1. education

Institutional Sustainability
Assessment (ISA)
Prepared for the Association of College and University Registrars and Liason
Officers (ACURLO) Inc, in Region IV-A, CALABARZON
September 4, 2014
Outline
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Why quality?
What are the multiple missions of Philippine higher education institutions (PHEIs)?
What prompted CHED to advocate and support quality and quality assurance?
What is CHED’s view of:
 Quality?
 Quality Assurance? (QA)?
What is a Quality Assurance (QA) System?
What is the benefit of having an internal/institutional QA system?
What is the role of CHED?
What is ISA? What are its objectives?
What are the Key Result Areas (KRAs) of ISA
Institutional Sustainability Assessment (ISA)
The Quality Assurance Framework
The ISA Key Result Areas
Why quality?
Mandate
• Commission on Higher Education
• Philippine higher education
• R.A. 7722 – the Higher Education Act
of 1994 mandates the Commission on
Higher Education to promote, support
and ensure that higher education
institutions in the country attain the
highest level of QUALITY.
Philippine higher education institution
is mandated 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.
What are the multiple missions of Philippine
higher education institutions (PHEIs)?
1. To produce thoughtful graduates imbued with:
a) values reflective of a humanist orientation –respect for
others as human beings ;
b) analytical and problem skills;
c) ability to think through the ethical and social implications of
a given course of action;
d) the competency to learn continuously throughout life;
2. to produce graduates with high levels of academic, thinking
behavioral, and technical skills/ competencies that are
aligned with national academic and industry standards;
3. to provide focused support to the research required for
technological innovation, economic growth and global
competitiveness; and
4. to help improve the quality of human life of Filipinos.
The Goal
To have a critical mass of diverse HEIs
offering quality programs that meet
national standards, and international
standards for disciplines/professions with
acceptable standards.
What prompted CHED to advocate and
support quality and quality assurance?
 Lack of critical pool of graduates with the necessary
thinking, technical and behavioural competencies
 The 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
What is CHED’s view of Quality?
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.
Three perspectives of quality based on
CHED’s definition
• fitness for purpose
• exceptional
• developing a culture of quality
“Fitness for purpose” means the
institution’s vision and mission and goals are
translated into:
1. learning outcomes,
2. programs, and
3. systems.
“Exceptional” means being either
distinctive,
exceeding
very
high
standards,
or
conformance
to
standards based on a system of
comparability using criteria and ratings.
“Developing a culture of
quality”
refers
to
the
transformational dimension of
the CHED’s notion of quality.
This means that both at the global and regional
levels, countries need to demonstrate that their
education system match world-class standards.
World class standards means a shift:
* from education to life long- learning
* from education as transmission of
knowledge to education as building
learner competencies including
learning how to learn
Quality, is therefore premised on the HEI’s ideals and on its
commitment to achieve them while involving the organization in
the process.
This kind of commitment is translated into having a mindset for
quality assurance (QA).
The internal capacity of HEIs to translate policy into quality programs
and quality results depends on established internal QA
systems.
What is CHED’s view of Quality Assurance?
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.”
(Church, 1988, Harvey and Green, 1993) as cited in the ISA Handbook)
In short HEIs has an internal capacity
to establish a Quality system- a system that
can translate policy into quality programs and
quality results depends on established
internal QA systems.
What is a Quality Assurance (QA)
System?
It is a management system and process which when
properly implemented could lead to quality
outcomes as well as sustainable programs and
initiatives.
The QA systems look at institutional performance
in terms of the HEI’s capacity to translate policy (in
terms of VMG) into quality programs and quality
results.
WHAT IS THE BENEFIT OF HAVING AN INTERNAL/INSTITUTIONAL
QA SYSTEM?
• Develop quality HEIs with a competitive advantage
•
•
About 2,000 HEIs of varying quality
Quality education that gives opportunity for employment and for good
citizenship
• Develop Perspective of HEIs
•
•
•
Keep the end in mind
Develop internal QA systems
Reflect the HEI’s capability to survive, to achieve its VMG and its culture of
quality
INSTITUTIONAL QA SYSTEMS
Presence of the system
• The mechanisms, procedures and processes exist.
• They are defined, known by users, and ideally, documented
through a manual or a memo.
Extent of implementation
• All users follow the mechanisms, procedures, and
processes.
• Exceptions to the system are documented and justified.
INSTITUTIONAL QA SYSTEMS
Outcomes
• The system leads to stakeholder satisfaction, HEI policy, HEI
reputation, etc.
Effectiveness of implementation
• The implementation of the system helps the HEI achieve
their goals and targets, as shown by the quantity and
quality of outcomes.
The HEIs Quality Assurance System
INTERNAL QA SYSTEM
EXTERNAL QA SYSTEM
Quality Assurance
VMG

Desired learning outcomes

Learning Environment
(Content + Methodologies)

Assessment
P
R
O
C
E
S
S
E
S
QA: Towards Mature HEIs
• Clear VMG
• Definition of desired learning outcomes
Plan
• Learning environment
• Outputs: Program delivery, services
• Inputs: Human, physical, financial resources;
Systems
Do
• Monitoring and assessment
• Performance indicators
• Internal and external perspectives
• Improve and enhance
Act
27
• Appropriate instruments
Check
HORIZONTAL TYPOLOGY
PROFESSIONAL
INSTITUTION
COLLEGE
UNIVERSITY
VERTICAL TYPOLOGY
28
What is the role of CHED?
To assist HEIS in developing a QA System
through
an
Institutional Sustainability
Assessment (ISA) Process.
What is ISA?
ISA is a quality assurance process that assesses the
institutional sustainability of an HEI
Through the use of appropriate assessment tools it
becomes possible
to measure objectively the HEI’s
performance as well as check if the mechanisms procedures,
and process actually deliver the desired quality.
Objectives of ISA
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.
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.
To engage HEIs in addressing policy issues, especially those that address
the need to improve the quality of higher education.
CHED promotes ISA because it can serve as a learning
process for the HEIs and contribute to its continuing
quality cycle.
DEVELOPMENTAL
The ISA is
in nature and
entails a more reflective review of the institution’s VMG
and desired outcomes.
The ISA Framework: The 5 Key Result Areas
• Governance and Management (including management of
resources)
• Quality of Teaching and Learning (competency,
faculty)
programs,
• Quality of Professional Exposure, Research and Creative Work
(including linkages)
• Support for Students (learning resources & support structure)
• Relations with the Community (extra-curricular linkages, service
learning, outreach)
KRA 1: GOVERNANCE & MANAGEMENT
A. Core Indicator: Governance
Criterion: Governance arrangements
B. Core Indicator: Management
Criterion: Management, financial control, and quality assurance
arrangements
C. Indicator: Enabling Features
Criterion: 1) the use of Information and Communication Technology (ICT);
2) resource generation strategies to support its development plans;
3) others
GOVERNANCE AND MANAGEMENT
Core Indicator: Governance
Criterion:
The
institution’s
governance
arrangements
demonstrate probity, strategic vision, accountability, awareness
and management of risk, and effective monitoring of
performance.
•
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: Attainment of objectives of the institution; esp. in
areas of policy formulation/decision making, sustainability of operations,
monitoring, and communication systems
GOVERNANCE AND MANAGEMENT
Core Indicator: Management
Criterion: The institution’s management, financial control,
and quality assurance arrangements are sufficient to
manage existing operations and to respond to development
and change.
•
Refers to the overall systems and processes of the institution
•
Possible outcomes: Efficient and effective operations; support of
stakeholders; speedy and appropriate response to external and internal
developments
GOVERNANCE AND MANAGEMENT
Indicator: Enabling Features
Criterion: The institution has enabling features, e.g.,
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.
•
Refers to the particular initiatives of the institution that contribute to efficiency, productivity, and
quality of the community environment
•
Possible outcomes: Efficient and effective operations, well-being of sectors of the community,
achievement of development targets
KRA 2: QUALITY OF TEACHING & LEARNING
A. Core Indicator: Setting and Achieving Program Standards
Criterion 1: Program Approval and Implementation
Criterion 2: Program Monitoring and Review
Criterion 3: Action to Strengthen Programs
KRA 2: QUALITY OF TEACHING & LEARNING
B. Core Indicator: Faculty Profile
Criterion: Faculty members with expertise and competence
C. Core Indicator: Use of ICT and Learning Resources
Criterion: Effective use of learning resources, such as library resources,
laboratories, and ICT
QUALITY OF TEACHING & LEARNING
Core Indicator: Setting & Achieving Program Standards
Criterion 1: Program Approval and Implementation - The institution has a system for
approving programs, which takes into consideration the HEI’s VMG and resources, the
desired competencies for its graduates, the development needs of the region/country, and its
ability to ensure that its programs enable students to achieve the intended outcomes. It has
systems to ensure effective implementation of the program to achieve the intended
outcomes.
•
Possible outcomes: Credibility among stakeholders due to transparency of processes; Programs
that are consistent with the HEI’s VMG and desired graduate competencies; Programs that are
effectively implemented
QUALITY OF TEACHING & LEARNING
Core Indicator: Setting & Achieving Program Standards
Criterion 2: Program Monitoring and Review –
The institution has effective arrangements for monitoring and reviewing the
effectiveness of its programs.
• Possible outcomes: Effective teaching and learning, outstanding student
achievements, innovative and efficient program delivery, performance of
graduates of the program in terms of licensure examinations and
employability
QUALITY OF TEACHING & LEARNING
Core Indicator: Setting & Achieving Program Standards
Criterion 3: Action to Strengthen Programs –
The institution takes effective action to address
weakness, build on strengths, and to enhance
performance by the dissemination of good practice.
•
Possible outcomes: Positive feedback on the effectiveness and
impact of proposed and implemented changes
QUALITY OF TEACHING & LEARNING
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.
QUALITY OF TEACHING & LEARNING
Core Indicator: Faculty Profile
Criterion: The institution has an adequate number of faculty members with the
appropriate expertise and competence to teach the courses offered by the
institution.
•
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 competence
QUALITY OF TEACHING & LEARNING
Core Indicator: Use of ICT & Learning Resources
Criterion: The institution makes effective use of learning resources, such as
library resources, laboratories, and information and communications technology,
to support student learning.
• Refers to the structures that allow faculty, students, and administrators to effectively use
its learning resources
• Possible outcomes: Efficiency in delivery of services, innovative programs, utilization of
ICT and library resources
KRA 3: QUALITY OF PROFESSIONAL
EXPOSURE/RESEARCH/CREATIVE WORK
A. Indicator: Professional Exposure
Criterion: Professional exposure programs (e.g., practicum, internship, and onthe-job training).
B. Indicator: Research Capability
Criterion: Creative research and advanced scholarly activity
C. Indicator: Creative Work and/or Innovation
Criterion: Creative work in the arts and/or innovation in science and technology.
QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, &
CREATIVE WORK
Indicator: Professional Exposure
Criterion: The institution has programs that allow students to practice their
learned competencies in view of their future careers, such as programs for
practicum, internship, and on-the-job training (OJT).
•
Possible outcomes: Collaboration of sectors and programs, which are relevant and
responsive to the needs of society
QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, &
CREATIVE WORK
Indicator: Research Capability
Criterion: The institution has a research community of faculty,
postgraduate students and postdoctoral research workers that
fosters and supports creative research and other advanced
scholarly activity.
• Possible outcomes: Publications, highly functional and relevant
research programs
QUALITY OF PROFESSIONAL EXPOSURE,
RESEARCH, & CREATIVE WORK
Indicator: Creative Work and/or Innovation
Criterion: The institution has programs that promote creative work and/or
innovation in the arts and humanities, science and technology, social
sciences, and/or management science.
•
Possible outcomes: Patents and awards
A. Core Indicator: Equity and Access
Criterion 1: Recruitment, Admission, and Academic Support
Criterion 2: Student Scholarships
B. Core Indicator: Student Services
Criterion: The institution has programs for student services, to support the
non-academic needs of the students.
Support for Students
Core Indicator: Equity & 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.
• Refers to the processes for recruitment, admission, and academic support of
students, taking into consideration special groups
• Possible outcomes: Student quality, rate of completion
SUPPORT FOR STUDENTS
Core Indicator: Equity & Access
Criterion 2: Student Scholarships
The institution operates effective arrangements to direct scholarships and study
grants on merit to support the most able students on programs that develop
competencies needed to support the Filipino economy and to enable the country to
compete in global labor markets.
•
Refers to the processes for promoting equity and access to tertiary education, by providing
scholarships
•
Possible outcomes: Student quality, diversity of student population, rate of completion,
employment of scholars
SUPPORT FOR STUDENTS
Core Indicator: Student Services
Criterion: The institution has programs for student services, to support the nonacademic needs of the students.
•
Refers to the structures and processes for delivering non-academic services for students
•
Possible outcomes: Performance of students, employment of graduates
KRA 5: RELATIONS WITH THE COMMUNITY
A. Core Indicator: Relevance of Programs
Criterion: Relevance of Programs
B. Indicator: Networking and Linkages
Criterion: Partnerships
C. Indicator: Extension Programs
Criterion: Extension and Outreach
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.
• Refers to the structures and processes that promote local/ regional/ national
development and global competitiveness
• Possible outcomes: Student quality, rate of completion, degree of
competitiveness
RELATIONS WITH THE COMMUNITY
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 internationally.
• 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
RELATIONS WITH THE COMMUNITY
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.
• Refer to the structures and processes that promote extension
programs, which are relevant to the needs of the community
• Possible outcomes: Impact of programs on local, regional, and
national development
The ISA Visit
The ISA Visit
Notice to the institutions. CHEDRO notifies HEIs due to be
visited of the dates on which it is intended that visit should take
place and the deadline for submission to the CHEDRO of the
self-evaluation document.
The Institutional Sustainability Assessment Tool
 The Self-Evaluation Document (SED) is an ISA tool developed to
help HEIs in the monitoring and evaluation process.
 The SED serves as guide in the design of institutional QA systems
and the approaches to implementation.
 The SED can be used in helping the HEI understand its systems
better, reflect on areas for improvement, and search for solutions
given their specific context.
Self-Evaluation Document (SED)
 The HEI may ask the CHEDRO for assistance in planning the SED.
 CHEDRO follows up with the HEI 2 months after the notice.
 HEI submits 2 copies of the SED to the CHEDRO within 4 months after the
notice.
 CHEDRO makes an initial assessment.
 If the document falls insignificantly short of meeting the criteria, or
incomplete, the HEI will be advised to revise the documents and to resubmit 10 final copies. The HEI should be notified of the need for
revision within 3 weeks of the date of receipt of the SED.
 CHEDRO supplies all the members of the review team of the SED at least
one month before the commencement of the visit.
Visit of the Review Team
 The Conduct of the Visit – following the spirit of dialogue and cooperation.
Usually 2 or 3 days is allocated for the visit.
 The evaluation visit - to make the judgment
Making Judgments using the following scale:
4 The criterion is fully met and elements of it are achieved at
a level of excellence that provides a model for others.
3 The criterion is met, with most elements demonstrating
good practice.
2 The criterion is met with most 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.
The ISA Indicators by HEI Type
Indicator
Governance & Management
Governance
Management
Enabling Features
Quality of Teaching & Learning
Setting & Achieving Program
Standards
Faculty Profile
Appropriate Learning Resources
PI
College
University
Core
Core
Indicator
Core
Core
Indicator
Core
Core
Indicator
Core
Core
Core
Core
Core
Core
Core
Core
Core
The ISA Indicators by HEI Type
Indicator
PI
College
University
Quality of Professional Exposure,
Research, & Creative Work
Professional Exposure
Required
Indicator
Indicator
Research Capability
Indicator
Indicator
Required
Creative Work/or Innovation
Indicator
Required
Indicator
Equity & Access
Indicator
Indicator
Indicator
Student Services
Core
Core
Core
Support for Students
The ISA Indicators by HEI Type
Indicator
Relations with the Community
PI
College
University
Relevance of Programs
Networking & Linkages
Indicator
Indicator
Required
Extension Programs
Indicator
Required
Indicator
Indicator
Indicator
Indicator
Core
Core
Core
The ISA Indicators by HEI
Table A2 Minimun Scores to Quality for Autonomous and Deregulated Status.xlsx
Indicator
Relations with the Community
Relevance of Programs
Networking & Linkages
Extension Programs
PI
Core
Required
Indicator
College
Core
Indicator
Required
University
Core
Required
Indicator
Some References
Commission on Higher Education Strategic Plan 2011-2016
CMO 46, series of 2012
CMO 44, s 2008
CHED OPRKM Data/Report
CHED ISA Primer
Handbook on OBE, Typology & ISA, CHED 2014
RA 7722
Road of Philippine Higher Education