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Quality, Quality Assurance, tYPOLOGY and Pasuc

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

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Quality, Quality Assurance, tYPOLOGY and Pasuc

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  1. Quality, Quality Assurance, tYPOLOGY and Pasuc PASUC CONFERENCE 16 OCTOBER 2012

  2. 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

  3. 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.

  4. 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

  5. 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;

  6. 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

  7. Low HE enrollment and completion rates among the poor and near poor Enrollment Graduation

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

  9. Rationalization of Higher Education • Linking SUCs with National Development Goals • Support for Growth Areas • BPO • Agriculture/Fisheries • Tourism • Emerging Industries • Innovation Clusters

  10. Improving the quality of SUCs:Why Quality and QA? The Imperative of Building a Quality Nation • Move Filipinos out of poverty by building their competencies; • Strengthen the moral fiber of the Filipino youth; • Develop the regions and local communities • Catch up with our Asian neighbors

  11. 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

  12. Improving Quality and Standards and Standards 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

  13. 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

  14. 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

  15. 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

  16. VERTICAL TYPOLOGYOF HEIs • Autonomous 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

  17. Typology and SUCS • Will the typology apply? • What about typology and amalgamation?

  18. 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

  19. PASUC • Model leaders and connectors of SUCS

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