) In 1973 Member Governments of The Colombo Plan concerned with the shortage of qualified and trained technician education staff recommended to set up

)

In 1973 Member Governments of

The Colombo Plan concerned with the

shortage of qualified and trained technician

education staffrecommended to set up

CPSCthrough an MOU signed in

23rd Consultative Committee Meetingcreating CPSC as a

specialized agency of the Colombo Plan

(on 5 December 1973)

In 1973 Member Governments of

The Colombo Plan concerned with the

shortage of qualified and trained technician

education staffrecommended to set up

CPSCthrough an MOU signed in

23rd Consultative Committee Meetingcreating CPSC as a

specialized agency of the Colombo Plan

(on 5 December 1973)

A story of intergenerational wisdom

after one generation…

In 2004or 30 years after, the Member

Countries of CPSC signed

Seoul Declaration 2004 and

Manila Resolution

2005 manifesting support to

APACC

In 2004or 30 years after, the Member

Countries of CPSC signed

Seoul Declaration 2004 and

Manila Resolution

2005 manifesting support to

APACC

Colombo Plan, born in the 1950s as the first multi-lateral aid in Asia, gave birth to the Colombo Plan Staff College for Technician Education (CPSC) in 1973, as an autonomous specialized agency and CPSC in turn, conceived APACC (at her ripe age of 31)…thus it could be considered that APACC is a third generation child of the Colombo Plan organization of nations…

In other words….

APACC – Outcome of Prior Efforts

CPSC Corporate Plan (2003-2008), Goal 1, Strategy 1.2, “to facilitate capacity building to develop Accreditation and Certification System for the Asia Pacific Region in TET”.

International Conference on Accreditation and Certification, Seoul, December 2004

Regional Workshop on “Regional Accreditation Modeling and Accrediting the Accreditors” Manila, August 2005

Experts Meeting on “Competence Building in APACC accreditation”, Cheonan, Korea, June 2007


Seoul Declaration 2004

Manila Affirmation of Commitment 2005

Organizational Development 2006APACC PresidentAPACC SecretariatQuality Systems and Procedures

Competence Building in Accreditation 2007


APACC Conceptual Framework and Accreditation Models

APACC 21 Policy Papers

APACC Development• APACC Foundation Documents

– APACC Primer– APACC Video Documentary– APACC Skills Standards– APACC Accreditation Manual– APACC Survey Instrument– APACC Handbook for Accreditors

• Network of APACC Accreditors

Pilot Testing

Agreement as Part of MOA (14 countries)

• Promote the objectives and goals of APACC as mechanism for undergoing self evaluation;

• Identify TVET institutions to apply for accreditation and certification by APACC; and

• Tap qualified local accreditors, in addition to NCAs from the MC, for training on APACC accreditation procedures

APACC Framework for Accreditation

APACC Framework for Accreditation

l MODELLING

Build Models of TEVT in the Asia Pacific

BENCHMARKING

Conduct Benchmarking Set and Reset Indicators Criteria/ Standards

MEASUREMENT Develop metric of Assessment Formulate Measurement Systems

DESIGN INSTRUMENT

Accreditation Forms and Instruments

ASSESSMENT

Self-Survey Instrument Documentary Analysis Site Visit Interview

AWARDS

Award the Level or Status of Accreditation

Model:

Accredited Institutions

Level/Status of Accreditation

Candidatus Accreditus

Regalis Excelentis

REGIONAL STANDARDS SETTING

General Criteria/Principles Specific Performance Indicators: Business Processes in TVET Quantitative/ Qualitative International Model Policy Statements/Procedure Flow Accreditation Manual Best Practices INPUT FOCUS PROCESS FOCUS OUTPUT FOCUS

PERFORMANCE OUTCOMES INDICATORS

REGULATIONS

Synchronize with Govt. Policy, Guidelines and Regulation

RECOMMENDATIONS

Institute Regional Policy Recommendation

Gold Silver

Bronze

APACC ACCREDITED INSTITUTIONS

2008

Silver Level• TESDA Women’s Center, Philippines

Bronze Level• International Academy of Film and Television,

Philippines• Bogra Polytechnic College, Bangladesh• Rangpur Technical School and College, Bangladesh• Feni Computer Institute, Bangladesh• Dhaka Mohila Polytechnic Institute, Bangladesh

Online Inquiry and Application

APACC INSTITUTIONAL ACCREDITATION FLOW CHARTResponsibility Activity Procedure Description

APACC

Application Applicant contacts APACC. The applicant submits accomplished application form endorsed by NCAs/NAB/HRDA. APACC processes the application within a week. Upon confirmation, notifies the institution on successful outcome and informs the institution to accomplish and submit online Self -Study guide.

Application Processing

APACC Confirmation of Application

Applicant Institution

APPACOn-Site Visit

Team

Accreditation


Applicant prepares required documents based on the Self-Study Guide within two to three months. During the Self-Study the institution may seek assistance by hiring an APACC Consultant.

APACC reviews SSR within two (2) weeks upon receipt of SSR.

When the result of the report is acceptable, applicant is notified of accreditation status awarded.

APACC Each site-visit team members will submit report to the Team Leader on their assigned area. Team Leader prepares final report and submits to APACC President/Committee through the NCAs/NAB/HRDA.

If not accredited, applicant may submit written request for appeal. If appeal is accepted the institution will accomplish necessary corrective actions for a minimum period of six (6) months.

Online submission of Self-Study Report to APACC

Accreditation and

Certification

APACC

EvaluationDuring on-site visit, Team Leader conducts opening meeting and starts evaluation based on APACC’s Criteria and Policies, inspects facilities and equipment.


Self-StudyApplicant Institution

Evaluation Review& Decision

Not Accredited

Request for Appeal

Corrective Action

On-Site Visit Activities

Document Review

Online Submission of Self-Study Report (SSR)

to APACC

Conduct of Self-Study


The Self-Study Guide

Contains three general Sections:

1. Profile of the Institution

2. Criteria-based Data and Self-Study

3. Institutional SWOT Analysis

Section 1: Profile of the Institution

Information about the institutionStatus of the institutionLaw/Ordinance that created the Institution, and date of establishmentInformation about the Head of the InstitutionInformation for Communication about Other Important OfficialsAny Quality Management System adopted by the institutionVision/Mission Statement of the InstitutionArea of the InstitutionOther campuses of the institutionClassification of current TVET programs offered

Section 2. Criteria for Evaluation

Criterion 1: Governance and Management

Criterion 2: Teaching and Learning

Criterion 3: Faculty and Staff

Criterion 4: Research and Development

Criterion 5: Extension, Consultancy and Linkages

Criterion 6: Resources

Criterion 7: Support to Students


CRITERION I: GOVERNANCE AND MANAGEMENT

Indicator A – Administrative Structure and Bodies

Indicator B – Qualifications of Administrative Staff

Indicator C – Management Systems and Procedures


CRITERION II: TEACHING AND LEARNING

Indicator A – Institutional Objectives

Indicator B – Curriculum

Indicator C – Syllabus

Indicator D – Instructional Materials

Indicator E – Teaching Methods and Techniques

Indicator F – Other Related Teaching-Learning Indicators


CRITERION III: FACULTY AND STAFF

Indicator A – Qualifications and Job Descriptions of Faculty Members and Staff

Indicator B – Faculty Members Assignment and Load

Indicator C – Systems of Recruitment, Compensation, Staff Development and Evaluation


CRITERION IV: RESEARCH AND DEVELOPMENT

Indicator A – Program of Research and Development

Indicator B – Faculty Participation

Indicator C – Dissemination and Utilization of R&D Outputs

Indicator D – Management of Research and Development

CRITERION V: EXTENSION, CONSULTANCY AND LINKAGES

Extension

Indicator A – Program of Extension

Indicator B – Faculty Members Participation in Extension Projects

Indicator C – Management of Extension

Consultancy

Indicator – Consultancy Program

Linkages

Indicator A – Linkage with Industry

Indicator B – Consortia/Arrangements with Educational Institutions


Section 2. Criteria for EvaluationCRITERION VI: RESOURCESFinancial ResourcesIndicator A – Financial ResourcesIndicator B – Financial ManagementPhysical Plant ( Building) and FacilitiesIndicator A – School CampusIndicator B – ClassroomsIndicator C –Other Facilities and ConditionsLibraryIndicator A – Library CollectionIndicator B – Library Space and FacilitiesIndicator C – Library Management SystemIndicator D – Other Related Library Matters


Workshops/LaboratoriesIndicator A – Equipment/Tools and Supplies and MaterialsIndicator B – Workshops/Laboratories ManagementInformation TechnologyIndicator A – Computers and Licensed SoftwareIndicator B – Other Information Technology Units


CRITERION VII: SUPPORT TO STUDENTS

Indicator A – Guidance Counselor-Student ratio

Indicator B – Student Services

Section 3. Institutional SWOT Analysis

Strengths

Weaknesses

Opportunities

Threats

The System of Evaluation

Criteria Weighted Points

I. Governance and Management 100

II. Teaching and Learning 250

III. Faculty and Staff 150

IV. Research and Development 100

V. Extension, Consultancy and Linkages 100

VI. Resources 200

VII. Support to Students 100

Total 1000


Level Total Points Status Awarded

I(Bronze)

600-800 Accredited for two years. Barely meets threshold of the standards with deficiencies which can be improved within a period of two years.

II(Silver)

801-900 Accredited for three years. Meets standards substantially above the threshold with minor deficiencies which can be improved within a period of one to two years.

III(Gold)

901-1000 Accredited for four years. Meets standards substantially way above the threshold with minor deficiencies which can be improved within a period of six months to one year.

The System of EvaluationTHE INDICATORS OF QUALITY

Commendations are expressions of the demonstrated strengths of the institution, e.g., it excels in providing adequately certain inputs

Affirmations. These are acknowledgements of adequacy of certain inputs or provisions, healthy practices being adopted, or promising or potential achievements, but have yet to be proven or demonstrated to be successful, to deserve a Commendation.

Recommendations. These are suggested measures to address or improve certain identifiable elements of weakness

Conducting and Hosting an Evaluation Visit

Organizing and Mobilizing

Self-Study Team

Organizing and Supporting the

Team of Accreditors

Disseminating the APACC

Accreditation Program

Initiating the Process

Holding Consultancies

(optional)

Conducting Self-Study

Flowchart of Main Activities Before On-site Visit Flowchart of Main Activities Before On-site Visit

i) Consultation with the officials and faculty of the host institution, and concluding the three-day on-site visit; ii) the Team should meet again after the exit conference to affirm the Report, or to make revisions, if necessary

Consolidation and validation of the data/ information

Accreditors prepare their individual reports; i) Rating the institution based on the criteria, indicators and elements; ii) computing the summary of points; iii) identifying the finding

Analysis of the data/information

APACC Accreditors

i) Rating the institution based on the criteria; ii) Computing the Summary of Points

i) The ratings and other decisions are discussed and decided criterion by criterion; ii) adopts a consensus in all ratings; iii) accreditors reviews their individual reports; ii) identifying the findings strengths and weaknesses, and making recommendations; iv) Team Leader consolidates the Accreditor’s Report

APACC Accreditors

APACC Accreditors

i) Reimbursement of travel expenses of all Accreditors; ii) payment of honoraria; iii) issuance of certificates of appearance and recognition; iv) return of all materials to Accreditation Center

APACCAccreditors

APACCAccreditors

APACCAccreditors

APACC Accreditors / Institution

Continuous Gathering/ validating of data or

information

Preparing individual reports

Data analysis

Rating

Meeting on composition of

Accreditor’s Report

Finalization of the Accreditor’s report

Clearing of obligations

A

DAY 2

DAY 3

Cont …. Flowchart of Main Activities During On-site Visit

i) Concluding three-day on-site visit; ii) all the Accreditors must attend the closing program; iii) will inform institution that the final decision will be formally communicated to the institution within one (1) month in as much as the report will still be reviewed by a Committee, and approved by APACC

APACC Accreditors

i) Validate findings; ii) check the accuracy of factual information/data; iii) secure feedbacks

APACCAccreditors

APACC Accreditors/ Institution

Affirms report or makes revisions if necessary

Exit conference

Final Team meeting

Closing Ceremony

A

Cont … Flowchart of Main Activities During On-site Visit


Example of Rating Elements in Criterion I. Indicator A – Administrative Structure and Bodies

1. How frequent does the institution communicate its vision and mission to stakeholders (administrators, governing board members, student, parent’s faculty, staff and community)?

FrequencyPlease

tick ()

POINTS

RemarksWeighted

(10)

Institution’sEvaluation Accreditor’s

Evaluation

Every quarter 8

Half yearly 5

Yearly 2


Data Required: Annex 1. Dissemination of Institution’s Vision and Mission to

StakeholdersData Sources:

• Vision and Mission Statement• Institution’s Charter or Constitution• Government Laws Affecting Institution• Corporate Plan• Quality Manual• Capability Statement• Feedback from the Stakeholders• Copies of newsletters and related correspondence

APACC Policies and Procedures

• APACC Accreditation Status• Certificates• Competition• Complaints• Extensions• Non-compliance• Single School Accreditation• Use of the APACC’s Name• Use of APACC Official Seal and Letters• Voluntary Withdrawal

The APACC Accreditation Manual

1. The APACC Accreditation and Certification

2. Criteria for Evaluation3. The System of Evaluation4. The Self-Study Guide5. Conducting and Hosting an

Evaluation Visit6. Qualifications, Roles and

Responsibilities, Code of Conduct for Accreditors

7. APACC Policies and Procedures

APACC accreditation Instrument

More accreditor friendly

Handbook for Accreditors

APACC international code of conduct

Guidelines for conducting on-site visits

The system of evaluation

Tasks for on-site visits• Tips In interview

• Tips for writing a good report

• Tips for accreditors

• Do’s and Don’t’s for accreditors

• Desirable attitudes of accreditors

Characteristics of APACC Accreditation

• It is voluntary on the part of the TVET institution that may want to be accredited.

• It adopts the APACC accreditation criteria as defined in this Manual.

• It is a partnership endeavor between APACC and the applying institution.

• It is governed by openness and transparency.• It is a form of regional regulation as a value-added dimension

to augment self-regulation and/or national government regulations.

• It is aimed at continual improvement leading to excellence.• It conducts external evaluations through APACC accreditors• It accredits the TVET institutions which are accredited by

recognized accrediting bodies at the national or sub-regional level.

APACC accreditation

is an internationally recognized

sign of quality

Benefits of APACC AccreditationAccredited institutions and stakeholders enjoy the following benefits:

Quality and employable workforce in member countries through APACC coordination among its network of institutions, agencies and other stakeholders;

Part of a regional network of quality institutions that expand schooling and learning opportunities for students;

Receiving institutions take note of whether or not the credits a student needs to transfer have been earned from an accredited institution.

Employer confidence on the selection of employees coming from accredited institutions.

Status of Accreditation is important to employers when evaluating credentials of job applicants and when deciding to provide support for current employees seeking further education;

Transferability of credits earned by a student among educational institutions.

International recognition of the institutions’ quality, accountability, and public trust;

Greater workforce mobility and mutual recognition of qualifications in Asia and the Pacific region;

Eligibility and reliability of TVET institutions for funding support from donors and other lending agencies;

Benefits of APACC Accreditation

-Thank you-