QUALITY, QUALITY ASSURANCE, TYPOLOGY AND PASUC

PASUC CONFERENCE

16 OCTOBER 2012

How Philippine higher education slipped without our knowing

Erosion of leadership in graduate education: the Thailand story

Less than full resolve: the Singapore story

Less than other peoples’ share of love of country: the Vietnam story

And yet….we are talented; resourcefull, articulate

THE MANDATE OF PHILIPPINE HIGHER EDUCATION

To contribute to building a quality nation capable of transcending the social,

political, economic, cultural and ethical issues that constrain the country’s human development, productivity and global competitiveness.

This mandate translates to multiple missions

Produce thoughtful graduates with a humanist orientation; analytical and problem solving skills; the ability to think through the ethical and social implications of a given course of action; and the competency to learn throughout life;

Produce competent graduates for work in the 21st century

This mandate translates to multiple missions

provide focused support to the research required for technological innovation, economic growth and global competitiveness and crafting the country’s strategic directions and policies;

help improve the quality of human life, respond effectively to changing societal needs and conditions; and provide solutions to problems at the local community, regional and national levels;

How to fulfill the mission

build a critical mass of diverse HEIs with quality programs that meet national and international standards;

build capacity for research that translate to technological innovations;

provide access to higher education to deserving Filipinos—many reasons for establishing SUCs and access is important

Low HE enrollment and completion rates among the poor and near poor

Enrollment Graduation

An increasing proportion of beneficiaries of SUCs are from higher income groups

Linking SUCs with National Development Goals

Support for Growth Areas BPO Agriculture/FisheriesTourismEmerging IndustriesInnovation Clusters

Rationalization of Rationalization of Higher EducationHigher Education

Improving the quality of SUCs:Why Quality and QA?

The Imperative of Building a Quality NationMove Filipinos out of poverty by building their competencies;

Strengthen the moral fiber of the Filipino youth;Develop the regions and local communitiesCatch up with our Asian neighbors

Why Quality and QA?

The Need to Survive in a Competitive World

ASEAN community by 2015; the commitment of the Philippine government to the evolving efforts to recognize and develop a system of comparable qualifications, degrees, and diplomas across the Asia-Pacific region under the auspices of the UNESCO; and

the acceptance of internationally-agreed-upon frameworks and mechanisms for the global practice of professions

Linking Higher Education with Total Education System

K to 12 College Readiness Standards Revised General Education Curriculum

“Save Our Normal Schools”

Outcomes-Based Education (OBE)

Philippine Qualifications Framework

Improving Quality and Standards

and Standards

Why typology-based?

quality as fitness for purpose and the adoption of an outcomes-based QA framework presuppose quality goals that are anchored to the individual HEIs’ vision and mission statements

Why typology-based QA?Current one-size-fits-all QA

Applies university standards to all HEIs regardless of the HEI’s function vis-à-vis the nation’s development

Assumes universities are at the apex of the education system and, thus, serve the nation better than other HEI types

Why Typology-Based QA?

Current One-Size Fits All Model

Creates the impression that academic excellence can only be achieved when HEIs are “deserving” of university status resulting in education inflation—i.e., HEIs aim for university status leading employers to assume that competent workers can only come from graduates of universities

VERTICAL TYPOLOGYOF HEIsAutonomous HEIs (by Evaluation) demonstrate exceptional institutional quality and enhancement through internal QA systems, and demonstrate excellent program outcomes through a high proportion of accredited programs, the presence of COE and/or COD;

Deregulated HEIs (by Evaluation)Regulated HEIs

Typology and SUCS

Will the typology apply?

What about typology and amalgamation?

SUCS

MICROCOSM OF PHILIPPINE SOCIETY ?

or

MODEL FOR PHILIPPINE SOCIETY?

--model of accountable governance

--model of energy conservation

--model of environmental quality; solid waste management

--model communities

PASUC

Model leaders and connectors of SUCS