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
Rationalization of
Higher Education
Linking SUCs with National
Development Goals
Support for Growth Areas
BPO
Agriculture/Fisheries
Tourism
Emerging Industries
Innovation Clusters
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
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
internationally-agreed-upon
frameworks and mechanisms for the global
 the acceptance of
practice of professions
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
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 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
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