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The assessment of performance of state universities and colleges (SUCs) in the

Philippines is important in view of the long-standing issues and concerns that beset the

countrys system of higher education. In particular, the higher education subsector is

haunted by issues of (i) limited and inequitable access to higher education; (ii)

inequitable financing of public higher education; (iii) lack of overall vision, framework,

and plan for higher education resulting in the proliferation of low quality highereducation institutions (HEIs) and programs, oversubscribed and undersubscribed

programs as well as skills and job mismatch; (iv) deteriorating quality of higher

education due to inadequate faculty credentials and as indicated by the decliningperformance of graduates in professional licensure exams; (v) crowding out of private

provision; and (vi) underdeveloped innovation system (Preddey and Nuqui 2001, Tan

2011, and Licuanan (undated)). Preddey, George F. and Honesto G. Nuqui. 2001. NormativeFinancing in Higher

Education. TA-3500-PHI: Education Sector Development Program. Asian

Development Bank.

Given scarce resources, it is critical to assess whether SUCs are using their resources

efficiently and productively. In addition, information on the efficiency of SUCs is animportant input in rationalizing the national government subsidies for these institutions

considering the issue on the proliferation of inefficient SUCs that offer low quality higher

education as pointed out in the literature (e.g., Preddey and Nuqui 2001 and Tan 2011).

They overlap with and are supplemented by the seven keys to success in agricultural education

presented in the Guide to Local Program Success (National Council for Agricultural Education,

2000). The seven keys are: 1) strong classroom and laboratory instruction; 2) quality supervised

agricultural experiences; 3) an active FFA chapter; 4) building a network of partners, allies, and

volunteers; 5) effective program marketing; 6) teachers who remain committed to professional

growth; and 7) community-based program planning..National Council for Agricultural Education.

(2000). A guide to local program success. (Available from the National FFA Association, P.O. Box

68960, Indianapolis, IN 46268-0960).

Also integrated into the teacher education program are three essential competencies needed by a

master teacher (Hedges, 2000). These competencies are 1) being with-it, 2) having an in-charge

image, and 3) being student-centered. A teacher who possesses with-it-ness is "in tune with

surroundings, anticipates students' actions and reactions, is aware of direction and pace of the

class, and intervenes appropriately" (p. 31). A teacher with an in-charge image "directs momentum

and direction of class activities; has appropriate degree of control and organization; is well-

prepared and knowledgeable; and likes to teach, is self confident" (p. 31). A student-centered

teacher "builds the lesson around students' present and future needs; creates student ownership of

learning activities; creates a nurturing, loving, learning atmosphere; and teaches students the

subject, not the subject to students" (p. 31).. Hedges, L. E. (2000). What being a teacher is all

about. Columbus, OH: Curriculum Material Service, The Ohio State University.


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The outcomes approach to alumni assessment rests on the assumption that institutional quality and

effectiveness can be appraised on what alumni have accomplished in the years following degree

completion (e.g., Dellow & Romano, 2002; Melchiori, 1988). Job satisfaction, income, occupational

attainment, engagement in civic and political activities, and tolerance for diversity are the primary

domains of this approach. This approach also examines collegiate experiences and does so by

including assessment of alums general satisfaction of the institution, the quality of the instruction

received, the extent to which the college prepared them for the job, and whether or notthey would

enroll againDellow, A. D. & Romano, R. M. (2002). Editors choice: Measuring outcomes:

Is the First-time Cohort appropriate for the community college? Community College Review, 30(2),

42-54.

The methodology recommended by advocates of the content validation approach to competencies

can be summarized as follows (Roberson, Carnes & Vice, 2002):Define a universe of competencies. Do a comprehensive job analyses of those jobs graduates are

most likely to hold. Single out those skills, knowledge and abilities each task involves.

Identify those competencies that can be taught in college from those that are learned on thejob. Pay particular attention to those contexts where those competencies are most likely to be

effective.

2. Develop and adopt assessment measures. Make certain that your assessment tool reflects the

competencies that enable graduates succeed on the job under a variety of relevant contexts.

3. Validate assessment measures with experts. Pilot test the instrument with graduates, jobholders

and experts. Roberson, M. T., Carnes, L. W., & Vice, J. P. (2002). Definingand measuring student competencies: a content validation approach for business program

outcome assessment. Delta Pi Epsilon Journal, 44(1), 13-24.

Curriculum is a broad set of experiences that students go through during the entire time they are in

school. The curriculum is generally considered as the complete course path that will enable students toattain the goals and general objectives of education. It is the learners engagement with various aspects of the environment, which is under the direction of the school. Curriculum empowers all students and

motivates them towards lifelong learning. But because of technological advancements, the spread of

new information media and the predominance of software and hardware devices, a schools

curriculum should be enhanced. It should be pragmatic to meet the needs of society and should

conform to the actualities of the community. A schools curriculum should be re-structured with alikely shift towards a more meaningful course of study.

It is indeed very important for an educational institution to have a balanced and well-designed

curriculum for all the programs it offers. In doing so, the institution shall have a more stable system in

undertaking its goals and mission so as to make its curricular programs efficient and effective to its

major concernthe students.2008Enhancing Curriculum in Philippine Schools inResponse to Global Community ChallengesLuisito C. HagosOur Lady of Fatima UniversityErlinda G. DejarmeOur Lady of FatimaUniversityOriginally published in the Proceedings of the EDU-COM 2008 International Conference. Sustainability in HigherEducation: Directions for Change,Edith Cowan University, Perth Western Australia, 19-21 November 2008. http://ro.ecu.edu.au/ceducom/21

According to Monterozo (2000), curriculum design is basically concerned with the nature andarrangement of the four basic curriculum parts. These four components generally suggest to the


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curriculum maker four questions: What is to be included? What instructional strategies, resources and

activities will be employed? What subject matter is to be included? And what methods and

instruments will be used to appraise the result of the curriculum? These four components and their

correlation are subject matter, objectives, methods or organization and evaluation. Monterozo, E. L.

(2000). Curriculum design, Technological Institute of the Philippines

It has been stated previously that the prime function of cooperative education programs worldwide is to preparestudents for the workplace by developing generic and specific competencies that educators believe will be useful

to employers (Rainsbury, Hodges, Burchell & Lay 2002). Rainsbury, E., Hodges, D., Burchell, N., & Lay, M.

(2002). Ranking workplace competencies: Student andgraduate perceptions.Asia-Pacific Journal of Cooperative

Education, 3(2), 9-18.

The program evaluation that is premeditated and systematic offers the greatest opportunity for determining the

worth of the programs products and its working components. It can help determine how well a program prepares

teachers while examining those constituent elements of the program perceived as contributing to the

development of teachers. Systematic evaluation provides opportunities for collecting information so that strengths

and weakness can be identified. Although the overall objective of the program evaluation is to judge the quality of

a program, the evaluation process itself can serve to unite all program participants in continuous self-examination

and program improvement (Diobilda and boly, 1999; Conderman, et. al, 2001; and Goodlad, 1991).. Conderman,

G; Katsyannis, A; Franks, D. (2001). Program Assessment Practices in Special Education Teacher, Preventing School

Failure, Vol. 45, Issue 4.

Program evaluation has several benefits; among them are accountability to accrediting or approval organizations,

higher education governing boards, and school or college administrative offices Improvement is another reason for

program evaluation. This may improve a number of areas such as curriculum, instruction, course content, faculty,

and advising. (Isaac and Michael 1993; Stolworthy, 2000; Avery 2001; and Dioloilda and Boly, 1990) Program

evaluation is also a resource for material for marketing efforts. Examples of the types of information that may be

useful for marketing are employment data, rating academic preparation and relevance of curriculum to special

education delivery, Understanding and knowledge are another two benefits of the program evaluation (Warren

and Curly 1998; and Avery 2001).. Avery, L. (2001) .Teacher Evaluation, Report Review, Vol. 23, Issue 4.

According to Afolabi (2005)All educational resources are vital to the achievement of national objectives.

Humanresources, especially the academic staff are to control other resources and ensure that national

goals and objectives are achieved. He also observed that, no matter how beautiful the

programmes and assets of an institution are, without the academic staff, attainment of the

institutional goals and objectives would prove abortive

According toOlagboye (2004), people and knowledge, skills and attitudes in them constitute resources. Olagboye,

A.A. (2004). Introfuction to educational management. Ibadan: Daily Graphics (Nigeria)

Limited.

Okwori(2006) agreed with this assertion and added that expertise in technical, mechanical, managerial,

socialand other areas potentially available for utilization in social and economic institutions constitute


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humanresources. University as an educational institution has teaching staff, non-teaching personnel and

students including their knowledge, abilities and skills as the human resources. Essentially, the

personnel within the institutions and their capabilities in contributing to productivity and achievement

of institutional objectives are referred to as human resources. In the university system, the teaching

staff is referred to as lecturers and teachers. They are engaged in the processing of all educational

inputs, students inclusive, so that the educational institutions will be able to achieve their objectives.

They disseminate knowledge and skills through teaching, contribute to advancement in knowledge

through research and engage in community services. Their availability and utilization would determine

the success or failure of the educational system. A method of determining the extent of teachers

utilization is through the number of students assigned to them for teaching and supervision Okwori,

A. (2006). Educational Planning for Community Development

According to Padmanabhan (2001), internal efficiency refers to the number of students who pass from

one grade to the other and complete that cycle within the stipulated period of time. It shows the

relationship between input and output at a given educational level.. Padmanabhan, Y. (2001).

Internal efficiency of primary education

http//www.sterieso41188eci.htm

Gupta (2001) noted that the question of internal efficiency is ultimately linked to the issue of resource

allocation and utilization. Gupta, S. (2001). The determinant of childrens attainment. A review of

methods and findings. Journal of Economic Literature, 5(3), 65-68.

Afolabi(2005) are wastage rate and graduation rate. Wastage rate is caused by students who leave the

school system before the completion of their courses. Wastage may also occur between grade level, as a

result of students who repeat the grade and those who drop out of the system. Wastage rate could be

crude cohort wastage rate or refined-cohort wastage rate. Crude-cohort wastage rate is the percentage

of repeaters and drop-outs from the first year to the final year of academic sessions of a given cohort ofstudents, while refined cohort wastage rate is the percentage of those who passed out or the graduates

to the enrolment of the cohort. This is based on the fact that not all the students that reached the final

year took the final year examination or passed. Graduation rate refers to the percentage of the students

that finally leave the system on completion of the course to the total number that enrolled in the final

grade of the level. This is very vital to the work of educational planners because it enables them to

compute the input-output ratio in determining the efficacy of the system. Afolabi, S. O. (2005).

Statistical tools and models for educational planners. Ilorin: Integrity Publications.

As graduates face continuous changes, and generic competencies are less subject to labour market

changes than occupation-specific competences, one could say that these are generic and reflective

competences in par? ticular that benefit graduates in the long term and that render them moreemployability (Evers et al. 1998; Heijke et al. 2003; Van Loo and De Grip 2003).Heijke, H., Meng, Ch.

and Ris, C. (2003). 'Fitting to the job: The role of generic and vocational competencies in adjustment and

performance', Labour Economics 10(2), 215-229

In fact, learning environments that focus not only on occupation-specific competences, but also on generic and

reflective competences are expected to prepare students better for a changing labour market than studies in

which students had few incentives in the field of generic and reflective competences (Evers et al. 1998; Ment


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kowski and associates 2000). .. Mentkowski M. and associates (2000). Learning That Lasts. Integrating

Learning, Development and Performance in College and Beyond. San Francisco: Jossey-Bass Publishers.

De la Harpe et al. (2000) suggest that there is concern worldwidethat existing undergraduate programmes are not producing graduates with the kind of life longlearning skills and professional skills which they need in order to be successful in their careers de laHarpe, B., Radloff, A. & Wyber, J. (2000) Quality and generic (professional) skills.Quality in Higher Education. 6 (3) 231-243

Knight and Yorke (2000) and Yorke (2001) believe that HE curricula can make a difference topersonal beliefs and approaches. It would seem likely that this is the case even though shapingpersonal beliefs is not the primary aim of HE. Through learning and different experiences, studentsmay be exposed to a wider range of people and attitudes than they have been previously. This mayhelp them shape their own beliefs and become more confident in their own abilities. Ability isimportant, but people with high ability may lack persistence (Knight & Yorke, 2000). People whopersist in the face of difficulties attribute achievements to effort and strategic thinking, they oftenbelieve that they can usually find a way of easing difficult situations. Knight, P. & Yorke, M. (2000)

Skills plus: Tuning the Undergraduate Curriculum. SkillsPlusProject Report

Yorke (2001) believes that teachers in HE should appreciate how important self theories are forstudent learning, be able to infer where on the fixed versus malleable continuum students are, andshould encourage students to move in a malleable direction. Dunne et al. (2000) also suggeststhat curriculum change is only possible with a prior change in teachers attitudes, behaviours and beliefs.There is the added complication of an institutions need to demonstrate that the programmesof study comply with requirements for benchmarking, professional and statutory bodies, leveldescriptors and academic review (Knight & Yorke, 2001) Yorke, M. (2001) Employability in the firstcycle higher education. A working paper for theSkillsplusProject. Liverpool John Moores University.

Harvey (2000a)advocates the view that the primary role of HE is to train students by enhancing their knowledge,skills, attitudes and abilities andto empower them as lifelong critical and reflective learners. This issimilar to the perspective of the Skills plusProject who see concern for employability as supportiveof good learning rather than in opposition to it. Empowering learners is about giving studentscontrol over the educational process and their post-educational lives, and Harvey (2000a), suggeststhat it is debatable how serious academia is in achieving these ends.

Knight & Yorke (2001) argue that the notionof employability can be embedded in any academic subject in HE without compromising coreacademic freedoms. The methods which are chosen for teaching a subject will, to varying extents,assist students to develop key and other skills. The development of key skills will facilitate learningof the subject through, for example, the use of IT for information retrieval. So it is a two-way

dialogue between subject and skills (Yorke, 2001).Knight & Yorke (2000,) warn against making four common mistakes when it comes to curriculumchange for employability:1) rational curriculum planning, which beginswith statements of goals and learning outcomes.2) scorched earth change, when the old is thrown out for the new.3) fast change.4) paper changes change without change.

Little (2001) suggests that one of the measures of outputfrom HE is the quality of graduates, and from this has come the notion of graduate employability. If


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getting any job is used as a measure of success, it calls into question the notion of quality. Little(2001) questions whether graduate employability figures are trustworthy indicators of the quality ofhigher education Little, B. (2001) Reading between the lines of graduate employment. Quality inHigherEducation7 (2) 121-129

Given the many challenges in life that graduates must deal with, it is very important that highereducation is concerned with promoting comprehensive excellence amongst universitygraduates. Of paramount importance is the development of characteristics that epitomize thephilosophy of a university and the aspirations of a nation, rather than simply the production ofgraduates who have the ability to secure employment after completing their studies. Highereducation must prepare graduates for all aspects of the outside world: employment, local issuesand global problems. Thus, the higher education curriculum must prepare graduates to playadequate roles in discourse on issues such as nuclear energy, climate change and globalization,

and to not only fit the needs of the industrial sector.The task of producing graduates who areprepared for the many challenges of the real world cannot be left only to HEIs but is theresponsibility of the entire continuum of the education system, including the primary,secondary, and post-secondary education stages. All education institutions must togetherdischarge the role of developing individuals who contribute to their society. Input from otherrelevant stakeholders is also essential in developing individuals with the characteristicsthat society requires. All stakeholders HEIs, employers, non-governmental organizations(NGOs), civil society organizations (CSOs) and the government must act in unison with a viewtowards preparing individuals for their social responsibilities and towards shaping society. Thus,

education should not be directed only towards meeting the needs and requirements ofemployers; as industry-ready is not synonymous with society-ready. Besides, discourse onemployability should not be conducted only as a reaction to the unemployment phenomenon,

but rather as a part of efforts to develop society in the ideal form. Published by UNESCOBangkok

Asia and Pacific Regional Bureau for EducationMom Luang Pin Malakul Centenary Building920 Sukhumvit Road, Prakanong, KlongtoeyBangkok 10110, Thailand

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