INSTITUTIONAL SUSTAINABILITY ASSESSMENT …ched.gov.ph/.../10/Revised-ISA-SED_Final-Version_April … · Web view2017/01/02 · Author COMMISSION ON HIGHER EDUCATION Created Date

COMMISSION ON HIGHER EDUCATION

2017

INSTITUTIONAL SUSTAINABILITY ASSESSMENT SELF-EVALUATION DOCUMENT (ISA SED)

AN INTERNAL QUALITY ASSURANCE (IQA) TOOL FOR PHILIPPINE HIGHER EDUCATION INSTITUTIONS

Institutional Sustainability Assessment Self Evaluation Document (ISA SED): An Internal Quality Assurance (IQA) Tool for Philippine Higher Education Institutions

Published by the Commission on Higher Education (CHED)Office of Institutional Quality Assurance and GovernanceHEDC Bldg., C.P. Garcia AvenueU.P. Diliman, Quezon City 1101www.ched.gov.ph

© Commission on Higher Education 2017All rights reserved

The CHED is committed to widely disseminate this publication for FREE to stakeholders of Philippine higher education. It can be reproduced for orientation, adaptation, or completion. If it will be used as a reference for other educational purposes, CHED should be properly cited as the author. Any unauthorized reprint, reproduction, or use of any part of the ISA SED for commercial use or profit is strictly prohibited.

The ISA SED can be downloaded in PDF and Word formats from the CHED website.

Table of Contents

PREFACE..............................................................................1ACKNOWLEDGEMENT..........................................................1PART I - PRIMER ON THE QA & ISA OF HEIs.........................2PART II - GENERAL INSTRUCTIONS FOR HEIs.....................12PART III - SUMMARY MATRIX OF KRAs & INDICATORS........15PART IV - HEI BASIC INFORMATION....................................20PART V - HEI PROFILE........................................................22PART VI - ISA SED..............................................................23

KRA 1: GOVERNANCE & MANAGEMENT.............23Core Indicator: GOVERNANCE.................................25 Notes on the Presentation of Evidence..............33 Scoring Guide.....................................................34Core Indicator: MANAGEMENT.................................36 Notes on the Presentation of Evidence..............41 Scoring Guide.....................................................42Indicator: ENABLING FEATURES..............................44 Notes on the Presentation of Evidence..............48 Scoring Guide.....................................................49Summary of Ratings................................................51

KRA 2: QUALITY OF TEACHING & LEARNING.....52Core Indicator: SETTING & ACHIEVING PROGRAM STANDARDS 54Criterion 1: Program Approval & Implementation.. .54 Notes on the Presentation of Evidence..............60 Scoring Guide.....................................................61Core Indicator: SETTING & ACHIEVING PROGRAM STANDARDS 61Criterion 2: Program Monitoring & Review..............64 Notes on the Presentation of Evidence..............66

Scoring Guide.....................................................67Criterion 3: Action to Strengthen Programs............70 Notes on the Presentation of Evidence..............72 Scoring Guide.....................................................73Core Indicator: FACULTY PROFILE...........................76 Notes on the Presentation of Evidence..............79 Scoring Guide.....................................................80Core Indicator: USE OF ICT & LEARNING RESOURCES83 Notes on the Presentation of Evidence..............87 Scoring Guide.....................................................88Summary of Ratings................................................90

KRA 3 – QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, & CREATIVE WORK........91

Indicator: PROFESSIONAL EXPOSURE......................92 Notes on the Presentation of Evidence..............94 Scoring Guide.....................................................95Indicator: RESEARCH CAPABILITY............................97 Notes on the Presentation of Evidence..............99 Scoring Guide...................................................100Indicator: CREATIVE WORK &/OR INNOVATION.....103 Notes on the Presentation of Evidence............105 Scoring Guide...................................................106Summary of Ratings..............................................109

KRA 4 – SUPPORT FOR STUDENTS......................110Core Indicator: EQUITY AND ACCESS....................111Criterion 1: Recruitment, Admission, & Academic Support.................................................111

Notes on the Presentation of Evidence............114 Scoring Guide...................................................115Core Indicator: EQUITY & ACCESS.........................118Criterion 2: Student Scholarships..........................118 Notes on the Presentation of Evidence............120 Scoring Guide...................................................121Core Indicator: STUDENT SERVICES......................123 Notes on the Presentation of Evidence............126 Scoring Guide...................................................127Summary of Ratings..............................................129

KRA 5 – RELATIONS WITH THE COMMUNITY.....130Core Indicator: RELEVANCE OF PROGRAMS..........131 Notes on the Presentation of Evidence............133 Scoring Guide...................................................134Indicator: NETWORKING AND LINKAGES...............136 Notes on the Presentation of Evidence............138 Scoring Guide...................................................139Indicator: EXTENSION PROGRAMS.........................141 Notes on the Presentation of Evidence............143Scoring Guide........................................................144Summary of Ratings..............................................146

PREFACE

By virtue of CEB Resolution No. 066-2017, the Commission on Higher Education approved the revised Institutional Sustainability Assessment Self-Evaluation Document (ISA SED) during its 485th Management Committee and Commission en banc meeting held on January 24, 2017.

The ISA SED was revised to make it clearer to various stakeholders namely the Philippine HEIs, the ISA Assessors, the CHED Regional Offices, and accreditation bodies.

This publication contains the revised ISA SED which needs to be completed first by the HEI applicant before it undergoes an ISA visit. Included also in this publication is the Primer on Quality Assurance and ISA which was lifted from CHED Memorandum Order No. 46, series of 2012 entitled “Policy Standard to Enhance Quality Assurance in Philippine Higher Education through an Outcomes-based and Typed-based Quality Assurance.”

The Office of Institutional Quality Assurance and Governance of CHED envisions a Philippine higher education embodying principles of good governance and positive cultures of great quality towards nation building. It sees the ISA SED as an Internal Quality Assurance (IQA) tool, when reflectively used by HEIs, to be a contributing factor in reaching this vision.

ACKNOWLEDGEMENT

The Commission on Higher Education extends its deepest gratitude to the members of the Task Force for Institutional Sustainability Assessment --- Dr. Ma. Assunta Cuyegkeng, Dr. Benito Teehankee, Dr. Gloria Detoya, and Engr. Dennis Tablante --- for their invaluable contributions in the revision and finalization of the ISA SED.

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PART I - PRIMER ON THE QA AND ISA OF HEIs

Quality in higher education is often defined as “fitness for purpose”, but it can also be understood in terms of “transformation” of stakeholders, especially for mature institutions (Harvey and Green, 1993). Thus, CHED views quality as the alignment and consistency of outcomes with the institution’s vision-mission and goals, demonstrated by learning and service outcomes at exceptional levels, and by a shared culture of quality.”

HEIs must engage this challenge of having, preserving, and improving quality for them to develop into mature institutions, and this translates to having a mindset for quality assurance (QA). According to Church (1988) and Harvey and Green (1993), “Quality assurance is not about specifying the standards or specifications against which to measure or control quality. Quality assurance is about ensuring that there are mechanisms, procedures and processes in place to ensure that the desired quality, however defined and measured, is delivered.”

The internal capacity of an HEI to translate policy into quality programs and quality results depends on established internal QA system. The starting point of QA is the articulation of the desired quality outcomes, set within the context of the HEI’s Vision, Mission, and Goals (VMG). This is the foundation for the development of a proper learning environment (content, methodology, and resources for the delivery of programs and services), assessment tools (performance indicators, instruments), and the systems and processes that are responsible for quality outcomes as well as sustainable programs and initiatives. QA will then look at institutional performance in terms of the HEI’s capacity to translate policy (in terms of VMG) into quality programs and quality results.

Furthermore, CHED takes the view that the strategic approach to QA involves developing the capacity of HEIs to design and deliver high quality programs that address the needs of the Philippines, and which achieve standards comparable to those of universities or HEIs in other countries with which the Philippines competes with in the global markets.

At the global and regional levels, countries need to demonstrate that their education systems match world-class standards. The changing realities spurred by globalization underscore the shift in contemporary international education discourse from education to lifelong learning, from education as transmission of expert knowledge to education as building learner competencies—including learning how to learn. Jobs can be moved readily from one country to another, and multi-national employers do not hesitate to relocate jobs to their maximum advantage. There will be many factors influencing relocation, including cost, access to markets, and the regulatory environment. However, one influencing factor is undoubtedly

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the availability of a workforce with appropriate skills. Increasingly, the skills that are sought are those provided by higher education.

One measure of the international standing of national higher education systems and of individual HEIs is the ability of their students to secure employment, or to progress to postgraduate study in other countries. This international mobility is of particular importance to a country for which remittances from citizens working overseas make an important contribution to the economy. Increasingly, another measure of international standing is the willingness of multinational employers to take advantage of the skills of a workforce as a whole, by locating their operations in the country concerned. Meeting international standards is no longer an option or an aspiration; it has become a necessity. The achievement of the few is no longer a sufficient indicator of international standing; it is the achievement of the many that matters as well.

At the national level, policies of equity and social inclusion demand a widening of participation in the opportunities offered by higher education. The national role of HEIs includes:

Service to the nation by developing human resources with various types of knowledge, competencies, and expertise, especially in support of the social, economic, and development needs of the Philippines;

The maintenance, development, and critical appraisal of cultural values; and Preparation of individuals to play an active role in society

Evaluation processes thus need to demonstrate that HEIs are producing students with relevant competences that respond to the global challenges and national development needs, with sound values, and with social responsibility.

Objectives

As part of its mandate to promote quality tertiary education in the Philippines, CHED supports the development of HEIs into mature institutions by engaging them in the process of promoting a culture of quality. Premised on a shared understanding of quality, CHED encourages institutional flexibility of HEIs in translating policies into programs and systems that lead to quality outcomes, assessed and enhanced within their respective internal QA systems.

This takes into consideration that particular types of HEIs will respond fittingly to global and national challenges, play their part in the economic development of the country, and promote policies of equity and social inclusion. As such, CHED

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supports the evaluation of the effectiveness of institutions according to their typology, with a view to developing institutional systems that ensure effective governance and management, high quality and standards of teaching-learning, relevant and responsive professional/research programs, student support, linkages and community involvement.

The objectives of CHED in assessing the performance of higher education institutions are:

1. To support HEIs in developing institutional systems that lead to quality outcomes, as demonstrated by students and graduates whose competencies meet internationally recognized standards and are relevant to employment;

2. To support HEIs in developing a culture of quality, reflected in internal QA systems that will help them perform effectively and efficiently and meet their desired outcomes and performance targets; and

3. To engage HEIs in addressing policy issues, especially those that address the need to improve quality assurance in higher education.

Types of Institutions

CHED recognizes that particular types of HEIs will respond fittingly to particular global and national challenges, and for its purposes classifies HEIs into horizontal and vertical typologies.

The horizontal typology includes the following types: Professional Institution, College, and University, and they are differentiated by features in the following areas:

Desired competency of graduates Kinds of academic and co-curricular programs Qualification of Faculty Learning Resources and Support Structures Nature of linkages and outreach activities

The vertical typology is applied within each type, and the HEIs are differentiated by categories as follows:

Autonomous (By Evaluation)

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Deregulated Regulated

Institutional Sustainability and Quality Assurance

As was mentioned above, QA will look at institutional performance in terms of the HEI’s capacity to translate policy (in terms of VMG) into quality programs and quality results. This can be achieved through internal QA systems that look into the cycle of planning, implementation, review, and enhancement (Deming, 1986). The VMG and desired learning outcomes will be the bases of the action plan for setting up the proper learning environment, which includes the human and learning resources and support structures for the programs. The implementation of systems and processes for the programs will establish the teaching-learning systems, processes, and procedures, which can now be reviewed against performance indicators and standards defined in the assessment system. The results of the review should yield enhancement of programs and systems that give quality outcomes. The cycle continues as the HEI develops into a mature institution.

QA can also be carried out with the help of external agencies, like the CHED and accrediting bodies. The role of CHED is to oversee a rational and cohesive system that promotes quality according to the typology of HEIs. This recognizes that different types of HEIs have different requirements in terms of the desired competencies of its graduates, its programs, the qualifications of its faculty, its learning resources and support structures, and the nature of its linkages and outreach activities. This also means that CHED will have different incentives depending on the type of HEI, and programs of recognition within each type, e.g., autonomous and deregulated status, and COEs and CODs.

The overall approach to QA is developmental, with the goal of helping the HEI develop a culture of quality. CHED will work with institutions to assist them in strengthening their management of academic and administrative processes so that they are better able to achieve their educational objectives. Where there are serious weaknesses, or failures to comply with conditions attached to permits or recognitions, CHED will expect remedial action to be taken, and will use its powers in relation to such shortcomings as appropriate.

CHED will also coordinate closely with accrediting bodies especially in matters related to policies, standards, and guidelines as well as the development and use of appropriate assessment instruments.

CHED is adopting an outcomes-based approach to assessment (including monitoring and evaluation) because of its potential to greatly increase both the effectiveness of the QA system, and the quality and efficiency of higher education

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generally. There is a need to demonstrate the achievement of outcomes that match international norms. Mature evaluation systems are based upon outcomes, looking particularly into the intended, implemented, and achieved learning outcomes. Inputs and processes remain important, as they shape the learning experience that is made available to students.

There are two main approaches to outcomes-based evaluation. The first approach is a direct assessment of educational outcomes, with evaluation of the individual programs that lead to those outcomes. This can provide a basis for program accreditation. The second approach is an audit of the quality systems of an institution, to determine whether these are sufficiently robust and effective to ensure that all programs are well designed and deliver appropriate outcomes. Such an audit will not normally make direct judgments on academic programs, but it will consider program-level evidence to the extent necessary to establish that institutional systems are functioning properly. This can provide a basis for institutional accreditation.

A move to outcomes-based evaluation from an evaluation system based more on inputs represents a shift to a review process that is more reflective, e.g., asking the HEI to provide justification for their initiatives and chosen strategies, in view of its vision-mission, goals, and desired outcomes. Factual data is still required to support the HEI’s effective performance but not as an end in itself. The approach is less prescriptive, and gives the institution the opportunity to propose solutions that is more fitting to its vision-mission and goals, its culture, and its context.

The Assessment Framework

The Assessment Framework has five key result areas within which judgments are made about the performance of institutions:

Governance and Management (including management of resources) Quality of Teaching and Learning (competency, programs, faculty) Quality of Professional Exposure, Research, and Creative Work (including linkages) Support for Students (learning resources and support structures) Relations with the Community (extra-curricular linkages, service learning, outreach)Within each key result area, there is a number of indicators. Some of these are core indicators that apply to all

institutions. The other indicators apply to institutions to the extent that is appropriate in relation to the mission and stage of development of the institution. There are fourteen indicators, eight of which are core indicators.

Pre-ISA Workshops

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To help institutions establish or strengthen their internal QA systems, CHED will engage HEIs through workshops on Institutional Sustainability and Enhancement. Through active participation in these workshops, key HEI stakeholders will be able to:

answer the ISA SED instrument properly; assess the effectiveness and efficiency of their systems and processes; and identify areas that need to be strengthened or enhanced.

This exercise will allow the HEIs to be familiar with the instrument in a non-threatening way.

Pre-Visit Arrangements

During the interim, when the HEIs are preparing for their quality assurance systems for their particular type, pre-visits may be requested from their respective CHEDROs for guidance.

Notice to InstitutionsThe CHEDRO should notify institutions due to be visited of the deadline for submission to the CHEDRO of the

self-evaluation document. A minimum of four-months-notice is recommended before the deadline for the submission of the self-evaluation document to the CHEDRO. To ensure that the self-evaluation document remains current at the time of the visit, it is recommended that it is no more than three months between the deadline for submission of the self-evaluation document and the date of official visit.

Self-Evaluation DocumentThe HEI may ask the CHEDRO for assistance in planning the SED. The CHEDRO should follow up with the HEI two

months after the notice. The HEI should submit at least one copy of the SED to the CHEDRO within four months after the notice. On receipt of the self-evaluation document, there will be an initial assessment of it by the CHEDRO to determine whether it provides an adequate basis for the review visit. If the document falls significantly short of meeting the criteria set out in the next section, or if the statistical data are incomplete, the institution will be asked to revise the document otherwise the HEI will be requested to submit additional copies of the SED.

The institution should be notified of the need for revision preferably within three weeks of the date of receipt of the self-evaluation document, and the institution should be allowed further four weeks from the date of notification to make amendments and to re-submit. If after revision, the self-evaluation document remains inadequate, the visit will

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still proceed as planned, but the institution should be aware that an inadequate document will make it less likely that the review team will be able to reach favorable conclusions on the performance of the institution.

Copies of the self-evaluation document must be supplied by the CHEDRO to all members of the review team at least one month before the commencement of the visit. After consultation with the members of the review team, the team leader may request the institution to make further information available. Any such request should be made at least two weeks in advance of the date of the visit, and should specify whether the team would wish to receive the information in advance of the visit, or whether it is acceptable for the information to be provided during the course of the visit. Changes to the schedules may be considered on a case-to-case basis.

Visit of the Review Team

The Conduct of the VisitReviews will be conducted in a spirit of dialogue and cooperation between the institution and the review team; a

confrontational approach from either side would be wholly inappropriate.

Depending on the size and complexity of the institution, three days will be allocated for the visit. Exceptionally, a longer visit may be needed for very large or complex institutions. Making Judgments

The review team will make judgments against each of the criteria, using the following scale:4 = The criterion is met in all respects, at a level of excellence that provides a model for others.3 = The criterion is met in most respects, at a level that demonstrates good practice.2 = The criterion is met in many respects, but improvement is needed to overcome weaknesses in some elements. 1 = The criterion is met in some respects, but much improvement is needed to overcome weaknesses.0 = The criterion is not met.

Judgments are intended to assist institutions in identifying areas of strength and weakness, and to provide information about their general performance. However, where there are serious weaknesses in performance, the

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judgments will be used also to determine whether an institution should be subject to a requirement to produce an action plan to address weaknesses, and an early re-visit by CHED (usually within 12 months) to check on progress.

An action plan and an early re-visit will be required in two circumstances. First, if a score of 0 (the criterion is not met) is given in respect of any criterion, an action plan will be required in respect of the criterion or criteria concerned. Second, if scores of 1 or 2 (improvement needed) are made with respect to any two or more of the criteria that relate to the core business of providing good quality programs, taught by suitably qualified staff, to students selected in accordance with national priorities, then an action plan will be required with respect of those criteria. The six criteria are:

Setting and Achieving Program Standards:o Program Approvalo Program Monitoring and Reviewo Action to Strengthen Programs

Quality of Teaching and Learning: o Faculty Profile

Support for Students: o Recruitment, Admission and Academic Supporto Student Scholarship

Note that, aside from scores, the review team will not give recommendations. This emphasizes the idea that the HEI is given a hand in looking for solutions within their particular context.

Post-Visit Arrangements

After the VisitThe team of assessors should meet at the end of the visit, before leaving the site, to discuss the scores for the

different criteria being considered for the institution. Ideally, the final report should be written before leaving the site. However, because this may be difficult for particular locations, the team leader should submit the report to the CHEDRO within 48 hours of the conclusion of the visit.

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The report should discuss briefly for each criterion the strengths and weaknesses of the institution, and should refer to the evidence that the team took into account in reaching its judgment in respect of the criterion. The report should conclude with a short summary, which may include commendations for matters in respect of which the institution is performing well, or has made significant progress since the last review.

To ensure a consistency of treatment of all institutions visited, the report will be reviewed within the CHEDRO for consistency of approach and style, by a person not involved in the visit. Any adjustments to the text should be agreed with the team leader ideally within two weeks of the submission of the report. The report should then be submitted to the TWG for final review. The report should be sent to the institution preferably no later than six weeks from the conclusion of the visit, for comments on matters of factual accuracy only. The institution is entitled to ask for any errors of fact to be corrected, but no alteration will be made to the judgments reached, unless a factual inaccuracy had a material effect on a judgment. The response of the institution on matters of factual accuracy should be made within two weeks of receiving the report.

Publication of ReportsThe full narrative report will be provided only to the Office of the President of the institution and to CHEDRO. This

limited circulation is intended to encourage frankness of commentary in the narrative parts of the report. However, should an institution quote or publish selectively from a report, CHED reserves its right to publish the entire narrative report, so as to present a balanced picture.

Complaints and AppealsShould an institution have any complaint about the way in which a visit is being conducted, the team leader will

endeavor to resolve the matter in a speedy and courteous manner. If an institution remains dissatisfied, the matter may be referred to the CHEDRO Director. Formal appeals will be entertained normally only on grounds of procedural irregularity or abuse of process. Appeals should be made to the CHEDRO Director. If the CHEDRO Director finds that there was irregularity or abuse, he or she will then consider if that irregularity or abuse had a material effect on the judgments made. If there was no material effect on the judgments, they will stand. If there was a material effect, the judgments will be set aside, and a re-visit ordered. In the event that the CHEDRO Director was a member of the review team, a CHEDRO Director from another region will consider the appeal.

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As with all matters dealt with by CHEDROs, appeals against their decisions lie to the Commission en banc.

Bibliography

Church, C. H. (1988), “The qualities of validation,” Studies in Higher Education, 13, 27-43.

Deming, W. E. (1986). Out of the Crisis. MIT Center for Advanced Engineering Study, ISBN 0-911379-01-0.

Harvey, L., and Green, D. (1993), "Defining quality," Assessment and Evaluation in Higher Education, Vol. 18, No.1, pp.9-34.

Shewhart, W. A. (1939). Statistical Method from the Viewpoint of Quality Control. New York: Dover. ISBN 0-486-65232-7.

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PART II - GENERAL INSTRUCTIONS FOR HEIs

CHED recognizes that particular types of HEIs will respond fittingly to particular global and national challenges, and for its purposes classifies HEIs into horizontal and vertical typologies.

1. The Institutional Sustainability Assessment Self-Evaluation Document (ISA SED) serves as a tool for the higher education institution (HEI) to reflect on its internal quality assurance (QA) systems, and to determine what course of action is best for the HEI to meet its vision, mission, and goals (VMG). It is designed to get the HEI to look at and reflect on its outcomes, while recognizing the importance of quality inputs and evaluate its performance against its VMG. When completed with different key stakeholders, the SED can serve to improve the quality of the HEI through the process of understanding data, obtaining feedback, and reflecting on challenges and solutions. The SED promotes continuous improvement within the HEI.

2. The ISA SED is composed of several parts:a. Each KRA has indicators and each indicator has at least one criterion. The SED identifies outcomes for each criterion,

but the HEI may also identify additional outcomes related to a particular criterion. b. Each criterion has several elements which define or clarify aspects of the criterion. These can help the HEI determine

if it is achieving the desired outcomes.c. For each element, the HEI needs to show the presence of the system which will help produce the outcomes, the

extent of implementation of the system, the actual outcomes resulting from the implementation, and the effectiveness of the system in meeting the desired objectives/targets for a particular indicator and the VMG in general.

d. There is a column for Remarks, where the HEI describes its system or lists comments regarding a particular element. e. The column on Possible Sources of Evidence suggests documents the HEI may wish to present to support its claims.

For evidence that involves many reports/documents, it is advisable to have a summary report of the supporting documents to make it easier for the ISA Assessor to read through them.

3. At the end of each KRA is the scoring guide, which considers presence of the system for an indicator, the extent of implementation of the system, the actual outcomes resulting from the implementation, and the effectiveness of the

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system in meeting desired objectives/targets for the particular indicator and the VMG in general. If there are several metrics indicated in the rubric, the score will be based on the metric with lower value. The HEI can use this to score its performance and have a sense of what areas may need improvement.

4. The HEI needs to indicate and append the sources of evidence to support its statements in an orderly manner. In cases where the evidence is voluminous, please append a summary.

5. In general, a good SED contains statements in which the HEI evaluates, in a constructively self-critical manner, its own performance against the criteria of the CHED ISA framework. It should discuss both the strengths and weaknesses, as perceived by the HEI. It may show how strengths have been built upon, and how weaknesses have been addressed. The SED is therefore reflective and evaluative, rather than merely descriptive. It is honest, focused, and consistent. It indicates where supporting evidence may be found (e.g. within specified institutional documents). It also uses simple and clear language and does not use vague motherhood statements. It describes examples, when needed. Below are some pointers to remember when answering the SED.

5.1 The SED is an opportunity for the institution to reflect on what it is doing, why it is doing it, and why it does it in the way that it does. It is also an opportunity to judge for itself the extent to which it is succeeding in its vision, mission, and objectives.

5.2 By discussing strengths, weaknesses, and ways by which weaknesses are being (or will be) addressed, this document can be a means of promoting continuous improvement within the institution. A complete and well-organized document will make the task of reviewers easier and, thus, place a minimum burden on the institution when the visit is made. Otherwise, more inquiries will be made and more proofs will be required by the reviewers.

5.3 In order for the SED to be truly helpful to the institution, as well as to the reviewers, it should: Be reflective and evaluative, rather than merely descriptive Be structured to address the criteria of the CHED assessment framework Draw upon robust internal review procedures of the institution Indicate where supporting evidence may be found (e.g. within specified institutional documents) Provide purely factual information in annexes, rather than in the main text

5.4 It is suggested that the document begin with a brief statement of the mission of the institution in order to give context to the document as a whole, followed by a discussion of institutional performance against each criterion

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in the CHED assessment framework. The statements regarding each of the criteria should be supported by a list of evidences. These evidences should be made available to the reviewers.

5.5 Data that will be useful to the reviewers (and, thus, must be appended) are those about student recruitment, progression, and performance:

Student enrolment figures Cohort survival rates Graduation rates Performance in licensure examinations Employment rates

Aggregate data for the whole institution should be presented for: All students Students enrolled on priority courses Disadvantaged students Foreign students

Data broken down by program should be available to reviewers on request.

6. In this publication, the actual ISA SED is composed of Part IV to Part VI. These are the only sections to be answered and completed by HEIs and to be submitted to CHED.

PART III - SUMMARY MATRIX OF KRAs AND INDICATORS

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KEY RESULT AREAS (KRAs)

INDICATORS CRITERIA ELEMENTS POSSIBLE OUTCOMES

KRA 1:Governance and

Management

Core Indicator: Governance

Criterion: The institution’s governance arrangements demonstrate probity1/integrity2, strategic vision, accountability3, awareness and management of risk, and effective monitoring of performance.

G1a - ProbityG1b - Strategic VisionG1c - AccountabilityG1d - Awareness and Management of RiskG1e - Effective Monitoring of Performance

Alignment of Organizational Culture with VMG

Quality of institutional performance

Effective structures

Core Indicator: Management

Criterion: The institution’s management of operations, financial control, and quality assurance arrangements give the HEI the opportunity to respond to development and change.

M1a - Management of OperationsM1b - Financial ControlM1c - Quality Assurance Arrangements

Support of stakeholders Sustainability of operations Responsive programs and

development plans Continuous quality

improvement (CQI) in management

Indicator: Enabling Features

Criterion: The institution has enabling features that help improve the operations, quality, and development, such as 1) the use of Information and Communications Technology (ICT) for more efficient and effective management; and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.

EF1a - Use of ICT in ManagementEF1b - Resource Generation StrategiesEF1c- Other Enabling Features

Efficient and effective operations

Achievement of responsive development plans

1 Being upright, honest, decent; having strong moral principles (adapted from Merriam-Webster Dictionary)2 Being honest and having strong moral principles; being whole, translated into the consistency of action with values (adapted from Merriam-Webster Dictionary)3 Accountability refers to an institution’s obligation or willingness to account for its actions, accept responsibility for them, and disclose the results

(adapted from Merriam-Webster Dictionary and BusinessDictionary.com)

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KRA 2:Quality of Teaching

and Learning

Core Indicator: Setting and Achieving Program Standards

Criterion 1: Program Approval and Implementation - The institution’s process for approving and implementing programs ensure that programs: 1) are aligned to the HEI’s VMG as expressed in the desired competencies for its graduates; 2) consider the risks related to needed resources, potential market, etc.; 3) are effectively implemented to achieve the intended outcomes; and 4) contribute to the development needs of the region/country.

PS1a - Program ApprovalPS1b - Setting of Objectives and Learning OutcomesPS1c - Mechanisms for Effective Delivery of Programs and Academic SupportPS1d - Matching of Abilities and Aptitudes

Student and faculty performance toward the desired competencies of graduates

Dynamic learning environment

Stakeholder satisfaction Relevant and responsive

academic programs

Criterion 2: Program Monitoring and Review - The institution’s effective arrangements for monitoring and reviewing contribute to the effectiveness of its programs.

PS2 - Monitoring and Review

Programs that are current, relevant, coherent, and sustainable

Improved teaching and learning

Improved student performance (e.g. licensure examination, passing rate, employment rate, and self-employment opportunities)

Criterion 3: Action to Strengthen Programs - The institution’s programs are continuously improved through effective actions that address weakness, build on strengths, and enhance student and faculty performance.

PS3 - Action to Strengthen Programs

Ideal student performance towards desired competencies

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Core Indicator: Faculty Profile

Criterion: The institution achieves its quality of teaching and learning due in large part to its faculty roster with their appropriate expertise and competence.

FP1a - System for Faculty Selection, Retention, Evaluation, and PromotionFP1b - Teaching Expertise and Competence

Student performance Rate of completion Faculty performance Faculty retention

Core Indicator: Use of ICT and Learning Resources

Criterion: Student learning and performance are enhanced with the effective use of learning resources, such as library resources, laboratories, and information and communications technology.

LR1a - Use of ICTLR1b - Library ResourcesLR1c - Laboratories, Equipment, and Facilities

Utilization of ICT and learning resources

Efficient and responsive delivery of learning

High satisfaction of users Academic performance of

studentsKRA 3:

Quality of Professional Exposure,

Research, and Creative Work

Indicator: Professional Exposure

Criterion: Students develop relevant competencies through programs that allow students to practice their learned competencies, such as programs for entrepreneurship, practicum, internship, apprenticeship, and/or on-the-job training (OJT).

PE1- Professional Exposure

Employment rate Licensure examination

passing rate Self-employment –

business/consultancy/etc.

Indicator: Research Capability

Criterion: The institution’s research community produces relevant research and other advanced scholarly activity.

RC1- Research strategy and capacity

Highly functional and relevant research programs

Research Output of faculty members - publications in refereed journals/ patents/ policy papers

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Indicator: Creative Work and/or Innovation

Criterion: The institution produces creative work and/or innovation in the arts and humanities, science and technology, social sciences, and/or management science.

CWI1- Creative Work and/or Innovation

Creative work and/or innovations of faculty and students

Patents and/or awards of faculty and students

KRA 4:Support for Students

Core Indicator: Equity and Access

Criterion 1: Recruitment, Admission, and Academic Support - The institution is effective in recruiting, admitting, supporting, and graduating students, including those from indigenous groups, the handicapped, low-level income groups, foreign students, and other special groups.

EA1- Recruitment, Admission, and Academic Support

Diversity of student population

Student quality Rate of retention Rate of completion

Criterion 2: Student Scholarships - The institution provides educational opportunities for the most able and deserving students with support from student scholarships.

EA2 - Student Scholarships

Scholars’ performance Scholars’ completion rate Scholars’ employment rate Scholars’ self-employment

opportunitiesCore Indicator: Student Services

Criterion: The institution has programs for student services, to support the non-academic needs of the students.

SS1a - Non-academic SupportSS1b - Placement Support

Performance of students Rate of completion Employment rate of

graduates

KRA 5:Relations with the

Community

Core Indicator: Relevance of Programs

Criterion: The institution offers programs that take into consideration the social, cultural, economic, and/or developmental needs of the country at local, regional, and/or national levels, as reflected in the HEI’s VMG and in consideration of the country’s need to compete effectively in global markets.

RP1 - Determining and Promoting Relevance

Improved employment rates

Impact of programs on local, regional, and national development

18



Indicator: Networking and Linkages

Criterion: The institution is valued as a partner by other higher education institutions; professional, government, and non-government organizations; and industry, within the Philippines and/or internationally.

NL1 - Networking and Linkages

Partnerships with other HEIs; professional, government and non-government organizations; and industry that result in research, training, faculty development, student exchange, program funding

Indicator: Extension Programs

Criterion: The institution is valued by its local community as a provider of extension programs that are responsive to the needs of the community for people empowerment and self-reliance.

EP1 - Extension and Outreach

Impact on communities as evidenced by any of the following: increased livelihood programs, increased involvement of community members, and/or development of community leadership

Impact of programs on local, regional, and national development

19

PART IV - HEI BASIC INFORMATION

Name of the HEI

Address

Region

HEI Type (Check all that apply.)

☐ Professional Institution ☐ College ☐ University

☐ State HEI ☐ Local HEI ☐ Private Sectarian ☐ Private Non-Sectarian ☐ Private Non-Profit/Non-Stock ☐ Private Profit/Stock

Do you belong to a higher education system?

☐ Yes ☐ No

If yes:☐ amalgamated ☐ university system ☐ others _____________________________

Name of Contact Person

Position

E-mail Address

Tel No. (land line)

Mobile No.

Date of submission of ISA SED to the CHED Regional Office

20

Names and Positions of Members of the HEI SED Team/Committee

Leader/Chair:

Members:

21

PART V - HEI PROFILE

1. Vision, Mission, and Goals (VMG)2. Organizational Structure (Provide diagram.)3. Governance Structure, including committees for specific tasks (e.g. academic council, administrative council,

management committee, etc. These are entities that are not included in the organizational structure, but part of the decision-making process.)

4. Program Offerings (Undergraduate and Graduate Programs) and Enrollment Data for the Past 5 Years (1st Term, Full-Time Students Only)

5. Current Faculty Population by Department (Note: Faculty Roster should be provided at the exhibit room. The Faculty Roster should include educational qualifications, professional licenses if applicable, and current teaching load.)

6. PRC Performance for the Past Five Years

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PART VI - ISA SED

KRA 1: GOVERNANCE AND MANAGEMENT

A. Core Indicator: Governance

Criterion: The institution’s governance arrangements demonstrate probity4/integrity5, strategic vision, accountability6, awareness and management of risk, and effective monitoring of performance.

This section refers to the systems that reflect the principles guiding the overall use of authority and decision-making of the institution’s governing body.

Possible outcomes: Alignment of organizational culture with VMG, quality of institutional performance, effective structures

B. Core Indicator: Management


This section refers to the overall systems and processes of the institution.

Possible outcomes: Support of stakeholders, sustainability of operations, responsive programs and development plans, continuous quality improvement (CQI) in management

C. Indicator: Enabling Features

4 Being upright, honest, decent; having strong moral principles (adapted from Merriam-Webster Dictionary)5 Being honest and having strong moral principles; being whole, translated into the consistency of action with values (adapted from Merriam-Webster Dictionary)6 Accountability refers to an institution’s obligation or willingness to account for its actions, accept responsibility for them, and disclose the results (adapted from Merriam-

Webster Dictionary and BusinessDictionary.com)

23

Criterion: The institution has enabling features that help improve the operations, quality, and development, such as 1) the use of Information and Communication Technology (ICT) for more efficient and effective management; and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.

This section refers to particular initiatives of the institution that contribute to efficiency, productivity, and quality of the community environment.

Possible outcomes: Efficient and effective operations, achievement of responsive development plans

Additional Notes1. Governing body: Board of Trustees, Board of Regents, Management Board2. Stakeholders: e.g., Administrators, Faculty, Students, Parents, Alumni, Industry partners, Investors

24

Core Indicator: GOVERNANCE

Criterion: The institution’s governance arrangements demonstrate probity, strategic vision, accountability, awareness and management of risk, and effective monitoring of performance.

Remarks Possible Sources of Evidence

G1a - Probity:The governing body demonstrates integrity and objectivity in the transaction of its business.

Presence of SystemsThere is a system to ensure integrity and objectivity in the transaction of its business.

o Relevant pages in manuals

o Relevant University policies and procedures

o Memos/minutes o Newsletterso Annual Report of

HEIo Code of ethics with

implementing guidelines and supportive orientation programs, when available

o Interviews with administrators, faculty, staff, and students

Extent of ImplementationThe organization follows institutional processes with respect to governance because members of the governing body and management were selected based on clear guidelines and procedures.

Administrators clearly articulate, follow, and implement the guidelines set by the governing body.

Decisions of the governing body are disseminated to the HEI community.

OutcomesThere is culture of transparency and integrity at all levels of the HEI, shown by the respect for process, knowledge of guidelines and protocols, and observance of communication channels. Stakeholders are satisfied with the transparency, integrity, and objectivity of the

25


governing body in decision-making.

EffectivenessThere is evidence that the HEI keeps the highest levels of ethical standards in its operations.

Other relevant information:

G1b - Strategic Vision:

The strategic plan of the institution, which was approved and supported by governing body, articulates the HEI vision, strategy, desired outcomes, and key performance indicators.

Presence of SystemsThe strategic plan is well documented and disseminated to the organization.

There is a system for monitoring and assessing the achievement of goals.

The policies (academic, financial, quality assurance and resource allocation) of the institution are consistent with the vision, mission, and goals of the institution.

o Strategic Plan o Proceedings of

meetings/workshopso Performance reports

showing longitudinal trends in achieving progress towards goals and targets, when available

o Interview with top management

Extent of ImplementationThere was a process followed in formulating and approving the plan, which also allowed the participation of stakeholders.

26


There is a clear articulation of who are responsible and accountable for the implementation of particular parts of the strategic plan.

OutcomesStakeholders support the strategic plan because they took part in putting it together.

The organization demonstrates robust performance according to its goals and desired outcomes.

EffectivenessThere is evidence that the strategic plan energizes the HEI in working towards its goals and targets.


G1c - Accountability:The HEI demonstrates its culture of quality and accountability through processes for regular internal/external audit (i.e., both financial and non-financial aspects) and through quality assurance mechanisms of the institution.

Presence of SystemsThere is a system for undertaking regular

o Relevant pages in manuals

27


internal/external audit of the institution.

There is documentation on the use of funds as well as a system for disbursement and reporting.


o Work and financial plan

o Financial reporto Audit Reporto Organizational chart

showing place of auditors

o MOAs/agreements regarding externally sourced funds

o Tuition fee increase implementation record

o Memoso Management

reports to the governing board on actions taken on board directives reflected in the board minutes.

o Interviews with administrator for finance, fund beneficiaries

Extent of ImplementationThe governing body and the management ensure the regular implementation and evaluation of its QA systems.

Appropriate action is done to address concerns in internal/external audit reports.

The governing body ensures that funds, especially those externally sourced, are used for the intended purposes, made available in accordance with specified terms and conditions, and monitored regularly.

OutcomesThere is culture of integrity and accountability at all levels of the HEI, shown by the conduct and behavior of the members of the school community.

Stakeholders are satisfied with the transparency, integrity, and objectivity of the governing body in decision-making.

EffectivenessThere is evidence of improvement in key performance indicators, as a result of regular audits and effective QA systems.

28



G1d - Awareness and Management of Risk:The HEI is solvent, financially stable, and sustainable because of appropriate systems and structures that safeguard its assets.Presence of Systems

There are systems and structures that implement financial strategy, annual operating plans, and budgets, to safeguard the HEI’s assets.


o Organization chart with specific structure of the finance unit

o Annual operating plans

o Memos o Minutes of meetings o HEI risk

management framework, structures and policies

o Interviews with top management, stakeholders

Extent of ImplementationThe governing body clearly identifies persons/teams for effective and efficient fiscal management, including risk management (e.g., operational, financial, reputational, legal, and regulatory risk, among others).

A finance team studies, manages, and evaluates major financial investments.

Program offerings and institutional projects are supported by appropriate feasibility studies.

OutcomesThe HEI has safety nets put in place to manage risks and protect assets.

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EffectivenessThere is evidence that the HEI is solvent, financially stable, and sustainable.


G1e - Effective Monitoring of Performance:The HEI is reputable, sustainable, and relevant because of continuous quality improvement resulting from regular monitoring and assessment of the performance of the HEI against its planned strategies and operational targets.

Presence of SystemsThere are systems and structures to monitor and assess the performance of the HEI against its planned strategies and operational targets and to enable action for continuous quality improvement.


o Structure of governing body

o Performance Audit Report

o Minutes of board meetings

o Relevant pages from Manuals/ Handbooks

o Interviews with administrators, faculty, staff, and students

Extent of ImplementationThe governing body and the management ensure the regular monitoring and assessment of the following:

HEI performance through internal processes and external review, including academic performance, support services, health and safety, employment policies,

30


and relations with external stakeholders, among others

The strategic management of the institution’s land, buildings, facilities, and other non-academic resources

OutcomesStakeholders are satisfied with the quality and performance of the HEI.

Programs are kept current and relevant because the governing body is involved in their approval, performance, and monitoring.

Extent of ImplementationThere is evidence of the improvement of quality of the HEI, as seen in the improvement in key performance indicators, e.g., accreditation, passing rates in licensure examinations, and stakeholder satisfaction.


31

Notes on the Presentation of Evidence


1. Presence of a comprehensive governance system that is transparent, ethical, objective, and has integrity2. Extent to which governance system is implemented among all stakeholders3. Outcomes of governance policies, monitoring systems, institutional sustainability4. Effectiveness of governance as shown by the quantity and quality of outcomes and achieving the HEI’s VMG5. While it is important to have a documented governance system and its implementation, the weight of the assessment

goes to the quantity and quality of outcomes, the effectiveness of governance, and impact on community/stakeholders.

6. Appropriateness of the mission statement to the context of the HEI (e.g., region, market, resources)

Please summarize the outcomes resulting from effective governance.

32

Scoring Guide


Criterion: The institution’s governance arrangements demonstrate probity, integrity, strategic vision, accountability, awareness and management of risk, and effective monitoring of performance.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. Governance arrangements, which demonstrate all characteristics specified in the criterion, are in place. They are fully implemented in a manner consistent with the institution’s Vision, Mission, Goals, and Objectives (VMGO). They result in excellent outcomes in the areas of policy formulation, decision-making, sustainability of operations,

monitoring, and communication. The institution demonstrates good practices in all aspects that make its governance system a model for others.

3 The criterion is met in most respects, at a level that demonstrates good practice. Governance arrangements, which demonstrate most characteristics specified in the criterion, are in place. They are implemented to a great extent, in a manner consistent with the institution’s VMGO. They result in very good outcomes in the areas of policy formulation, decision-making, sustainability of operations,

monitoring, and communication. The institution demonstrates good practices in most aspects of its governance system.

2 The criterion is met in many respects, but improvement is needed to overcome weakness in some elements. Governance arrangements, which demonstrate many characteristics specified in the criterion, are in place. They are implemented to a moderate extent, in a manner consistent with the institution’s VMGO. They result in good outcomes in the areas of policy formulation, decision-making, sustainability of operations, monitoring, and

communication. The institution demonstrates good practices in many aspects of its governance system.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Governance arrangements, which demonstrate some characteristics specified in the criterion, are in place. They are implemented to a limited extent, in a manner consistent with the institution’s VMGO. They result in fair outcomes in the areas of policy formulation, decision-making, sustainability of operations, monitoring, and

communication. The institution demonstrates good practices in some aspects of its governance system.

0 The criterion is not met. Characteristics of governance arrangements, as specified in the criterion, are not in place. Isolated initiatives are implemented. The lack of governance arrangements results in poor outcomes in the areas of policy formulation, decision-making,

sustainability of operations, monitoring, and communication. The institution lacks good practices in its governance system.

33

Parameters 4 3 2 1 0Presence of Governance System to ensure▪ Probity▪ Strategic Vision▪ Accountability▪ Awareness &

Management of Risk

▪ Effective Monitoring

All aspects in place

Most aspects in place

Many aspects in place

Some aspects in place

No aspects in place

Extent of Implementation

Fully implemented

Implemented to a great extent

Implemented to a moderate extent

Implemented to a limited extent

Isolated initiatives

Outcomes:▪ Alignment of

Organizational Culture with VMG

▪ Quality of Institutional Performance

▪ Effective structures

Excellent Very good Good Fair Poor

Effectiveness of Governance▪ Keeping ethical

standards▪ Energizing the HEI▪ Keeping HEI

sustainable▪ Pushing quality of

HEI

Good practices that make it a model system

Good practice in most aspects

Good practices in many aspects

Good practices in some aspects

Lack of good practices

Rating (Please encircle.) 4 3 2 1 0

34

Core Indicator: MANAGEMENT



M1a - Management of Operations:Operations are efficient, effective, and responsive to challenges and changes.

Presence of SystemsThere are well-documented organizational structures, systems, and processes that ensure sound management of operations of the HEI.

o Relevant pages in Manuals


o Annual Reporto Procedures on

consultation and dissemination

o Minutes and Proceedings of meetings/workshops

o Special programso Interviews with

administrators, faculty, staff, and students

Extent of ImplementationAdministrators, in coordination with top management, respond to particular needs in a timely manner, including those related to national policies and international developments in higher education.

Resources are allocated to enable the accomplishment of the institution’s goals, especially those that pertain to academic performance.

35


OutcomesServices are delivered in a timely and efficient manner.

Stakeholders are satisfied with the delivery of services and efficient, responsive operations.

The HEI has responsive, innovative programs that contribute to its development and respond to national and local needs.

EffectivenessThere is evidence that effective and efficient operations and responsive programs contribute to the attainment of the VMG of the HEI.


36


M1b - Financial Control:

The HEI is solvent, financially stable, and sustainable because of prudent financial control, according to the systems and structures approved by the governing body.

Presence of SystemsThere are well-documented systems and processes that reflect sound management of financial and physical resources.



o Annual Reporto Proceedings of

consultationso Curriculao Program goals and

objectives in line with national/international developments

o MOAs, MOUso Development

projectso Minutes of meetings o Interviews with

administrators, faculty, staff, students, and external community

Extent of ImplementationAdministrators at all levels are aware of the systems and processes for financial control, implement them within their sphere of influence, and abide by the checks and regulations.

There are adequate checks and balances in the allocation of resources.

Administrators with proper expertise oversee the management of financial resources.

Stakeholders understand and support these policies, systems, and procedures.

OutcomesThe HEI is financially stable and sustainable.

The HEI is able to fund key development plans that improve the quality of education and

37


support services at the HEI.

EffectivenessThere is evidence that the HEI meets its targets because of prudent financial control.


M1c - Quality Assurance Arrangements:The HEI is reputable, sustainable, and relevant because of continuous quality improvement resulting from regular monitoring and assessment of its operations.

Presence of SystemsThere are QA mechanisms in place with systems, structures, and metrics to assess the operations of the HEI.


o Annual Reporto QA reportso Accreditation reportso Proceedings of

consultations

o Minutes of meetings on monitoring activities, addressing gaps between targets and accomplishments

o Program recognition/

Extent of ImplementationThe management conducts regular monitoring and assessment of operations, including management of the following: human resources, faculty evaluation, learning resources, support and student services, equipment and facilities, etc.

There are regular evaluation and planning sessions by units/offices.

The HEI gets feedback from stakeholders and

38


clients that they serve. authorization o Interviews with

administrators, faculty, staff, students, and external community

OutcomesThere is continuous quality improvement (CQI) in the operations and management of the HEI.

Academic and support programs are kept current and relevant because of the CQI initiatives.

EffectivenessThere is evidence of continuous improvement in the operations (e.g. financial and operational sustainability, effective management of academic offices) because of the QA arrangements.




1. Presence of a comprehensive management system that is efficient, effective, and responsive to challenges and changes.

2. Extent to which management system is implemented among all stakeholders3. Outcomes of management of operations, financial control, and quality assurance arrangements4. Effectiveness of management as shown by the quantity and quality of outcomes and achieving the HEI’s VMG

39

5. While it is important to have a documented management system and its implementation, the weight of the assessment goes to the quantity and quality of outcomes, the effectiveness of operations and development, and impact on community/stakeholders.

6. Appropriateness of management structures to the mission and context of the HEI

Please summarize the outcomes resulting from effective management.

Scoring Guide



4 The criterion is met in all respects, at a level of excellence that provides a model for others. All management, financial control, and quality assurance arrangements are in place. These arrangements are fully implemented to achieve the institution’s VMGO.

40

They result in excellent outcomes in the areas of operations, stakeholder support, effective communication and responsiveness.

The institution demonstrates good practices in all aspects that make its management system a model for others.3 The criterion is met in all respects, at a level that demonstrates good practice.

Most management, financial control, and quality assurance arrangements are in place. These arrangements are implemented to a great extent to achieve the institution’s VMGO. They result in very good outcomes in the areas of operations, stakeholder support, effective communication and

responsiveness. The institution demonstrates good practices in most aspects of its management system.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many management, financial control, and quality assurance arrangements are in place. These arrangements are implemented to a moderate extent to achieve the institution’s VMGO. They result in good outcomes in the areas of operations, stakeholder support, effective communication and responsiveness. The institution demonstrates good practices in many aspects of its management system.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Some management, financial control, and quality assurance arrangements are in place. These arrangements are implemented to limited extent to achieve the institution’s VMGO. They result in fair outcomes in the areas of operations, stakeholder support, effective communication and responsiveness. The institution demonstrates good practice in some aspects of its management system.

0 The criterion is not met. Management, financial control, and quality assurance arrangements are not in place. Isolated initiatives are implemented. This lack of management system results in poor outcomes in the areas of operations, stakeholder support, effective

communication and responsiveness. The institution lacks good practices in its management system.

Parameters 4 3 2 1 0Presence of Management System to ensure▪ Efficient Operations▪ Financial Control▪ QA Arrangements▪ Timely Response to

Needs





No aspects in place


Fully implemented





41

Parameters 4 3 2 1 0Outcomes:▪ Support of

Stakeholders ▪ Sustainability of

Operations▪ Responsive Programs

and Development Plans

▪ CQI in Management


Effectiveness of Management▪ Responding to

Challenges▪ Meeting Targets▪ Improving Quality






Rating(Please encircle.)

4 3 2 1 0

Indicator: ENABLING FEATURES

Criterion: The institution has enabling features that help improve the operations, quality, and development, such as 1) the use of Information and Communication Technology (ICT) for more efficient and effective management; and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.


EF1a - Use of Information and Communications Technology in Management:

42


The institution’s use of ICT to manage its operations and academic affairs contributes to the effectiveness of its operations and programs. (Separate from ICT for learning).

Presence of SystemsThe HEI has ICT system(s) to manage its operations, such as—but not limited to—accounting, human resources (HR), and student information systems.

o Data on distribution and utilization of ICT resources

o Operational plan of HEI, incl. budget (acquisition, upgrading, maintenance)

o Evidence of how the workflow and processes are improved

o Evidence of MIS use o Samples of ICT

applications for communication and management

o Outputs of offices using ICT

o ICT programs for administrators, faculty and students

o Interviews with faculty, staff and administrators

Extent of ImplementationStaff, faculty, and administrators are proficient in ICT, with the HEI providing training and/or support.

There is a responsive link between ICT systems of administrative and academic offices to ensure optimal communication and use of information.

OutcomesThe HEI’s management information system (MIS) enables more efficient management of student and faculty records, planning for and implementation of academic programs, budget, etc.

EffectivenessThere is evidence that use of ICT helps the HEI meet its targets pertinent to relevant key performance indicators.


43


EF1b - Resource Generation Strategies: The HEI’s development plans are effective and sustainable because they are supported by viable and appropriate resource generation strategies.

Presence of SystemsThere are mechanisms for the institution to actively appraise potential sources of new resources to support its development plans.

o Annual report of HEI

o Financial reportso Reports of

completed resource generation projects

o Institutional policies on risk management

o MOAs, MOUso Reports on

monitoring and evaluation of projects

o Interviews with top-level management

Extent of ImplementationThe institution generates resources to supplement its tuition income through sustainable initiatives.

The HEI avails of resources through its links with government and non-government agencies in the Philippines and overseas.

The monitoring and evaluation of resource generation activities enable the HEI to enhance further initiatives.

OutcomesThe resource generation strategies enable the HEI to implement development plans that contribute to the growth of the organization and the communities it serves.

Funds and other resources derived from specific projects produce the outcomes specified by the funder.

EffectivenessThere is evidence that the HEI’s resource

44


generation initiatives support development plans that contribute to the attainment of targets for relevant key performance indicators.


EF1c - Other Enabling Features: The HEI has other features that enable it to achieve its goals.

Presence of systems o Reports of other initiatives

o Interview with top management

Extent of implementation

Outcomes from the implementation of the enabling feature

Effectiveness of the enabling feature: How does it help the HEI achieve its goals/targets?


45


Indicator: ENABLING FEATURES

1. Presence of enabling features that help improve the operations, quality, and development 2. Extent to which enabling features are implemented 3. Outcomes of operations, quality, and development4. Effectiveness of enabling features as shown by the quantity and quality of outcomes and achieving the HEI’s VMG5. While it is important to have documented enabling features and their implementation, the weight of the assessment

goes to the quantity and quality of outcomes, the effectiveness of these enabling features, and impact on community/stakeholders.

6. Impact of the enabling features on the management, planning, development, and other needs of the HEI

Please summarize the outcomes resulting from the enabling features.

46

Scoring Guide

Indicator: ENABLING FEATURESCriterion: The institution has enabling features that help improve the operations, quality, and development, such as 1) the use of Information and Communication Technology (ICT) for more efficient and effective management; and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.4 The criterion is met in all respects, at a level of excellence that provides a model for others.

A wide range of enabling features, such as the use of ICT and resource generation strategies, are in place. These enabling features are fully implemented. The system results in excellent outcomes, as shown by 1) very efficient delivery of services, communication among offices

and departments, and very effective planning, monitoring, and assessment due to ICT systems; and 2) very good achievement of development plans, among others.

The institution demonstrates good practices that make its enabling features a model for others.3 The criterion is met in all respects, at a level that demonstrates good practice.

A good range of enabling features, such as the use of ICT and resource generation strategies, are in place. These enabling features are implemented to a great extent. The system results in very good outcomes, as shown by 1) efficient delivery of services, communication among offices and

departments, and effective planning, monitoring, and assessment due to ICT systems; and 2) good achievement of development plans, among others.

The institution demonstrates good practices in most aspects of its enabling features.2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.

Some enabling features, such as the use of ICT and resource generation strategies, are in place. These enabling features are implemented to a moderate extent. The system results in good outcomes, as shown by 1) fairly efficient delivery of services and communication among offices

and departments; and 2) fair achievement of development plans, among others. The institution demonstrates good practices in many aspects of its enabling features.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Few enabling features, such as the use of ICT and resource generation strategies, are in place. These enabling features are implemented to a limited extent. The system results in fair outcomes, as shown by delivery of services and communication, which need some improvement. The institution demonstrates good practices in some aspects of their enabling features.

0 The criterion is not met. There is no system for enabling features, such as ICT system and resource generation initiatives. Isolated initiatives are implemented. The system results in poor outcomes, as shown by poor delivery of services and communication among offices and

departments. The institution lacks good practices in its enabling features.

47

Parameters 4 3 2 1 0Presence of System for:▪ ICT for

management, resource generation and/or other enabling features

A wide range of enabling features in place.

A good range of enabling features in place.

Some enabling features in place.

Few enabling features in place.

No enabling features in place.


Fully implemented





Outcomes:▪ Efficient and

effective operations▪ Achievement of

responsive development plans


Effectiveness of Enabling Features:▪ Meeting Targets▪ Improving Quality▪ Satisfaction of

Stakeholders







4 3 2 1 0

Summary of Ratings

48

KRA 1: GOVERNANCE AND MANAGEMENT

Indicators Presence of Systems/

Mechanisms


Outcomes Effectiveness of Implementation

Overall Ratings

Core Indicator: Governance

Core Indicator: Management

Indicator: Enabling Features

49

KRA 2: QUALITY OF TEACHING AND LEARNING

A. Core Indicator: Setting and Achieving Program Standards

Criterion 1: Program Approval and Implementation - The institution’s process for approving and implementing programs ensure that programs: 1) are aligned to the HEI’s VMG as expressed in the desired competencies for its graduates; 2) consider the risks related to needed resources, potential market, etc.; 3) are effectively implemented to achieve the intended outcomes; and 4) contribute to the development needs of the region/country.

Possible outcomes: Student and faculty performance toward the desired competencies of graduates, dynamic learning environment, stakeholder satisfaction, relevant and responsive academic programs

Criterion 2: Program Monitoring and Review - The institution’s effective arrangements for monitoring and reviewing contribute to the effectiveness of its programs.

Possible outcomes: Programs that are current, relevant, coherent, and sustainable; improved teaching and learning, improved student performance (e.g., in terms of licensure examinations, passing rate, employment rate, and self-employment opportunities)

Criterion 3: Action to Strengthen Programs - The institution’s programs are continuously improved through effective actions that address weakness, build on strengths, and enhance student and faculty performance.

Possible outcomes: ideal student performance towards desired competencies

Professional Institution

The programs produce graduates with professional competencies that are relevant and responsive to the needs of society.

College The programs produce graduates with holistic perspective and broad knowledge of issues.University The programs produce graduates with specialized competencies and investigative skills.

B. Core Indicator: Faculty Profile

50


This section refers to the systems and processes of hiring, retaining, and developing faculty with the appropriate expertise and competence.

Possible outcomes: Student performance, rate of completion, and faculty performance and retention

C. Core Indicator: Use of ICT and Learning Resources


This section refers to the structures that allow faculty and students to effectively use the HEI’s learning resources.

Possible outcomes: utilization of ICT and learning resources, efficient and responsive delivery of learning, high satisfaction of users, and academic performance of students

Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS

51

Criterion 1: Program Approval and Implementation

The institution’s process for approving and implementing programs ensure that programs 1) are aligned to the HEI’s VMG as expressed in the desired competencies for its graduates; 2) consider the risks related to needed resources, potential market, etc.; 3) are effectively implemented to achieve the intended outcomes; and 4) contribute to the development needs of the region/country.


PS1a - Program Approval:

The program approval process ensures that programs are aligned to the HEI’s VMG, is supported by adequate resources, and responds to needs of its publics.

Presence of SystemsThe process of approving academic programs considers: 1) the HEI’s VMG, 2) its resources, 3) the development needs of the region/ country; and 4) its ability to ensure that students can achieve the intended outcomes.

The requirements for program approval are documented.

o Relevant pages from Manuals


o Program proposal/ Feasibility studies

o Status report of existing academic programs

o Certificate of Program Compliance (as applicable to SUCs)

o Interviews with administrators, faculty, and students

Extent of ImplementationThe process considers inputs from the faculty, students, administrators, the governing body, and external stakeholders, to make the program relevant.

The process of approval of academic programs is clear to stakeholders.

OutcomesStakeholders are satisfied with the transparent processes of program approval.

The HEI’s programs are relevant, sustainable

52


and responsive7 to the needs of the community it serves.

EffectivenessThere is evidence that the programs help the HEI attain its strategic vision and goals.


PS1b - Setting of Objectives and Learning Outcomes:

Academic programs have clearly defined objectives and learning outcomes, which contribute to the attributes and competencies of the HEI’s ideal graduates.

Presence of SystemsThere is a process for setting the objectives and learning outcomes of a program and ensuring that they are aligned with the VMGO, meet the subject-specific outcomes and standards promulgated by CHED, and maintain comparability of standards with other providers of equivalent level programs.

There is a clear articulation of how the program develops the attributes/desired competencies of its ideal graduates.

o Program proposal with purposes and objectives

o Curriculao OBE Manual, if availableo Compliance report of

degree programs to CHED guidelines

o Acceptance and recognition of degree programs by other local and foreign institutions

o Reports on Curriculum Review and Enrichment

o Minutes of meetingso Proceedings of

consultations/ workshops

Extent of ImplementationObjectives and learning outcomes considered inputs from potential employers, faculty members, students, and other stakeholders, when applicable.

7 Programs are relevant when they are connected to the needs of the community/society; sustainable when they can be maintained at a certain level; responsive when they are able to react and act immediately to particular situations.

53


Faculty members translate these objectives and learning outcomes in their courses.

o Examples of OBE-aligned syllabi, curriculum maps

o Interviews with administrators, faculty, students, and external community

OutcomesThe program’s clearly defined objectives and learning outcomes help students find focus in their professional and personal development.

EffectivenessThere is evidence that the HEI’s programs contribute to the attributes and competencies of the HEI’s ideal graduates.


PS1c - Mechanisms for Effective Delivery of Programs and Academic Support:The effective delivery of academic and non-academic programs contributes to student performance as well as the reputation of the HEI.

Presence of SystemsThere is a system to ensure the effective delivery of programs.

This includes academic support to students; access to equipment, facilities, and learning resources; oversight of faculty and student

o Summary/overview of reports such as those listed below, highlighting delivery of programs and academic support

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performance; among others. Evaluation reports Student performance

reports Retention standards Academic support

programs PRC report (Licensure

passing rates of first-time takers)

Documents that show how performance in passing rates are addressed

Certification reports, when available (e.g., IT)

o Samples of tests, other assessment tools

o Samples of faculty evaluation

o List of learning resources

o Tracer studies (Employment rate)

o Written feedback from employers/ industry

o Evidence of use of available equipment, facilities, and learning resources

o Mechanisms for access of resources

o Training programs for faculty on effective pedagogy with

Extent of ImplementationWell-trained faculty members facilitate student learning and give regular assessment and feedback; students, peers, and supervisors regularly evaluate faculty performance.

Students are able to access learning resources, appropriate facilities, and administrative support, all of which contributes to the creation of a proper learning environment.

Student assessments are valid, reliable, secure and externally verified; students get regular and appropriate feedback.

Clear, measurable indicators are used to see if goals are met and to assess and improve the programs.

Faculty members and program managers regularly look into the upgrade of equipment, facilities, and learning resources, when possible.

OutcomesStudents develop within their programs due to a good learning environment where they are given timely and effective feedback, academic support; and access to equipment, facilities, and learning resources.

Graduates of the HEI achieve good licensure

55


passing rates (when applicable), are easily employed, and/or have impact on the communities they serve.

attendance and completion reports

o Interviews with administrators, department chairs, faculty, and students

EffectivenessThere is evidence that the effective delivery of programs and academic support contributes to the performance and reputation of the HEI.


PS1d - Matching of Abilities and Aptitudes:

Students perform well because there is a matching of their abilities and aptitudes with the demands of the programs, and because there are support systems that enhance their performance.

Presence of SystemsThere are policies and processes that ensure the matching of student abilities and aptitudes with the demands of the programs.

o Admission policies o Program admission

requirements/standardso Support serviceso Student performanceo Written feedback from

employers and partnerso Interviews

Extent of ImplementationThere is an office or a committee responsible for the implementation of these policies and processes.

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Offices ensure that support services are accessible and that students avail of the services to improve their performance.

OutcomesStudents generally perform well and achieve the intended outcomes of these programs.

EffectivenessThere is evidence that the effective delivery of programs contributes to the performance and reputation of the HEI.


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Criterion 1: PROGRAM APPROVAL AND IMPLEMENTATION

1. Presence of a program approval and implementation process/mechanism that is transparent, efficient and effective2. Extent to which program approval and implementation process/mechanism is executed 3. Outcomes of program approval and implementation process/mechanism4. Effectiveness of program approval and implementation as shown by the quantity and quality of outcomes and

achieving the HEI’s VMG5. While it is important to have documented program approval and implementation systems and processes, the weight of

the assessment goes to the quantity and quality outcomes, the effectiveness of these systems and processes for program approval and implementation, and impact on students and the publics influenced by their graduates.

6. Impact of program approval and implementation systems and processes on the quality and reputation of the HEI

Please summarize the outcomes resulting from the clear program approval and implementation systems and processes.

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Scoring Guide


Criterion 1: Program Approval and Implementation - The institution’s process for approving and implementing programs ensure that programs 1) are aligned to the HEI’s VMG as expressed in the desired competencies for its graduates; 2) consider the risks related to needed resources, potential market, etc.; 3) are effectively implemented to achieve the intended outcomes; and 4) contribute to the development needs of the region/country.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. All aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that

program objectives and learning outcomes are attained. These arrangements are fully implemented in a manner consistent with the institution’s VMGO. They result in excellent outcomes in the areas of student and faculty performance, the development of desired graduate

competencies, dynamic learning environment, stakeholder satisfaction, and responsive programs. The institution demonstrates good practices in all aspects that make their program approval mechanism a model for

others.

3 The criterion is met in all respects, at a level that demonstrates good practice. Most aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that

program objectives and learning outcomes are attained. These arrangements are implemented to a great extent in a manner consistent with the institution’s VMGO. They result in very good outcomes in the areas of student and faculty performance, the development of desired graduate

competencies, dynamic learning environment, stakeholder satisfaction, and responsive programs. The institution demonstrates good practices in most aspects of their program approval mechanism.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that

program objectives and learning outcomes are attained. These arrangements are implemented to a moderate extent in a manner consistent with the institution’s VMGO. They result in good outcomes in the areas of student and faculty performance, the development of desired graduate

competencies, dynamic learning environment, stakeholder satisfaction, and responsive programs. The institution demonstrates good practices in many aspects of their program approval mechanism.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.

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Some aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that program objectives and learning outcomes are attained.

These arrangements are implemented to a limited extent in a manner consistent with the institution’s VMGO. They result in fair outcomes in the student and faculty performance, the development of desired graduate competencies,

dynamic learning environment, stakeholder satisfaction, and responsive programs. The institution demonstrates good practices in some aspects of their program approval mechanism.

0 The criterion is not met. There are no mechanism for program approval and implementation. Isolated initiatives are implemented. The lack of mechanism for program approval and implementation results in poor outcomes in the areas of student and faculty

performance, the development of desired graduate competencies, dynamic learning environment, stakeholder satisfaction, and responsive programs.

The institution does not demonstrate good practices in its program approval and implementation mechanisms.

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Parameters 4 3 2 1 0Presence of Mechanism for Program Approval and Implementation





No aspects in place


Fully implemented





Outcomes:▪ Student and faculty

performance▪ Development of

competencies ▪ Dynamic learning

environment▪ Stakeholder

satisfaction▪ Relevant and

responsive academic programs


Effectiveness of implementation, based on outcomes▪ Attaining program

goals▪ Developing graduate’s

competencies






Rating (Please encircle.)

4 3 2 1 0


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Criterion 2: Program Monitoring and Review

The institution’s effective arrangements for monitoring and reviewing contribute to the effectiveness of its programs.


PS2 - Monitoring and Review:

Periodic program monitoring and review ensure the effectiveness of its programs, e.g., the programs are relevant, sustainable, delivered well.

Presence of SystemsThere is a system to ensure regular program monitoring and review of programs, which aims to keep programs current; improve teaching and learning; and ensure that programs contribute to student performance and achievement of the HEI’s VMG.

o Strategic/operational plan

o Proceedings of consultations/ workshops

o Description of elements/alternative delivery modes

o Minutes of meetingso Summary/overview of

reports such as those listed below, highlighting monitoring and review: Program Evaluation

Reports

Extent of ImplementationThere is/are office(s) or committee(s) responsible for regular program monitoring and review.

The results are disseminated to the proper groups and these are used for improvement and planning.

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PRC report (PRC report (Licensure passing rates of first-time takers)

AVERAGE rates over past 5 years = Total number of passers over 5 years/Total number of takers over 5 years

Certification reports Reports on updates

of programs with dates indicating when these were initiated and approved.

o Faculty performance reports

o Average licensure/certification passing

o Tracer studies (Employment rate)

o Exit evaluation of students

o Written feedback from employers

o Interviews with faculty, students, and external community

OutcomesPrograms remain current and valid in the light of developments in the field.

Programs are sustainable because of an effective link between planning and resource allocation.

There is evidence of improved teaching and learning and coherent modes of program delivery.

Graduates of the HEI are easily employed, set up businesses, and/or have impact on the communities they serve. For programs with licensure/certification exams, the average passing rate over the past five years demonstrate the level of student performance.

EffectivenessThere is evidence that regular monitoring and review contributes to the impact of the programs as well as the performance and reputation of the HEI.


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Criterion 2: PROGRAM MONITORING AND REVIEW

1. Presence of an effective program monitoring and review process/mechanism 2. Extent to which program monitoring and review process/mechanism is implemented 3. Outcomes of program monitoring and review process/mechanism4. Effectiveness of program monitoring and review as shown by the quantity and quality of outcomes and achieving the

HEI’s VMG5. While it is important to have documented systems for program monitoring and review, the weight of the assessment

goes to the quantity and quality of outcomes, the effectiveness of these systems for program monitoring and review, and impact on the programs.

6. Impact of systems for program monitoring and review on the quality and reputation of the HEI

Please summarize the outcomes resulting from the regular program monitoring and review.

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Scoring Guide


Criterion 2: Program Monitoring and Review - The institution’ effective arrangements for monitoring and reviewing contribute to the effectiveness of its programs.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. All aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning

outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies. These arrangements are fully implemented for very highly effective monitoring and review. They result in excellent outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved

teaching and learning, and improved students performance, e.g., average licensure/certification8 passing rate in the past 5 years is at least one percentage point above the national passing rate9, employability/self-employment in the past 5 years is above 85%.

The institution demonstrates good practices in all aspects that make their program monitoring and review mechanism a model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice. Most aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning

outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies. These arrangements are implemented to a great extent, for highly effective monitoring and review. They result in very good outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved

teaching and learning, and improved student performance, e.g., average licensure/certification passing rate in the past 5 years is above national passing rate, and employability/self-employment in the past 5 years is above 75%.

The institution demonstrates good practices in most aspects of their program monitoring and review mechanism.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.

8 Certification is the equivalent of professional exams for certain fields like IT, Financial Analysis, among others9 National Passing Rates to be provided by CHED

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Many aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies.

These arrangements are implemented to a moderate extent, for effective monitoring and review. They result in good outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching and

learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is at most 0.5 percentage point below national passing rate, employability/self-employment in the past 5 years is above 65%.

The institution demonstrates good practices in many aspects of their program monitoring and review mechanism.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Some aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning

outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies. These arrangements are implemented to a limited extent, for monitoring and review. They result in fair outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching and

learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is at most 5 percentage points below national passing rate, employability/self-employment in the past 5 years is above 50%.

The institution demonstrates good practices in some aspects of their program monitoring and review mechanism.

0 The criterion is not met. There is no mechanism for monitoring and review of curriculum content; learning outcomes; learning resources; student

progress, academic support, and counseling; program delivery; admission policies. Isolated initiatives for monitoring and review are implemented. They result in poor outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching and

learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is more than 5 percentage points below national passing rate, employability/self-employment in the past 5 years is below 50%.

The institution does not demonstrate good practices in its program monitoring and review mechanism.

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Parameters 4 3 2 1 0Presence of Mechanisms for Program Monitoring and Review of▪ Curriculum content▪ Learning resources▪ Student progress▪ Academic support/

counseling▪ Program delivery▪ Admission policies





No aspects in place


Fully implemented





Outcomes:▪ Programs that are

current, relevant, coherent, sustainable

▪ Improved teaching and learning

▪ Improved student performance (e.g. licensure examination passing rate, employment rate, and self-employment opportunities)


Effectiveness of implementation, based on outcomes▪ Creating program

impact ▪ Attaining program

goals







4 3 2 1 0

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Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDSCriterion 3: Action to Strengthen ProgramsThe institution’s programs are continuously improved through effective actions that address weakness, build on strengths, and enhance student and faculty performance.


PS3 – Action to Strengthen Programs:The actions to strengthen programs contribute to institutional goals, i.e., formation of the HEI’s ideal graduate and impact of HEI on society.

Presence of SystemsThere are mechanisms for developing proper action to strengthen programs and disseminating good practice throughout the institution to achieve the goals of the HEI.

o Consolidated summary report of the following: Proceedings of

consultations/workshops

Evaluation reports of programs; action plans based on them

Special programs to improve student performance

Performance reports showing longitudinal trends in achieving progress towards goals and targets, when available

Tracking system Academic

Extent of ImplementationThe administration uses the results of self-evaluation and program monitoring and review to plan and implement actions to strengthen the programs.

The feedback from faculty, students, employers, and other stakeholders is evaluated and acted upon.

Weaknesses in student and faculty performance are identified and acted upon.

OutcomesPrograms develop graduates who demonstrate qualities and competencies that are consistent with the HEI’s ideal graduate.

Programs generate outputs that have impact on society.

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reportso Memos regarding

improvements in program delivery

o Memoso Proceedings of

workshopso Minutes of

meetingso Seminarso Publicationso Copies of programs

of activitieso Interviews with

faculty, students, guidance counselors, and external community

EffectivenessThere is evidence that continuous quality improvement of programs brings the institution closer to achieving program goals and targets.


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Criterion 3: ACTION TO STRENGTHEN PROGRAMS

1. Presence of effective action mechanisms that address weakness, build on strengths, and enhance student and faculty performance

2. Extent to which effective action mechanisms are implemented 3. Outcomes of effective action to strengthen programs4. Effectiveness of effective action mechanisms as shown by the quantity and quality of outcomes and achieving the HEI’s

VMG5. While it is important to have documented mechanisms for action to strengthen programs, the weight of the

assessment goes to the quantity and quality of outcomes, the effectiveness of these mechanisms, and impact of the programs on the graduates and on society.

6. Impact of action to strengthen programs on the quality of graduates and other outputs of the program

Please summarize the outcomes resulting from the action to strengthen programs.

Scoring Guide

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Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDSCriterion 3: Action to Strengthen Programs - The institution’s programs are continuously improved through effective actions that address weakness, build on strengths, and enhance student and faculty performance.

4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others. All aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating

good practice are in place. These mechanisms are fully implemented. They result in excellent programs that develop ideal student competencies and generate outputs that have impact on society. The institution demonstrates good practices that make their mechanisms for strengthening programs models for others.

3 The criterion is met, with most elements demonstrating good practice. Most aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating

good practice are in place. These mechanisms are implemented to a great extent. They result in very good programs that develop ideal student competencies and generate outputs that have impact on society. The institution demonstrates good practices in most aspects of their mechanisms for strengthening programs.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating

good practice are in place. These mechanisms are implemented to a moderate extent. They result in good programs that develop ideal student competencies and generate outputs that have impact on society. The institution demonstrates good practices in many aspects of their mechanisms for strengthening programs.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Some aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating

good practice are in place. These mechanisms are implemented to a limited extent.

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They result in fair programs that need improvement towards developing ideal student competencies and generating outputs that have impact on society.

The institution demonstrates good practices in some of their mechanisms for strengthening programs.

0 The criterion is not met. Mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating good practice are

not in place. Isolated initiatives to strengthen programs are implemented. They result in poor programs that that need much improvement towards developing ideal student competencies and generating

outputs that have impact on society. The institution does not demonstrate good practices in many of their mechanisms for strengthening programs.

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Parameters 4 3 2 1 0Presence of Mechanisms for Strengthening Programs▪ Action to address

weaknesses, enhance performance, disseminate good practice





No aspects in place


Fully implemented





Outcomes:▪ Ideal student

performance and competencies

Excellent Very Good Good Fair Poor

Effectiveness of implementation, based on outcomes

▪ Attaining program quality





No good practices


4 3 2 1 0

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Core Indicator: FACULTY PROFILE



FP1a – System for Faculty Selection, Retention, Evaluation, and Promotion: The human resource management system for faculty and the academic promotion system enable the HEI to push its quality of teaching and learning.

Presence of SystemsThere are clear procedures for faculty human resource (HR)10 and academic11 processes.

o Relevant pages from Faculty manual


o Process for recruitment, selection, hiring, retention, evaluation, merit/incentives, faculty development, and termination

o Process for merit and promotions

o Instrument to measure learning outcomes

o Academic report – grade profiles of students in various classes

o Instruments for faculty evaluation by

Extent of ImplementationThere is/are office(s) that takes care of the management systems for faculty.

The HR and academic promotion processes for faculty are clearly documented and disseminated.

There are regular feedback mechanisms that help faculty improve their performance.

OutcomesFaculty members teach subjects related to their degrees, professional qualifications, or experience.

Student performance has improved because of the quality of faculty.

Effectiveness

10 Recruitment, selection, hiring, retention, evaluation, merit/incentives, faculty development, and termination11 Promotion

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There is evidence of high quality of teaching (student/peer evaluation of faculty) and learning (competency assessment) because of a strong faculty profile.

peers/chairs/studentso Faculty evaluation by

peers/chairs/studentso Exit interviews of

students on faculty performance

o Interviews with faculty, chairs, and administrators


FP1b - Teaching Expertise and Competence:

Faculty competence enables students to be mentored to their full potential and produces outputs that create impact in society.

Presence of SystemsThe HEI has mechanisms/programs for faculty development, specifically to enhance teaching expertise and competence.

o Faculty development programs

o Faculty roster o Teaching

assignmentso Tests and other

assessment tools, especially for higher order thinking skills

o Faculty activity reports

o Proceedings of conferences

o Course syllabio Special programso Samples of

performance assessment of students

Extent of ImplementationThese mechanisms and processes are documented and disseminated to the faculty.

There is a person/office in charge of these mechanisms and processes for developing teaching expertise and competence.

There are regular feedback, monitoring and review mechanisms to help faculty improve.

OutcomesFaculty members demonstrate improved expertise and teaching competencies as a result of these programs or similar

75


mechanisms.

Other faculty outputs in instructional materials, research, professional practice, and/or outreach help the HEI create impact and attain its goals.

Most faculty members are up to date with developments in their academic field and demonstrate mastery of content and methods.

Faculty members employ innovative strategies to facilitate learning and to ensure that students’ higher order thinking skills are developed.

Students demonstrate good performance as a result of their teaching-learning experience.

o Faculty evaluation by peers/chairs/students

o Faculty consultation with students

o Interviews with administrators and faculty

EffectivenessThere is evidence that the quality of delivery of courses brings the institution closer to developing the desired competencies for its ideal graduate.



Core Indicator: FACULTY PROFILE

1. Presence of a human resource (HR) management system and faculty development that ensures a faculty profile with appropriate expertise, competence, and qualities

2. Extent to which HR management system of faculty as well as faculty development are implemented 3. Outcomes of HR management system of faculty and of faculty development

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4. Effectiveness of HR management system of faculty and of faculty development as shown by the quantity and quality of outcomes and achieving the HEI’s VMG

5. While it is important to have documented systems for human resource management of faculty and for faculty development, the weight of the assessment goes to the quantity and quality of outcomes, the effectiveness of a quality faculty roster, and impact on student performance and attainment of institutional goals.

6. Impact of faculty profile on teaching and learning.

Please summarize the outcomes resulting from quality faculty profile.

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Scoring GuideCore Indicator: FOR FACULTY PROFILECriterion: The institution achieves its quality of teaching and learning due in large part to its faculty roster with their appropriate expertise and competence.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. All aspects of systems for human resource (HR) management of faculty and for faculty development are in place. These mechanisms are fully implemented. These result in excellent outcomes, reflected in faculty performance and retention, and student performance and rate of

completion. The institution demonstrates good practices that make their systems for HR management of faculty and for faculty

development a model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice. Most aspects of systems for human resource management of faculty and for faculty development are in place. These mechanisms are implemented to a great extent. They result in very good outcomes, reflected in faculty performance and retention, and student performance and rate of

completion. The institution demonstrates good practices in most aspects of their systems for HR management of faculty and for faculty

development.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many aspects of systems for human resource management of faculty and for faculty development are in place. These mechanisms are implemented to a moderate extent. They result in good outcomes, reflected in faculty performance and retention, and student performance and rate of

completion. The institution demonstrates good practices in many aspects of their systems for HR management of faculty and for faculty

development.


78

Some aspects of systems for human resource management of faculty and for faculty development are in place. These mechanisms are implemented to a limited extent. They result in fair outcomes, reflected in faculty performance and retention, and student performance and rate of completion. The institution demonstrates good practices in some aspects of their systems for HR management of faculty and for faculty

development.

0 The criterion is not met. There is no system for human resource management of faculty and for faculty development. Isolated initiatives are implemented. This results in poor outcomes, reflected in faculty performance and retention, and student performance and rate of

completion. The institution does not demonstrate good practices in their systems for HR management of faculty and for faculty

development.

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Parameters 4 3 2 1 0Presence of System for▪ Faculty selection,

retention, evaluation, promotion, termination

▪ Faculty Development





No aspects in place


Fully implemented





Outcomes:▪ Student

Performance▪ Rate of Completion▪ Faculty Performance▪ Faculty Retention


Effectiveness of implementation, based on outcomes▪ Attaining desired

competencies of ideal graduate







4 3 2 1 0

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Core Indicator: USE OF ICT AND LEARNING RESOURCES



LR1a - Use of ICT:The use of ICT enhances student and faculty learning and performance, and helps the HEI achieve its goals to develop desired competencies in their graduates.

Presence of SystemsThe HEI has a system to ensure that ICT resources are properly allocated, effectively used, and regularly monitored and assessed.

o Operational plan of HEI, incl. budget (acquisition, upgrading, maintenance)

o Data on distribution and utilization of ICT resources

o List of courses using ICTo List of software used by

faculty and students, and evidence of use

o User Satisfaction Ratingo Outputs of students

using ICTo Outputs of faculty using

ICTo ICT programs for faculty

and studentso Interviews with faculty

and students

Extent of ImplementationThere is an office in charge of the ICT resources and matters related to their use, operation and maintenance.

The HEI, through this office, ensures that there is a reasonable level of service quality to users (e.g., connectivity, speed).

There is training for faculty, students, and staff to ensure that the ICT resources for learning are used properly and effectively.

OutcomesThe quality of student and faculty performance is enhanced through the use of ICT.

Graduates acquire ICT and higher order thinking competencies, consistent with the HEI goals.

Effectiveness

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There is evidence that the effective use of ICT brings the institution closer to developing the desired competencies for its ideal graduate.


LR1b - Library Resources:The use of updated library resources enhances student and faculty learning and performance, and helps the HEI achieve its goals to develop desired competencies in their graduates.Presence of Systems

The HEI has a system to ensure that library resources are regularly reviewed and upgraded, effectively used, and regularly monitored and assessed.

o Library guidelineso Library holdings,

including books, e-resources, multi-media

o System for acquisitionso Data on distribution and

utilization of library resources

o Evidence of use of online journals, e.g., course syllabus of faculty and resulting researches

o User Satisfaction Ratingo Library programs for

faculty and studentso Interviews with library

staff, faculty and students

o

Extent of ImplementationThe library ensures that there is a good ratio of users to library resources.

There is training for faculty, students, and staff to ensure that the library resources are used properly and effectively.

Faculty members are consulted on the upgrade of book collection and other resources in connection with their courses.

The library provides a reasonable level of service quality to users (e.g., volume of books, library connectivity, responsive and timely

82


attention to research inquiries).

OutcomesThe quality of student and faculty performance is enhanced through the use of library resources.

Graduates acquire higher order thinking competencies, consistent with the HEI goals.

EffectivenessThere is evidence that the effective use of library resources brings the institution closer to developing the desired competencies for its ideal graduate.


LR1c - Laboratories, Equipment, and Facilities:

Specific skills of students and faculty are enhanced because of their use of laboratories, equipment, and facilities; this helps the HEI achieve its goals to develop desired competencies in their graduates.

Presence of SystemsThe HEI has a system to ensure that laboratories, equipment, and facilities are regularly upgraded, effectively used, and regularly monitored and assessed.

o Guidelines for the use of laboratories, equipment, and facilities

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o Listing of operational laboratories, equipment, and facilities, and overview of their use, including schedule of calibration and maintenance of equipment

o Data on utilization of laboratories, equipment, and facilities, preferably in matrix form for better overview

o Minutes of meetings regarding the development/upgrading of laboratories, equipment, and facilities

o Student performance in laboratory courses

o Student performance in OJT/research work

o Interviews with library staff, faculty and students

Extent of ImplementationThere is/are office(s) in charge of laboratories, equipment, and facilities and matters related to their use, operation and maintenance.

There is training for faculty, students, and staff to ensure equipment and facilities are used properly and effectively.

Faculty members are consulted on the upgrades and improvement of laboratories, equipment, and facilities in connection with their courses.

OutcomesThe quality of student and faculty performance is enhanced through the use of laboratories, equipment, and facilities.

Graduates specialized competencies, consistent with the HEI goals.

EffectivenessThere is evidence that the effective use of laboratories, equipment, and facilities brings the institution closer to developing the desired competencies for its ideal graduate.


84


Indicator: USE OF ICT AND LEARNING RESOURCES

1. Presence of effective systems that promote the efficient, effective, and responsive use of ICT and learning resources2. Extent to systems for the use of ICT and learning resources are implemented 3. Outcomes of systems for the use of ICT and learning resources4. Effectiveness of systems for the use of ICT and learning resources, as shown by the quantity and quality of outcomes

and achieving the HEI’s VMG5. While it is important to have documented systems for using ICT and learning resources, the weight of the assessment

goes to the quantity and quality of outcomes, the effective use of these systems, and impact on students and faculty.6. Impact of the use of ICT and learning resources to student and faculty performance

Please summarize the outcomes resulting from effective use of ICT and learning resources.

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Scoring Guide

Indicator: USE OF ICT AND LEARNING RESOURCES


4 The criterion is met in all respects, at a level of excellence that provides a model for others. All aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and facilities,

are regularly upgraded, effectively used, and regularly monitored and assessed are in place. Systems for the effective use of these learning resources are fully implemented. These systems result in excellent outcomes in the areas of student and faculty competencies/performance. The institution demonstrates good practices that make their use of these learning resources a model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice. Most aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and facilities,

are regularly upgraded, effectively used, and regularly monitored and assessed are in place. Systems for the effective use of these learning resources are implemented to a great extent. These systems result in very good outcomes in the areas of student and faculty competencies/performance. The institution demonstrates good practices in most aspects of their use of these learning resources.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and other

facilities, are in place. Systems for the effective use of these learning resources are implemented to a moderate extent. These systems result in good outcomes in the areas of student and faculty competencies/performance. The institution demonstrates good practices in many aspects of their use of these learning resources.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Some aspects of systems to ensure that learning resources e.g., ICT, library resources, laboratories, equipment, and other

facilities, are in place. Systems for the effective use of these learning resources are implemented to a limited extent. These systems result in fair outcomes in the areas of student and faculty competencies/performance. The institution demonstrates good practices in some aspects of their use of these learning resources.

0 The criterion is not met. There is no system for the use of ICT and learning resources. Isolated initiatives are implemented. The system results in poor outcomes in the areas of student and faculty competencies/performance. The institution does not demonstrate good practice in their use of these learning resources.

Parameters 4 3 2 1 0

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Presence of System for▪ ICT, library

resources, and other learning resources





No aspects in place


Fully implemented





Outcomes:▪ Utilization of ICT

and learning resources

▪ Efficient and responsive delivery of learning

▪ High satisfaction of users

▪ Academic performance of students








No good practices


4 3 2 1 0

Summary of Ratings

87

KRA 2: QUALITY OF TEACHING AND LEARNING


Mechanisms



Overall Ratings

Core Indicator: Setting and Achieving Program Standards

Criterion 1: Program Approval and ImplementationCriterion 2: Program Monitoring and ReviewCriterion 3: Action to Strengthen Programs

Core Indicator: Faculty ProfileCore Indicator: Use of ICT and Learning Resources

88

KRA 3 – QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, AND CREATIVE WORK

A. Indicator: Professional Exposure

Criterion: Students develop relevant competencies through programs that allow students to practice their learned competencies, such as programs for entrepreneurship, practicum, internship, apprenticeship, and/or on-the-job training (OJT). Possible outcomes: Licensure examination rate, employment rate, self-employment – business/consultancy, etc.B. Indicator: Research Capability

Criterion: The institution’s research community produces relevant research and other advanced scholarly activity. Possible outcomes: Highly functional and relevant research programs, research output of faculty members – publications

in refereed journals/ patents/ policy papersC. Indicator: Creative Work and/or Innovation

Criterion: The institution produces creative work and/or innovation in the arts and humanities, science and technology, social sciences, and/or management science. Possible outcomes: Creative work and/or innovation of students, patents and/or awards of faculty and students

89

Indicator: PROFESSIONAL EXPOSURE

Criterion: Students develop relevant competencies through programs that allow students to practice their learned competencies, such as programs for entrepreneurship, practicum, internship, apprenticeship, and/or on-the-job training (OJT).


PE1- Professional Exposure:Students practice competencies in real settings through the institution’s overall strategy for the professional exposure of its students.Presence of Systems

The institution has mechanisms to ensure that professional exposure programs 1) enable students to gain experience in a workplace; 2) have adequate resources; 3) make use of active industry linkages.

o Strategic plano Consolidated summary

report on the following: Description of

professional exposure programs, especially those with licensure exams

MOA/MOU with companies or institutions

Employment rates Description of OJT

program/ practicum/ internship

Passing rate in licensure/certification exams

o Evidence of mentoring/consultations of students with faculty

o Written feedback or minutes of meetings with organizations where the professional

Extent of ImplementationAn office/person oversees professional exposure programs, as described above; facilitates feedback from partner companies to students; and takes care of industry linkages.

Professional exposure programs are assessed to ensure that competencies are relevant to national needs and priorities and global competitiveness.

OutcomesThe professional exposure programs give better opportunities for graduates to practice their profession or be employed in the relevant industry or profession.

Effectiveness

90


There is evidence that the professional exposure programs develop student competencies that bring the HEI closer to meeting its desired competencies for its ideal graduates.

exposure program was held

o Feedback from alumni on how their professional exposure program helped them (may be part of consolidated alumni tracer studies)

o Interviews with employers, alumni, students, and faculty


91


Indicator: PROFESSIONAL EXPOSURE

1. Presence of a strategy for the professional exposure of students.2. Extent to which the professional exposure strategy/program is implemented 3. Outcomes of the professional exposure strategy/program4. Effectiveness of the professional exposure strategy/program as shown by the quantity and quality of outcomes and

achieving the HEI’s VMG5. While it is important to have documented systems for professional exposure programs, the weight of the assessment

goes to the quantity and quality of outcomes, the effectiveness of professional exposure, and impact on student competencies and attainment of institutional goals.

6. Impact of professional exposure on professional practice and/or employment of graduates.

Please summarize the outcomes resulting from effective professional exposure.

92

Scoring GuideIndicator: FOR PROFESSIONAL EXPOSURECriterion: Students develop relevant competencies through programs that allow students to practice their learned competencies, such as programs for entrepreneurship, practicum, internship, and/or on-the-job training (OJT).4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others.

All aspects of professional exposure programs that allow students to practice their learned competencies, are in place. Professional exposure programs, including feedback and assessment, are fully implemented. They result in excellent outcomes as shown by the productivity of graduates (at least 85% are employed or self-

employed). The institution demonstrates good practices that make their professional exposure programs a model for others.

3 The criterion is met, with most elements demonstrating good practice. Most aspects of professional exposure programs that allow students to practice their learned competencies, are in place. Professional exposure programs, including feedback and assessment, are implemented to a great extent. They result in very good outcomes as shown by the productivity of graduates (at least 75% are employed or self-

employed). The institution demonstrates good practices in most aspects of their professional exposure programs.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many aspects of professional exposure programs that allow students to practice their learned competencies, are in place. Professional exposure programs, including feedback and assessment, are implemented to a moderate extent. They result in good outcomes as shown by the productivity of graduates (at least 65% are employed or self-employed). The institution demonstrates good practices in many aspects of their professional exposure programs.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Some aspects of professional exposure programs that allow students to practice their learned competencies, are in place. Professional exposure programs, including feedback and assessment, are implemented to a limited extent. They result in fair outcomes that need improvement as shown by the productivity of graduates (at least 50% are employed

or self-employed). The institution demonstrates good practices in some aspects of their professional exposure programs.

0 The criterion is not met. There is no professional exposure program. Isolated initiatives are implemented. They result in poor outcomes as shown by the lack of productivity of graduates (below 50% are employed or self-

employed). The institution does not demonstrate good practices in its professional exposure programs.

93

Parameters 4 3 2 1 0Presence of Professional Exposure Programs examples:▪ OJT/ Practicum/

Internship/ Apprenticeship

▪ Entrepreneurship (when applicable)

▪ Others





No aspects in place

Extent of Implementation▪ Hands-on experience ▪ Resources▪ Active industry

linkages

Fully implemented





Outcomes:▪ Employment rate▪ Licensure examination

passing rate (when applicable)

▪ Self-employment – business/consultancy /etc. (when applicable)








No good practices


4 3 2 1 0

94

Indicator: RESEARCH CAPABILITY

Criterion: The institution’s research community produces relevant research and other advanced scholarly activity.

RC1- Research Strategy and Capacity:The institution contributes to the discovery of new knowledge through its overall strategy for managing, developing, and applying its research.Presence of Systems

The HEI has a strategy and corresponding systems to 1) set research agenda; 2) manage, develop, apply, and assess research, and 3) continuously improve research capability of faculty and students.

o Strategic Plan of the HEI o Consolidated summary report on

the following: Research policies, structures,

and procedures R&D agenda Bases of R&D agenda, e.g.,

NEDA MTDP, NHERA Publications in refereed journals Proceedings of international

conferences Percentage of faculty involved in

research Reports on utilization and impact

of research outputs MOAs and MOUs with

international and local research institutions

Reports of researches conducted in other institutions

Special programs for graduate research

o Terminal reports of researcheso Faculty development reportso Publicationso Contracts with graduate studentso Interviews with faculty, students,

alumni, and employers

Extent of ImplementationAn office/person oversees the research strategy, systems and programs, as described above; oversees its outcomes/publications; helps manage resources; and assists in research linkages.

Information on research program mechanisms and grants is disseminated regularly to faculty and staff.

An active research community, composed of faculty, staff, and students, regularly publish and present papers in conferences.

OutcomesFaculty members have publications/ patents/ policy papers that contribute to new knowledge in the discipline and/or to

95

national/regional development.

Students and faculty have research competencies.

Research exposure gives better opportunities for graduates to be employed in the relevant industry.

EffectivenessThere is evidence that faculty and student research outputs bring the HEI closer to meeting its institutional goals.


96


Indicator: RESEARCH CAPABILITY

1. Presence of a research strategy2. Extent to which the research strategy/program is implemented 3. Outcomes of the research strategy/program 4. Effectiveness of the research strategy/program as shown by the quantity and quality of outcomes and achieving the

HEI’s VMG5. While it is important to have documented systems for research, the weight of the assessment goes to the quantity and

quality of outcomes in terms of publications/ patents/ innovations/ ongoing research; the effectiveness of research programs; impact on student and faculty performance; and attainment of institutional goals.

6. Impact of research capability on teaching and learning and on national/regional development.

Please summarize the outcomes resulting from quality research capability.

97

Scoring Guide

Indicator: FOR RESEARCH CAPABILITYCriterion: The institution’s research community produces relevant research and other advanced scholarly activity.

4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others. The HEI has all aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and assess

research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research. Research programs and mechanisms, including support for resources, outputs, linkages, are fully implemented. At least

30% of full-time faculty members have been actively and consistently engaged in scholarly work12 in the last five years. They result in excellent outcomes as shown by faculty publications in refereed journals13/ patents/ policy papers: At least

10% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by reputable presses in the last five years.

The institution demonstrates good practices that make their research strategy and system a model for others.

3 The criterion is met, with most elements demonstrating good practice. The HEI has most aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and

assess research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research.

Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a great extent. At least 25% of full-time faculty members have been actively and consistently engaged in scholarly work (research or creative work) in the last five years.

They result in very good outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least 7% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by reputable presses in the last five years.

The institution demonstrates good practices in most aspects of their research programs.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.

12 Scholarly work refers to research, creative work, case studies, action research or any work subject to scholarly principles, i.e., citation of other scholarly work, proper referencing of a specialized body of knowledge, work that is presented to experts in the field, work defined by the methodology of the field. The scholarly group of experts defines what constitutes scholarly work in their field. Thesis advising may be included, depending on the extent of involvement of the adviser and the discipline. 13 Refereed journals, including those that are CHED accredited, refer to journals that subject individual articles to independent peer review. Conference presentations are generally not counted as publications unless the papers are published in refereed conference proceedings of the recognized professional society/organization. Publications in in-house journals, unless these journals are indexed by an external group, will not be counted as published work of faculty.

98

The HEI has many aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and assess research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research.

Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a moderate extent. At least 20% of full-time faculty members have been actively and consistently engaged in scholarly work (research or creative work) in the last five years.

They result in good outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least 5% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by reputable presses in the last five years.

The institution demonstrates good practices in many aspects of their research programs.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. The HEI has some aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and

assess research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research.

Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a limited extent. At least 10% of full-time faculty members have been actively and consistently engaged in scholarly work (research or creative work) in the last five years.

They result in fair outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least 3% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by reputable presses in the last five years.

The institution demonstrates good practices in some aspects of their research programs.

0 The criterion is not met. The HEI has no research strategy and system to 1) set research agenda; 2) manage, develop, apply, and assess research; 3)

continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research. Isolated initiatives are implemented. Less than 10% of full-time faculty members have been actively and consistently

engaged in scholarly work (research or creative work) in the last five years. They result in poor outcomes as shown by lack of faculty publications in refereed journals/ patents/ policy papers. Less than

3% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by reputable presses in the last five years

The institution does not demonstrate good practices in its research strategy and systems.

99

Parameters 4 3 2 1 0Presence of Research Strategy and Systems, examples:▪ Research Agenda▪ Management of

Research▪ CQI of Research

Capacity





No aspects in place

Extent of Implementation▪ Research systems ▪ Resources▪ Research community▪ Research linkages

Fully implemented





Outcomes▪ Highly functional and

relevant research▪ Research Output of

faculty members – publications in refereed journals/patents/policy papers


Effectiveness of implementation, based on outcomes▪ Attaining institutional

goals





No good practices


4 3 2 1 0

Indicator: CREATIVE WORK AND/OR INNOVATION

100

Criterion: The institution produces creative work and/or innovation in the arts and humanities, science and technology, social sciences, and/or management science.

Remarks Possible Sources of EvidenceCWI1 - Creative Work and/or InnovationThe institution contributes to national/regional development through its system for managing and developing creative work14 and/or innovation15.Presence of Systems

The HEI has a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an environment for faculty and students, which is conducive to creativity and innovation.

o Strategic Plan of the HEI o Description of the management

systems/procedures/structureso Consolidated summary report on

the following: Reports on utilization and impact

of research outputs Description of programs that

promote creative work and/or innovation

Description of how the learning environment promotes creative work and/or innovation, e.g., writers’ workshops, faculty/student literary publications, museum/gallery for arts/devices/products, exhibits, performances and productions

Reports of faculty creative work and innovation

Awards and recognitions of students and faculty

Documentation of winning pieces/products

o Recordings, videos, filmso Faculty development reports

Extent of ImplementationAn office/person oversees the systems and resources for creative work and/or innovation.

Administrators, faculty, and students regularly look for ways to create an environment for creative work and/or innovation.

Faculty members have the competencies to guide students in their creative work and innovation.

OutcomesFaculty members and students have recognitions for their creative work and/or innovation, which contribute to socio-cultural awareness and national/regional development.

14 Creative work includes but is not limited to literature, artwork, music, dance, drama, productions, architecture, and games and apps. 15 Innovation refers to a new method, idea, device, or product, which is replicable and applicable as a solution to a particular need.

101


The HEI is a venue for discourse of issues that are highlighted by the creative work and/or innovation.

o Interview of faculty, students, alumni, and employers

EffectivenessThere is evidence that faculty and student creative work and innovation bring the HEI closer to meeting its institutional goals.


102


Indicator: CREATIVE WORK AND/OR INNOVATION

1. Presence of a system for managing and developing creative work and/or innovation2. Extent to which this system is implemented 3. Outcomes of a system for managing and developing creative work and/or innovation4. Effectiveness of a system for managing and developing creative work and/or innovation as shown by the quantity and

quality of outcomes and achieving the HEI’s VMG5. While it is important to have documented systems for creative work and/or innovation, the weight of the assessment

goes to the quantity and quality of outcomes, impact on student performance and attainment of institutional goals.6. Impact of creative work and/or innovation on teaching and learning and on national/regional development.

Please summarize the outcomes resulting from creative work and/or innovation.

103

Scoring GuideIndicator: CREATIVE WORK AND/OR INNOVATIONCriterion: The institution produces creative work and/or innovation in the arts and humanities, science and technology, social sciences, and/or management science.

4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others. The HEI has all aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an

environment for faculty and students, which is conducive to creativity and innovation. This system and its mechanisms, including support for resources and faculty training, are fully implemented. They result in excellent outcomes as shown by national/international recognitions for creative work/ innovation of faculty and

students. The institution demonstrates good practices that make their system for creative work and/or innovation a model for others.

3 The criterion is met, with most elements demonstrating good practice. The HEI has most aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an

environment for faculty and students, which is conducive to creativity and innovation. This system and its mechanisms, including support for resources and faculty training, are implemented to a great extent. They result in very good outcomes as shown by regional/national recognitions for creative work/ innovation of faculty and

students. The institution demonstrates good practices in most aspects of their system for creative work and/or innovation.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. The HEI has many aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an

environment for faculty and students, which is conducive to creativity and innovation. This system and its mechanisms, including support for resources and faculty training, are implemented to a moderate extent. They result in good outcomes as shown by local/regional recognitions for creative work/ innovation of faculty and students. The institution demonstrates good practices in many aspects of their system for creative work and/or innovation.


104

The HEI has some aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an environment for faculty and students, which is conducive to creativity and innovation.

This system and its mechanisms, including support for resources and faculty training, are implemented to a limited extent. They result in fair outcomes as shown by local recognitions for creative work/ innovation of faculty and students. The institution demonstrates good practices in some aspects of their system for creative work and/or innovation.

0 The criterion is not met. There is no system/program to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an

environment for faculty and students, which is conducive to creativity and innovation. Isolated initiatives are implemented. They result in poor outcomes as shown by lack of creative work and/or innovation from the faculty and students. The institution does not demonstrate good practices in its system for creative work and/or innovation.

105

Parameters 4 3 2 1 0Presence of System for Creative Work and/or Innovation, examples:▪ Management of

Resources and Outputs

▪ Management of Environment





No aspects in place

Extent of Implementation▪ Management

systems ▪ Resources▪ Management of

Environment

Fully implemented





Outcomes▪ Creative work

and/or innovation of faculty and students

▪ Patents and/or awards of faculty and students


Effectiveness of implementation, based on outcomes▪ Attaining

institutional goals





No good practices


4 3 2 1 0

106

Summary of Ratings

KRA 3: QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH CAPABILITY, AND CREATIVE WORK


Mechanisms


Outcomes Effectiveness of Implement

ation

Overall Ratings

Indicator: Professional ExposureIndicator: Research CapabilityIndicator: Creative Work and/or Innovation

107

KRA 4 – SUPPORT FOR STUDENTS

A. Core Indicator: Equity and Access

Criterion 1: Recruitment, Admission, and Academic Support - The institution is effective in recruiting, admitting, supporting, and graduating students, including those from indigenous groups, the handicapped, low-level income groups, foreign students, and other special groups.

This section refers to the processes for recruitment, admission, and academic support of students, taking into consideration special groups. Possible outcomes: Diversity of student population, student quality, rate of retention, rate of completionCriterion 2: Student Scholarships - The institution provides educational opportunities for the most able and deserving students with support from student scholarships. This section refers to the processes for promoting equity and access to tertiary education, by providing scholarships. Possible outcomes: Scholar’s performance, completion rate, employment rate, self-employment opportunities

B. Core Indicator: Student Services

Criterion: The institution has programs for student services, to support the non-academic needs of the students. This section refers to the structures and processes for delivering non-academic services for students. Possible outcome: Performance of students, rate of completion, employment rate of graduates

108

Core Indicator: EQUITY AND ACCESS

Criterion 1: Recruitment, Admission, and Academic Support

The institution is effective in recruiting, admitting, supporting, and graduating students, including those from indigenous groups, the handicapped, low-level income groups, foreign students, and other special groups.

Remarks Possible Sources of EvidenceEA1- Recruitment, Admission, and Academic Support There is a diverse and motivated student population, which includes those from indigenous groups, the handicapped, low-level income groups, foreign students, and other special groups. Presence of Systems

The HEI has a clear and transparent admission and placement system that matches student capabilities and aptitudes to their programs.

There is an academic support system that addresses special learning needs, adjustment issues, use of learning resources, etc.

There are clear policies and operational guidelines on the recruitment of and support for special student groups (Please see above).

There are programs that provide foreign students with effective orientation to the institution and the country, and which allow them academic progression and integration with the community.

o Admission policies, structures, and procedures

o Recruitment effortso Admissions reporto Data on student distribution by

sectoro Diagnostic tests for special

learning needso Special programso Programs and activities with

global and/or multi-cultural themes

o Report on student performance (rates of retention and completion)

o International linkages/twinning arrangements

o Interviews with administrator for admissions and students

o Interview with foreign students, when applicable

109

Remarks Possible Sources of EvidenceExtent of Implementation

There are office(s)/person(s) in charge of overseeing:

1) admission processes, including the recruitment and selection of students based on clear policies and operational guidelines;

2) academic support processes, including overall performance, counseling, academic advisement, faculty consultation, student tracking, etc.

3) assistance to foreign students.

The institution encourages applications from special groups (e.g., financially disadvantaged, tribal groups, physically challenged) and ensures that they are given fair consideration.

OutcomesStudents are generally satisfied with the diverse learning environment, and academic support.

Students are able to complete their programs.

Students gain exposure to diverse traditions and perspectives.

EffectivenessThere is evidence that there are

110

Remarks Possible Sources of Evidenceopportunities for promoting multi-cultural interaction and global perspective, and brings the HEI closer to achieving its VMG.


111


Criterion 1: RECRUITMENT, ADMISSION, AND ACADEMIC SUPPORT

1. Presence of a system for recruitment, admission, and academic support 2. Extent to which the system for recruitment, admission, and academic support is implemented 3. Outcomes of a system for recruitment, admission, and academic support4. Effectiveness of the system for recruitment, admission, and academic support as shown by the quantity and quality of

outcomes and achieving the HEI’s VMG5. While it is important to have documented systems for recruitment, admission, and academic support, the weight of the

assessment goes to the quantity and quality of outcomes, such as student performance and rate of completion, and other measures leading to the attainment of institutional goals.

6. Impact of recruitment, admission, and academic support on the quality of students.

Please summarize the outcomes resulting from a clear system for recruitment, admission, and academic support.

112

Scoring GuideCore Indicator: EQUITY AND ACCESSCriterion 1: Recruitment, Admission, and Academic Support - The institution is effective in recruiting, admitting, supporting, and graduating students, including those from indigenous groups, the handicapped, low-level income groups, foreign students, and other special groups.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. There are well-defined mechanisms for all aspects of recruitment, admissions, academic support and tracking of students. These mechanisms for recruitment, admissions, academic support and tracking of students are fully implemented. They result in excellent outcomes in terms of rates of retention and completion. The institution demonstrates good practices, which make their system for recruitment, admissions, and academic support, a

model for others.3 The criterion is met in all respects, at a level that demonstrates good practice.

There are mechanisms for most aspects of recruitment, admissions, academic support, and tracking of students. These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a great

extent. They result in very good outcomes in terms of rates of retention and completion. The institution demonstrates good practices in most aspects of their system for recruitment, admissions, and academic

support.2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.

There are mechanisms for many aspects of recruitment, admissions, academic support, and tracking of students. These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a moderate

extent. They result in good outcomes in terms of rates of retention and completion. The institution demonstrates good practices in many aspects of their system for recruitment, admissions, and academic

support.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. There are mechanisms for some aspects of recruitment, admissions, academic support, and tracking of students.

113

These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a limited extent.

They result in fair outcomes in terms of rates of retention and completion. The institution demonstrates good practices in some aspects of their system for recruitment, admissions, and academic

support.0 The criterion is not met.

There are no mechanisms for recruitment, admissions, academic support, and tracking of students. Isolated initiatives are implemented. They result in poor outcomes in terms of rates of retention and completion. The institution does not demonstrate good practices in recruitment, admissions, and academic support.

114

Parameters 4 3 2 1 0Presence of System for Recruitment, Admission, Academic Support





No aspects in place

Extent of Implementation▪ Management

systems ▪ Resources▪ Quality of

academic support

Fully implemented





Outcomes▪ Diversity of

student population

▪ Student quality▪ Rate of retention▪ Rate of

completion


Effectiveness of implementation, based on outcomes▪ Developing

desired competencies in students

▪ Attaining institutional goals


Good practice in most/all aspects



No good practices


4 3 2 1 0

115

Core Indicator: EQUITY AND ACCESS

Criterion 2: Student Scholarships

The institution provides educational opportunities for the most able and deserving students with support from student scholarships.

Remarks Possible Sources of EvidenceEA2 - Student Scholarships: Deserving students get an education through the institution’s scholarship program, which include various groups of beneficiaries, including special groups. This does not include students who receive compensation for services rendered.Presence of Systems

The HEI has clear guidelines and mechanisms for awarding student scholarships, including recruitment, selection, support and tracking of scholars, fund-raising, and proper documentation.

Deserving students are selected based on eligibility criteria and procedures for the award of scholarships and study grants.

Scholars gain maximum benefit due to guidance provided by the institution, and complete their studies successfully within the prescribed period.

o Scholarship reporto Scholarship guidelines and

procedureso Master list of scholarship

beneficiaries and their programs of study

o Performance of scholars (e.g., grades, rates of retention and completion)

o List of scholar graduates and their current work/positions

o Data on progress of beneficiaries

o Tracer studies o Interviews with

scholars/grantees, coordinator for scholarships/grants, employers and alumni scholars/granteesExtent of Implementation

There is an office/person in charge of overseeing scholarships and the scholars’ performance.

Outcomes

116

Remarks Possible Sources of EvidenceScholars are employed, achieving the aims of the scholarship program.

EffectivenessThere is evidence that scholars increase the diversity of reach of the HEI, and bring it closer to meeting its institutional goals.


117


Criterion 2: STUDENT SCHOLARSHIPS

1. Presence of a scholarship program2. Extent to which scholarship program is implemented 3. Outcomes of scholarship program4. Effectiveness of scholarship program as shown by the quantity and quality of outcomes and achieving the HEI’s VMG5. While it is important to have documented systems for student scholarships, the weight of the assessment goes to the

quantity and quality of outcomes, such as impact on quality and diversity of students, and other measures leading to the attainment of institutional goals.

6. Impact of student scholarships on the quality and diversity of students.

Please summarize the outcomes resulting from mechanisms for student scholarships.

118

Scoring GuideCore Indicator: EQUITY AND ACCESSCriterion 2: Student Scholarships - The institution provides educational opportunities for the most able and deserving students with support from student scholarships.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. There are well-defined mechanisms for all aspects of a scholarship program, including recruitment, selection, support and

tracking of scholars, fund-raising, and proper documentation. These mechanisms for student scholarships are fully implemented They result in excellent outcomes in terms of performance and employment of scholars. The institution demonstrates good practices that make their scholarship program a model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice. There are well-defined mechanisms for most aspects of a scholarship program, including recruitment, selection, support and

tracking of scholars, fund-raising, and proper documentation. These mechanisms for student scholarships are implemented to a great extent. They result in very good outcomes in terms of performance and employment of scholars. The institution demonstrates good practices in most aspects of their scholarship program.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. There are well-defined mechanisms for many aspects of a scholarship program, including recruitment, selection, support and

tracking of scholars, fund-raising, and proper documentation. These mechanisms for student scholarships are implemented to a moderate extent. They result in good outcomes in terms of performance and employment of scholars. The institution demonstrates good practices in many aspects of their scholarship program.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. There are well-defined mechanisms for some aspects of a scholarship program, including recruitment, selection, support and

tracking of scholars, fund-raising, and proper documentation. These mechanisms for student scholarships are implemented to a limited extent. They result in fair outcomes in terms of performance and employment of scholars. The institution demonstrates good practices in some aspects of their scholarship program.

0 The criterion is not met. There is no scholarship program in place. Isolated initiatives are implemented. They result in poor outcomes in terms of performance and employment of scholars. The institution does not demonstrate good practices in its scholarship program.


119

Presence of System for Student Scholarships, including:▪ Recruitment and selection▪ Academic support/ tracking▪ Fund-raising





No aspects in place

Extent of Implementation▪ Management systems ▪ Resources▪ Quality of academic support

Fully implemented





Outcomes▪ Scholars’ performance▪ Scholar’s completion rate▪ Scholars’ employment rate▪ Scholar’s self-employment

opportunities


Effectiveness of implementation, based on outcomes▪ Developing diversity in

student population▪ Attaining institutional goals





No good practices


4 3 2 1 0

120

Core Indicator: STUDENT SERVICESCriterion: The institution has programs for student services, to support the non-academic needs of the students.

Remarks Possible Sources of EvidenceSS1-Non-academic Support:Students improve performance because they have sufficient non-academic support, which help them overcome concerns that may be affecting their ability to study.

Presence of SystemsThe HEI has clear structures for a range of student services, including health and wellbeing, guidance and counseling, management of discipline, support for student activities, among others.

o Guidance programso Summary of cases from the

Guidance Office, including tracking of students

o Student Handbooko Report on student affairso Special programso Report on infirmary structure and

useo Interviews with administrators,

guidance counselors, students, and faculty

Extent of ImplementationThere are office(s)/person(s) in charge of overseeing student services.

Special programs help enhance student development.

Students participate in assessment of student services.

OutcomesStudent performance is enhanced through non-academic support that helps students adjust and focus.

EffectivenessThe outcomes on student performance help the HEI to achieve targets in

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Remarks Possible Sources of Evidencedesired student competencies.


SS1b - Placement Support:Students are able to plan for their career/future through career orientation and job placement programs.Presence of Systems

The HEI has clear structures for placement services, supported by extensive industry linkages.

o Job Placement programso Industry linkageso Report on placemento Special programso Interviews with employers,

career counselors, students, and faculty

Extent of ImplementationThere are office(s)/person(s) in charge of overseeing placement services.

The office/person runs programs that expose students to a wide range of options in planning for the future.

The office/person maintains links with employers to facilitate placement opportunities.

OutcomesThe HEI’s placement support improves employment rates of graduates.

EffectivenessThere is evidence that improved employment rates help the HEI to achieve targets in desired student competencies.

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123


Criterion 2: STUDENT SERVICES

1. Presence of student services that are efficient, effective, and responsive 2. Extent to which student services are implemented 3. Outcomes of student services4. Effectiveness of student services as shown by the quantity and quality of outcomes and achieving the HEI’s VMG5. While it is important to have documented systems for student services, the weight of the assessment goes to the

quantity and quality of outcomes, such as impact on student performance, and other measures leading to the attainment of institutional goals.

6. Impact of student services on the performance and development of students.

Please summarize the outcomes resulting from mechanisms for student services.

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Scoring GuideCore Indicator: STUDENT SERVICESCriterion: The institution has programs for student services, to support the non-academic needs of the students.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. The HEI has all aspects of student services, covering areas like health and wellbeing, guidance and counseling, management

of discipline, support for student activities, and placement services. The mechanisms for student services are fully implemented. They result in excellent outcomes, as seen in student performance and employment. The institution demonstrates good practices that make their programs for student services models for others.

3 The criterion is met in all respects, at a level that demonstrates good practice. The HEI has most aspects of student services, covering areas like health and wellbeing, guidance and counseling,

management of discipline, support for student activities, and placement services. The mechanisms for student services are implemented to a great extent. They result in very good outcomes, as seen in student performance and employment. The institution demonstrates good practices in most aspects of their programs for student services.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. The HEI has many aspects of student services, covering areas like health and wellbeing, guidance and counseling,

management of discipline, support for student activities, and placement services. The mechanisms for student services are implemented to a moderate extent. They result in good outcomes, as seen in in student performance and employment. The institution demonstrates good practices in many aspects of their programs for student services.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. The HEI has some aspects of student services, covering areas like health and wellbeing, guidance and counseling,

management of discipline, support for student activities, and placement services. These mechanisms for student services are implemented to a limited extent. They result in fair outcomes, as seen in in student performance and employment. The institution demonstrates good practices in some of their programs for student services.

0 The criterion is not met. There is no program for student services. Isolated initiatives are implemented. They result in poor outcomes, as seen in in student performance and employment. The institution does not demonstrate good practices in its programs and mechanisms for student services.

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Parameters 4 3 2 1 0Presence of System for Student Services, including:▪ Health and wellbeing, ▪ Guidance and counseling▪ Management of discipline▪ Support for student activities ▪ Placement▪ Other support services





No aspects in place

Extent of Implementation▪ Programs▪ Resources▪ Networks

Fully implemented





Outcomes▪ Performance of students▪ Rate of completion▪ Employment rate of graduates


Effectiveness of implementation, based on outcomes▪ Developing student

competencies in ideal graduate▪ Attaining institutional goals





No good practices


4 3 2 1 0

Summary of Ratings

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KRA 4: SUPPORT FOR STUDENTS


Mechanisms



Overall Ratings

Core Indicator: Equity and Access

Criterion 1: Recruitment, Admission, and Academic Support Criterion 2: Student Scholarships

Core Indicator: Student Services

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KRA 5 – RELATIONS WITH THE COMMUNITY

A. Core Indicator: Relevance of Programs

Criterion: The institution offers programs that take into consideration the social, cultural, economic, and/or developmental needs of the country at local, regional, and/or national levels, as reflected in the HEI’s VMG and in consideration of the country’s need to compete effectively in global markets. This section refers to the structures and processes that promote local/ regional/ national development and global competitiveness. Possible outcomes: Improved employment rates; impact of programs on local, regional, and national development

B. Indicator: Networking and Linkages

Criterion: The institution is valued as a partner by other higher education institutions; professional, government, and non-government organizations; and industry, within the Philippines and/or internationally. This section refers to the structures and processes that promote and support partnership with other institutions. Possible outcomes: Partnerships with other HEIs; professional, government and non-government organizations; and

industry that result in research, training, faculty development, student exchange, program funding

C. Indicator: Extension Programs

Criterion: The institution is valued by its local community as a provider of extension programs that are responsive to the needs of the community for people empowerment and self-reliance. This section refers to the structures and processes that promote extension programs, which are relevant to the needs of

the community. Possible outcomes: Impact of programs on communities as evidenced by any of the following: increased livelihood

programs, increased involvement of community members, and/or development of community leadership; impact of programs on local, regional, and national development

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Core Indicator: RELEVANCE OF PROGRAMS

Criterion: The institution offers programs that take into consideration the social, cultural, economic, and/or developmental needs of the country at local, regional, and/or national levels, as reflected in the HEI’s VMG and in consideration of the country’s need to compete effectively in global markets.

Remarks Possible Sources of EvidenceRP1- Determining and Promoting Relevance:

The institution contributes to the achievement of local/ regional/ national priorities (e.g., poverty alleviation, environmental management, health) through academic and extension programs.Presence of Systems

The HEI has processes to ensure relevance of its academic and extension programs, including dialogue with professional, industry, and other external groups, e.g., government and non-government organizations, socio-civic and religious groups.

These processes are well documented.

o Strategic plan of HEI, especially discussion on the external environment, impact it wants to create

o Operational plan of departments to see if the Strategic Plan is cascaded to them

o Progress reports/ accomplishment reports

o Proceedings of consultations/ minutes of the programs, including feasibility studies and relevant researches

o Report on student involvemento Documents on the possible

contribution to societyo Manuals or documents that

specify policies and guidelineso List of partnerships/consortiao MOAs, MOUso Linkage programso Proceedings of consultations/

dialogueso Minutes of curricular revisions/

Extent of ImplementationSpecific offices/persons are responsible for the implementation of these processes.

The institution constantly responds to changing patterns and requirements of employment as well as to the needs of the community.

OutcomesThe nature of the academic and extension programs reflect the HEI type:

Professional Institution – Professional

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Remarks Possible Sources of EvidenceCompetenciesCollege – Creative Work and/or InnovationUniversity – Research

updatingo Job Placement programso Tracer studieso Report on placement /

employmento Interviews with employers,

faculty, and studentsEffectiveness

There is evidence that improved employment rates and impact on communities help the HEI to achieve targets in desired student competencies.


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Core Indicator: RELEVANCE OF PROGRAMS

1. Presence of processes to ensure relevance of its academic and extension programs 2. Extent to which these processes are implemented 3. Outcomes of relevant academic and extension programs4. Effectiveness of relevant academic and extension programs as shown by the quantity and quality of outcomes and

achieving the HEI’s VMG5. While it is important to have documented systems for academic and extension programs, the weight of the assessment

goes to the quantity and quality of outcomes, impact on partner communities, and attainment of institutional goals.6. Impact of academic and extension programs on teaching and learning.

Please summarize the outcomes resulting from relevant academic and extension programs.

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Scoring GuideCore Indicator: RELEVANCE OF PROGRAMSCriterion: The institution offers programs that take into consideration the social, cultural, economic, and/or developmental needs of the country at local, regional, and/or national levels, as reflected in the HEI’s VMG and in consideration of the country’s need to compete effectively in global markets.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. All aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of

society, are in place. These mechanisms are fully implemented. They result in excellent outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI. The institution demonstrates good practices that make their mechanisms for ensuring program relevance models for others.

3 The criterion is met in all respects, at a level that demonstrates good practice. Most aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of

society, are in place. These mechanisms are implemented to a great extent. They result in very good outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI. The institution demonstrates good practices in most aspects of their mechanisms for ensuring program relevance.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs

of society, are in place. These mechanisms are implemented to a moderate extent. They result in good outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI. The institution demonstrates good practices many aspects of their mechanisms for ensuring program relevance.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Some aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs

of society, are in place. These mechanisms are implemented to a limited extent. They result in fair outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI. The institution demonstrates good practices in some of their mechanisms for ensuring program relevance.

0 The criterion is not met. There are no mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of

society. Isolated initiatives are implemented. They result in poor outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI. The institution does not demonstrate good practices in their mechanisms for ensuring program relevance.Parameters 4 3 2 1 0

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Presence of System for Ensuring Program Relevance





No aspects in place


Fully implemented





Outcomes▪ Improved

employment rates▪ Impact of

programs on local, regional, and national development



institutional goals





No good practices


4 3 2 1 0

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Indicator: NETWORKING AND LINKAGESCriterion: The institution is valued as a partner by other higher education institutions; professional, government, and non-government organizations; and industry, within the Philippines and/or internationally.

Remarks Possible Sources of EvidenceNL1- Networking and Linkages:The institution’s partner institutions and consortium arrangements contribute to the achievement of its mission and the success of its programs.Presence of Systems

The HEI has a strategy and clear mechanisms for forging and maintaining linkages and networks that promote programs in research/ training/ exposure/ extension, etc.

o Strategic Plan of HEIo MOAs, MOUs o List of partnerships/ consortium

arrangementso Membership in networks and

associations o Report on network development o Report on accomplishmentso Interviews with top-level

management, representatives of partner institutions, faculty, and students on network or linkage coordination

Extent of ImplementationThere is an office/person in charge of overseeing the mechanisms for networks and linkages.

Departments participate actively in the activities with partner institutions.

OutcomesThe institution benefits from its partnerships, such as acquisition of expertise and possible funding.

In particular, Universities and Professional Institutions benefit from research, further faculty and student training, and/or program funding.

EffectivenessThere is evidence that networks and linkages help the HEI to achieve its institutional goals.

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Remarks Possible Sources of EvidenceOther relevant information:


Indicator: NETWORKING AND LINKAGES

1. Presence of a strategy and mechanisms for networking and linkages

135

2. Extent to which the strategy and mechanisms are implemented 3. Outcomes of networking and linkages4. Effectiveness of networking and linkages as shown by the quantity and quality of outcomes and achieving the HEI’s

VMG5. While it is important to have documented systems for networks and linkages, the weight of the assessment goes to the

quantity and quality of outcomes, impact on faculty and student competencies, and attainment of institutional goals.6. Impact of networks and linkages on research and expertise among faculty and students of the HEI.

Please summarize the outcomes resulting from active network and linkages.

136

Scoring GuideIndicator: NETWORKING AND LINKAGESCriterion: The institution is valued as a partner by other higher education institutions; professional, government, and non-government organizations; and industry, within the Philippines and/or internationally.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. All aspects of a plan and its mechanisms for networking and linkages are in place. The plan and mechanisms for networking and linkages are fully implemented. The networks and linkages result in excellent partnerships with local, national, and international institutions. The institution demonstrates good practices that make their networks and linkages a model for others.

3 The criterion is met in all respects, at a level that demonstrates good practice. Most aspects of a plan and its mechanisms for networking and linkages are in place. The plan and mechanisms for networking and linkages are implemented to a great extent. The networks and linkages result in very good partnerships with local, national, and international institutions. The institution demonstrates good practices in most aspects of their networks and linkages.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many aspects of a plan and its mechanisms for networking and linkages are in place. The plan and mechanisms for networking and linkages are implemented to a moderate extent. The networks and linkages result in good partnerships with local, national, and international institutions. The institution demonstrates good practices in many aspects of their networks and linkages.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Some aspects of a plan and its mechanisms for networking and linkages are in place. The plan and mechanisms for networking and linkages are implemented to a limited extent. The networks and linkages result in fair partnerships with local, national, and international institutions. The institution demonstrates good practices in some aspects of their networks and linkages.

0 The criterion is not met. There is no plan/mechanism for networking and linkages. Isolated initiatives are implemented. The system results in poor partnership even at the local level. The institution does not demonstrate good practices in its networking and linkages.


137

Presence of System for Networking and Linkages including:▪ Extensiveness▪ Strength▪ Sustainability





No aspects in place


Fully implemented





Outcomes▪ Partnerships with

other HEIs; professional, government and non-government organizations; and industry that result in research, training, faculty development, student exchange, program funding



institutional goals





No good practices


4 3 2 1 0

138

Indicator: EXTENSION PROGRAMSCriterion: The institution is valued by its local community as a provider of extension programs that are responsive to the needs of the community for people empowerment and self-reliance.

Remarks Possible Sources of EvidenceEP1-Extension and Outreach:The institution contributes to local/ regional/ national development through its extension programs.Presence of Systems

The HEI has a comprehensive plan and clear mechanisms for its extension programs that promote local/regional/national development.

o Consolidated summary report on the following: Needs assessment reports Community Development Plan Extension/Outreach Program

reports (agenda/ programs/ beneficiaries/ impact/ etc.)

Service learning reports, when applicable

Impact16 assessment Financial allocation for

extension programs Inventory of resources

o Strategic plano Organizational structure related

to extension programso Activity reports (including

results of the evaluation)o MOA with community and

external groups that provide assistance

o Evidence of assistance provided by external groups

o Interviews with extension personnel, beneficiaries, faculty, and students

Extent of ImplementationThere is an office/person in charge of overseeing the mechanisms and support for its extension programs.

Faculty and students participate actively in the extension activities, including service-learning courses17.

The HEI aligns its extension program with its instruction and other academic activities according to its type: Professional Institution - application

of skills and competencies College – use of creativity and

innovation University – use of research results

OutcomesThe institution contributes to local/regional/national development.

16 Impact refers to the changes in a community/organization/agency that can be attributed to the program.

139

Remarks Possible Sources of EvidenceEffectiveness

There is evidence that community extension programs help the HEI to achieve its institutional goals.


17 Service learning is a learning approach that integrates formal instruction with community service through the application of competencies to support the work of a community, local organizations, or LGUs.

140

Notes on the Presentation of EvidenceIndicator: EXTENSION PROGRAMS

1. Presence of extension program(s) that contribute to local/regional/national development2. Extent to which the extension program is implemented 3. Outcomes of the extension program(s)4. Effectiveness of the extension program as shown by the quantity and quality of outcomes and achieving the HEI’s VMG5. Impact of extension programs on the local/regional/national development as well as development of faculty and

students of the HEI.6. While it is important to have documented systems for extension programs, the weight of the assessment goes to the

quantity and quality of outcomes, impact on the local/regional/national development, and attainment of institutional goals.

Please summarize the outcomes resulting from relevant extension programs.

141

Scoring GuideIndicator: EXTENSION PROGRAMSCriterion: The institution is valued by its local community as provider of extension programs that are responsive to the needs of the community, for people empowerment and self-reliance.

4 The criterion is met in all respects, at a level of excellence that provides a model for others. All aspects of extension/outreach programs, which are highly responsive to the needs of the community, are in place. Plans and mechanisms of extension programs are fully implemented. These extension programs result in excellent outcomes in relation to local, regional, and/or national development. The institution demonstrates best practices that make their extension programs models for others.

3 The criterion is met in all respects, at a level that demonstrates good practice. Most aspects of extension/outreach programs, which are responsive to the needs of the community, are in place. Plans and mechanisms of extension programs are implemented to a great extent. These extension programs result in very good outcomes in relation to local, regional, and/or national development. The institution demonstrates best practices in many aspects or good practices in most/all aspects of their extension

programs.

2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements. Many aspects of extension/outreach programs are in place. Plans and mechanisms of extension programs are implemented to a moderate extent. These extension programs result in good outcomes in relation to local and/or regional development. The institution demonstrates best practices in few aspects or good practices in many aspects of their extension

programs.

1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses. Some aspects of extension/outreach programs are in place. Plans and mechanisms of extension programs are implemented to a limited extent. These extension programs result in fair outcomes in relation to local development. The institution demonstrates good practices in some aspects of their extension programs.

0 The criterion is not met. There are no extension programs in place. Isolated initiatives are implemented. These extension programs result in poor outcomes even in relation to local development. The institution does not demonstrate good practices in its extension/outreach programs.

Parameters 4 3 2 1 0Presence of System All aspects in Most aspects Many aspects Some aspects No aspects in

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for Extension Programs

place in place in place in place place


Fully implemented





Outcomes:▪ Impact of programs

on communities as evidenced by any of the following: increased livelihood programs, increased involvement of community members, and/or development of community leadership

▪ Impact on local/regional/national development


Effectiveness of implementation, based on outcomes▪ Contribution to

society▪ Attaining institutional

goals

Best practices that make it a model system

Best practices in many aspects or Good practice in most/all aspects

Best practices in few aspects or Good practices in many aspects


No good practices


4 3 2 1 0

Summary of Ratings

KRA 5: RELATIONS WITH THE COMMUNITY

143


Mechanisms



Overall Ratings

Core Indicator: Relevance of Programs Indicator: Networking and LinkagesIndicator: Extension Programs

144