Licensure Performance of Normal Schools in the Philippines ... 16th ICER... · the Philippines:...
Transcript of Licensure Performance of Normal Schools in the Philippines ... 16th ICER... · the Philippines:...
Licensure Performance of Normal Schools in the Philippines: Implications for Quality
Assurance Policies
The 16th International Conference on Education ResearchSeoul National University, Seoul, South Korea
October 14-16, 2015
Steven L. BaylanCollege of Teacher Education
Cebu Normal UniversityOsmena Boulevard, Jones Avenue , Cebu City, Philippines
Accreditation in the Philippine context....
• is viewed as a process
• HEIs evaluate its programs, in whole or in part.
• Seeks an independent judgement to confirm that itsubstantially achieves its goals and is genarally parallel inquality to comparable HEIs.
Kinds of Accreditation
• Program-based accreditationCHED authority to grant pemit, license, recognition, standard setting, international certification, international benchmarking, COE and COD designation
• Institutional-based mechanismautonomous and deregulated status for HEIs
Licensure performance is one parameter by which Philippine Higher Education Institutions (HEIs)is measured by its educational quality.
The average passing percentagefor first timers and repeaters inthe Licensure Examination forTeachers from 2009-2013 in theelementary was only 29% and34% in the secondary.
Out of 1,025 TEIs, 534 schoolswere poor performing in theelementary while a total of 774out of 1,259 in the secondary.
In 2014, only 36% or 25,301 passed theLicensure Examination for Tecahers (LET) in theelementary education out of 70,786 takers.
In the secondary education, a total 34% or26,767 are successful examinees out of 77,803.
Purpose of the Study
This study stems from the hypothesis that examination of TEIsaccreditation status and licensure performance would be of crucialimportance as the country anticipates for regionalization of highereducation among members of the ASEAN countries.
Thus, this study primarily examined both institutional mechanismand program-based accreditation status of the ten (10) normalschools that constitute the National Network of Normal Schools(3NS).
The Problem
Given that QA and policy redirection are crucial to educational excellence, this paper attempted to examine the:
1. Level of institutional and program-based accreditation status ofnormal schools;
2. Licensure performance trends of normal schools vis-a-visinstitutional mechanism and program-based accreditation;
3. Overall average national passing percentage in the licensureperformance of normal schools in the past 5 years.
The Methodology
Documentary analysis and descriptive-quantitative design
Ten TEIs that constitute the National Network of Normal Schools
Results of the Licensure Examination for Teachers (LET) and Accreditation status of TEIS
Method
Subject
Data
Figure 3a. Statistical trends of Level IV accredited normal schools licensure examination performance in the Bachelor of
Elementary Education (BEED)
Figure 3b. Statistical trends of Level IV accredited normal schools licensure examination performance in the
Bachelor of Secondary Education (BSED)
Figure 4a. Statistical trends of Level III accredited normal schools licensure examination performance in the
Bachelor of Elementary Education (BEED)
Figure 4b. Statistical trends of Level III accredited normal schools licensure examination performance in the Bachelor
of Secondary Education (BSED)
Figure 5. Statistical trends of Level I accredited normal school licensure examination performance
in the BEED and BSED program
Figure 6a Statistical trends of COE designated normal schools in the licensure passing performance in
the BSED program
•
Figure 6b Statistical trends of COE designated normal schools in the licensure passing performance
in the BEED program
Figure 7a Statistical trends of COD designated normal schools in the licensure passing performance
in the BSED program
Figure 7b Statistical trends of COD designated normal schools in the licensure passing performance
in the BEED program
Figure 8. Overall average national passing percentage of normal schools licensure performance in the BEED and BSED
from 2010-2014
Conclusion
Quality assurance has been proven to have a profoundimpact on the various aspect of higher education. The currentstudy have mounted empirical evidence of the pivotal role of QA onthe licensure performance of TEIs. This is evidenced by highperformance trends in terms of licensure passing percentage ofnormal schools with institutional mechanism and program-basedaccreditation more specifically TEIs with Level III-IV status anddesignated as COE and COD. Interstingly, there are accreditednormal schools that demonstrated dismal and below the nationalpassing standard rate. This finding may imply enduring issues thatare embedded in the QA practices and can only be unraveledthrough collective effort of governmental regulating bodies, TEIs,and stakeholders of the university.
Recommendations1. Revisit quality assurance framework, specifically on the curriculumlearning standards, learning environment, human resources, programmanagement, implementation, monitoring, and evaluation.
2. Conduct a study that would delve into the gaps on the QAframework, system, mechanism, procedure, implementation, and QAinstrument.
3. A policy redirection that will create an inter-institutional quality assurancemechanism and practices for TEIs that are aligned with governmental QA bodystandards and policies;
4. Government to prioritise higher education by allocating higher annual budget.