Quality Assurance in TertiaryQuality Assurance in ?· Quality Assurance in TertiaryQuality Assurance…
Post on 22-Aug-2018
Embed Size (px)
Quality Assurance in TertiaryQuality Assurance in Tertiary Education: Experiences in Asia
Concepcion V. PijanoConcepcion V. PijanoPAASCU Executive DirectorPAASCU Executive DirectorPAASCU Executive DirectorPAASCU Executive Director
M b hi A i P ifi Q lit N t kMembership:AsiaPacificQualityNetwork
Th A i P ifi Q li N kThe Asia Pacific Quality Network
Founded in Hong Kong in January 2003.
Current host: Shanghai Educational Evaluation Institute (SEEI)
Australian Universities Quality Agency (AUQA): 2003 March 2009
Fairy Godmothers: The World Bank and UNESCO
Accreditation:Accreditation: HowHow it all beganit all beganAccreditation: Accreditation: How How it all beganit all began
Earl 1900s USA Early 1900s USA Late 1940s Japan and the Philippines 1960 I l d d th UK 1960s Ireland and the UK 1980s the rest of the world 1990 d d f lit 1990s decade of quality assurance 1991 International Network for Quality
A i Hi h Ed ti (INQAAHE)Assurance in Higher Education (INQAAHE) 2003 Asia Pacific Quality Network (APQN)
GLOBAL AND REGIONAL NETWORKS GLOBAL AND REGIONAL NETWORKS OF QA AGENCIESOF QA AGENCIESOF QA AGENCIESOF QA AGENCIES
Quality Assurance A i ti f An ongoing, continuous process of
evaluating the quality of a higher d ti t i tit tieducation system, institution, or program
A regulatory system focusing on accountability and improvement, providing information and judgments through an agreed upon and consistent process and well-established criteria
Elements of Quality AssuranceElements of Quality Assurance
Quality AssuranceQuality Assurance
Student Evaluation Quality Control
Self Assessment Peer review Accountability
t ti ll ti f d i i t ti systematic collection of administrative data, surveys on students and graduates
lti i lf t d tresulting in a self-study report a collective institutional reflection and an
opportunity for quality enhancement instruments are used for the self-
E t l E l tiExternal Evaluation
h b QA ll t a process whereby a QA agency collectsdata, information and evidence about ani tit ti t kinstitution or a program to make astatement about its quality
external evaluation is carried out by ateam of external experts or peers andusually requires three stages
Stages of External Quality Assurance (EQA)
Th i l th tThe process involves three stages : Self Evaluation and Submission of the
Self- Evaluation report to the ExternalAgency
Site Visit by an Expert Panel Final decision and Report of Outcomes Final decision and Report of Outcomes
Parties Responsible for QAParties Responsible for QAParties Responsible for QA Parties Responsible for QA
The Quality Assurance System in the Philippines
C i i Hi h Ed ti Commission on Higher Education (CHED)
Federation of Accrediting Agencies of the Philippines (FAAP)/
National Network for Quality Assurance Agencies (NNQAA)g ( )
Distribution of HEIs in the Country
Other Gov't Schools
Total HEIs 1 792Total HEIs - 1,792SUCs - 110LUCs - 93Private HEIs - 1,573Others - 16
Accrediting Agencies g gfor the Private Sector
ACCREDITING AGENCIES YEAR ESTABLISHEDPhilippine Accrediting Association of 1957Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU)
Philippine Association of Colleges and Universities - Commission on Accreditation (PACU-COA)
Accreditation (PACU COA)Association of Christian Schools, Colleges and Universities Accrediting
Agency, Inc. (ACSCU-AAI)
Accrediting Agencies g gfor the Public Sector
ACCREDITING AGENCIES YEAR ESTABLISHEDAccrediting Agency of Chartered 1987Accrediting Agency of Chartered Colleges and Universities of the Philippines, Inc. (AACCUP)
Association of Local Colleges and Universities Commission on A dit ti (ALCUCOA)
Accreditation Levels based on CHED Memo Order No. 1, s. 2005
STATUS TERM BENEFITSSTATUS TERM BENEFITSLevel I Initial accreditation
for three yearsFull administrative and financial deregulation; grants y g gand funding assistance Level II Formal accreditation
for five years
L l III R dit ti f All th b fit f L l I/IILevel III Re-accreditation for five years
All the benefits for Levels I/II; curricular deregulation; privilege to offer distance education and extensioneducation and extension classes
Level IV Re-Accreditation for All the above benefits;five years Full autonomy for the program
Framework for Higher Education Quality Assurance Principles in the Asia Pacific Region (Chiba Principles)Principles in the Asia Pacific Region (Chiba Principles)
A: Internal Quality AssuranceA: Internal Quality Assurance
QA culture is created, defined, supported, and promulgated.
Embedded within the institution's unique goals and objectives. Q IQA policies and procedures are in place.
Periodic approval, monitoring and review of programs
Strategy for the continuous enhancement of quality is developed and implementedquality is developed and implemented.
B Q alit Assessment
QA acti ities ndertaken on a c nical basis
B: Quality Assessment
QA activities undertaken on a cynical basis Stakeholders participate in activities St d d / it i il bl d li d Standards/criteria are available and applied
consistently N fli t f i t t No conflict of interest Assessment includes: Institutional self-
t t l l tiassessment; external evaluation; publication of a report and follow-up procedureprocedure.
Appeals mechanism is available
C: Quality Assurance AgenciesC: Quality Assurance Agencies
Independent and a tonomo s Independent and autonomous Clearly defined mission statement, goals and
objectivesobjectives Adequate human and financial resources F ll di l f li i d i Full disclosure of policies, procedures, reviews
and assessment reports Clear standards assessment methods Clear standards, assessment methods,
processes and decision criteria. Cooperates with other agencies and key Cooperates with other agencies and key
players across national borders.
Social Equity Social Responsibility
Quality AssuranceAcademic System
Research c e cy
A t bilit
creativity learning) Accountabilitycreativity, learning)
Quality assurance as a broker of signals and interests
A N P di f QAA New Paradigm for QA
Seen as an o tcome operating ithin a signal Seen as an outcome operating within a signalsystem composed of the government, themarket and the universities themselvesmarket and the universities themselves.
Helps the market and policy makers makechoices about multiple aspects of higherp p geducation.
Highly interactive role of system components:many factors influence quality issues andvarious sectors have different notions of
Global Initiative for Quality Assurance Capacity (GIQAC)
a partnership between World Bankp pand UNESCO launched in March 2008 to support capacity building in quality assurance of higher education in developing countries and countries in transition.
Countries where workshops, conferences and training programs were conducted
Lao PDR Indonesia
Internship and Cross-regional E h PExchange Program:
Malaysia Mongolia China
Mongolia Pakistan Vietnam India
Cambodia Lao PDR
Vietnam Indonesia Timor Leste Lao PDR Timor Leste
Lessons LearnedLessons Learned
P i ibilit f QA t ith th
Lessons LearnedLessons Learned
Primary responsibility for QA rests with the HEIs themselves.
EQA l i t t l i ti EQA plays an important role in promoting higher education reform
f The subject of educational quality is global, but the work of QA, for the most part, is local.
Lessons LearnedLessons Learned A regional approach is an efficient and cost A regional approach is an efficient and cost
effective mechanism to deliver capacity building across a wide and diverse regionbuilding across a wide and diverse region.
The regional approach has led to greater capacity to learn and share.capacity to learn and share.
International cooperation and commitment towards building capacity in QA astowards building capacity in QA as demonstrated by