I:
Accredited Status
“Institutions/programs which have been granted initial
accreditation and or continuing accreditation by FAAP for
this level.
Level
II:
Re-accredited Status
“Institutions/programs which have been re-accredited by
the accrediting agency and duly certified by the
federation/network, effective for a period of three or
five years based on the appraisal of the accrediting
agency.
Level III:
Re-accredited Status
“Institutions/programs which have been re-accredited and
which have met the additional criteria set by FAAP for
this level.
Level IV:
Accredited Status
“Institutions/programs which are highly respected for
having maintained very high educational standards and with
prestige and quality comparable to similar programs in
excellent foreign institutions/programs.
Institutional
Accreditation
“Refers to the evaluation of
the whole educational Institution. Institutional
accreditation is granted upon compliance with the FAAP
approved-criteria.
|
