Revisiting CMO 46 s.2012
Issues and Concerns on its Implementation
2019 Philippine Education Conference
Concurrent session
Gina Lapaza-Montalan, Ph.D.
Academic Vice President, Ateneo de Davao University
CMO 46 s. 2012
• policy-standard
• applies to private and public Higher Education Institutions (HEIs)
[2393 HEIs including SUCs satellite campuses where: Public HEIs = 242; Private = 1721 (2019 Higher Education Statistical Data of CHED)]
• issued to enhance the quality assurance system of Philippine higher
education through
• learning competency-based standards
• outcomes-based system
of quality assurance that is differentiated by type of HEI
QA DIFFERENTIATED BY TYPE OF HEI
“QA can be carried out with the help of external agencies like
CHED and the accrediting bodies. The role of CHED is to
oversee a rational and cohesive system that promotes quality
according to the typology of HEIs. This recognizes that
different types of HEIs have different requirements in terms
of the qualifications and corresponding desired competencies
of their graduates, their programs, the qualifications of their
faculty, their learning resources and support structures, and
the nature of their linkages and outreach activities.” (Article 2
– Section 9, CMO 46 s.2012)
HEIs Issue and Concerns on Implementation
Issue #1
• HEIs will be contributing to
the society professionals
with DIFFERENTIATED
minimum competencies
(typology as described in
CMO 46 s.2012 would imply
a frame in defining minimum
competencies to develop by
a curricular program) as
products of differentiated
1) competencies of
graduates by typology of
DHEIs
2) qualifications of faculty
Concern #1
Employers will always choose those
graduates with competencies that respond
to the demands of the profession. Each
profession has defined required
competencies, so why differentiate these
competencies, which can be the basis of a
high unlevelled employability of graduates
by typology of DHEIs. In effect, CMO 46
s.2012 offers false hopes to aspiring
professionals to have fair competition in
seeking jobs after graduation. Thus, this
poses employability issues of graduates in
one curricular program offered by DHEIs of
varying typology and the sustainability of a
curricular program.
Institutional Outcome of CEP (CMO 92 s.2017 – PSG OF CEP)
Graduates of…
Professional
Institutions
must demonstrate a service orientation in one’s profession
in various types of employment, development
activities, and public discourses, particularly in
response to the needs of the communities one serve
Colleges
must participate
Universities
in addition must in the generation of new knowledge or in research and
participate
development projects
SUCs and LUCs
HEIs
must, in addition,
have the competencies to support “national, regional
and local development plans” (RA 772)
must
preserve and promote the Filipino historical and
cultural heritage
Concern #2
Application of HEIs to be granted with an Autonomous
or Deregulated status. As the application of HEIs will
be evidenced by its horizontal typology, the quality of
HEI in context of its academic freedom is partially
assessed as each horizontal typology has a
differentiated set criteria of excellence
Criteria for
Evaluation of
Application
1. Commitment to
Program
Excellence
Indicators
1.
2.
3.
4.
1.
2. Institutional
Sustainability &
Enhancement
2.
3.
4.
3. Evidence of
Excellence
Consistent with
Horizontal Type
Max Pts. an
HEI may
Received
COE/COD
Local Program Accreditation
International Program
Accreditation (CHED-recognized
mobility)
International Program
Certification
70
Institutional Accreditation
based on Program
Accreditation
Institutional Sustainability
Assessment
Philippine Quality Award
Institutional Certification
30
Evidence of excellence for a:
University
College
Professional
Institution
Required Pts. for a/an:
Autonomous Status Deregulated Status
Grant
Grant
≥ 80
Met the
criterion for
the declared
Horizontal
Type
≥ 60
Met the criterion for the declared
Horizontal Type
University
College
Professional
Institution
Horizontal Type
Criterion 3
University
2.
College
Full-time faculty members who have been actively
engaged in scholarly work (research or creative work) in
the last 5 yrs.
3. Over the last 5 yrs. Faculty members were engaged in
research and extension services that contribute to
instruction and/or community development
Required for:
Required for:
Autonomous Status
Deregulated Status
Evidence of
Excellence
≥ 50 FT faculty members
≥ 30 FT faculty members
Consistent
or
or
≥ 30% of FT faculty,
≥ 25% of FT faculty,
with
whichever is higher
whichever is higher.
Horizontal
Type
3. Full-time faculty who have patents or publications in
refereed journals, internationally indexed journals and/or
books published in reputable academic presses in the last
5 years
Required for:
Autonomous Status
Deregulated Status
≥ 10% FT faculty has patents or
publications in refereed journals.
Of these, ≥5% of FT faculty has
publications in internationally
indexed journals and/or books
published in reputable academic
presses in the last five (5) years.
≥7% FT faculty has patents
or publications in refereed
journals in the last five (5)
years
Autonomous Status
≥ 20% of
faculty members
Deregulated Status
≥ 15% of
faculty members
Horizontal Type
Criterion 3
College
2.
Evidence of
Excellence
Consistent
with
Horizontal
Type
Graduates were
required as students to
participate in a
community-based
research/ public
service/ extension
program for a
cumulative period of 2
yrs.
Autonomous
Status
Deregulated
Status
Professional Institution
2. Any two of the ff.:
a. Board Performance in the last 3 yrs.
Autonomous Status
≥ 1 program w/ licensure or
20% of the HEI’s programs with licensure,
whichever is higher, has a passing rate that is
≥1.1 times than the national passing rate in board/
licensure exams, in the last 3 yrs.
Deregulated Status
≥ 1 program w/licensure or
20% of the HEI’s programs with licensure,,
whichever is higher, has a passing rate that is
higher than the national passing rate in
board/licensure exams, in the last 3 yrs.
b. Programs are accredited under internationally agreed upon criteria & procedures, which guarantee
professional mobility across national Boundaries (e.g. Accreditation under the terms of Washington Accord by ABET…)
Autonomous Status
≥ 2 programs
Deregulated Status
≥ 1 program
c. Employment of Graduates
Autonomous Status
≥ 80% of all
graduates
≥70% of all
graduates
Over the last five (5) years, ≥80% of its graduates
were employed within the first two (2) years of
graduation
Deregulated Status
Over the last five (5) years, ≥70% of its
graduates were employed within the first two
(2) years of graduation
d. Industry Linkages
Autonomous Status
Deregulated Status
Sustained linkage with industry as evidenced by working program(s) that significantly contribute to
the attainment of desired student learning outcomes and to the employability of its graduates.
Analysis
Issue: Graduates with DIFFERENTIATED minimum
competencies
Concerns: 1) Sustainability of Curricular Programs (Issue
on unlevelled employability of graduates)
2) Partiality of Assessment to HEI-applicants for
Autonomous or deregulated Status
Root Cause: QA system differentiated by
TYPOLOGY of HEIs
PROPOSED RESOLUTION TO
ADDRESS THE ISSUE AND
CONCERNS
QUALITY OF HEI
• MUST BE ASSESSED BASED ON
• COMPLIANCE TO MINIMUM STANDARDS
• How is HEI achieving minimum standards set by the
government?
• FIDELITY TO VMG
• How is HEI implementing her VMG?
• How is HEI achieving her excellence standards?
• How is the HEI known to the public?
• How is the HEI satisfying the standards demanded by
stakeholders relative to her VMG?
HIGHER EDUCATION QUALITY FRAMEWORK
Dimension 1 (D1)
How is the HEI achieving
minimum academic
standards set
by the government?
Responsiveness
Minimum
Standards
to
Stakeholders
Dimension 4 (D4)
How is the HEI satisfying
the standards demanded
by stakeholders
relative to her VM?
HEI
QUALITY
Dimension 3 (D3)
Dimension 2 (D2)
How is the HEI
implementing her V-M?
Implementation
of VM
Achievement
of Standards
of Excellence
How is the HEI achieving her
excellence standards?
How is the HEI
known to the public?
Dimensions of HEQF
As Evidenced
by HEI’s
Minimum
Standards
Curriculum &
Instruction
Measured through
IEs of the HEI’s
In Levels of
Excellence
1
Implementatio
n
of VM
Faculty
2
Administration
Achievement
of Standards
of Excellence
Responsiveness
to Stakeholders
Program
Research,
Publication, &
Innovation
Community
Engagement
Outcome
3
Impact
4
MINIMUM
EXCELLENCE
(Reference: D1)
(Reference: D3)
AREA
Points
Curri cul u
m and
Ins tructi o
n
Facul ty
Mi ni mum
Standards
as per
PSGs
Mi ni mum
Standards
as per
PSGs
20
Indicators
of
Excellence
Reference
Nature and
Content of
Curri cul ar
Programs
1
D2
2
D2
3
D2
Outcomes of
Curri cul ar
Programs
4
D2
5
D4
6
D4
7
D4
1
D2
2
D2
Component
Impact of
Curri cul ar
Programs
Offered
Qual i fi cati o
ns
20
Admi ni s tr
ati on
Res earch,
Publ i cati o
ns , and
Innovati o
ns
Communi t
y
Engageme
nts
40
Invol vements
and
contri buti on
s
Organi zati on
al Structure,
Programs ,
Operati on
and Servi ces
Human
Res ource
Level
1
2
3
Points Earned
Per
Quality
4
Indicator
Bonus
Points
Per
Component
Per
Area
20+84
20+36
3
D4
1
D2
2
D2 & D4
3
D2
4
D4
5
D2
Program and
Agenda
1
D2
2
D2
Outcome and
Impact
3
D2
4
D2 & D4
Program and
Advocaci es
1
D2
2
D2
Outcome and
Impact
3
D4
4
D4
60
48
48
316
INDICATORS
AREA
MINIMUM
(Reference:
D1)
Component
EXCELLENCE
(Reference: D3)
Level
2
1
Reference
3
4
Indicator of Excellence #1. Pursues institutional mission and goals through an array of …
undergraduate level
articulated graduate
master level programs
doctorate level programs
programs
programs
Metrics:
Metrics:
Metrics:
Metrics:
Offers:
a)
b)
c)
Curriculum &
Instruction
Minimum
Standards as
per PSGs
Nature and
Content of
Curricular
Programs
Offered
1-5 AB/BS
programs [1
pt]
6-20 AB/BS
programs [2
pts]
21 or more
AB/BS
programs [3
pts]
Offers:
a)
b)
c)
1-5 M/MA/MS
programs [1
pt]
6-15
M/MA/MS
programs [2
pts]
16 or more
M/MA/MS [3
pts]
Indicator of Excellence #2. Provides access to …
on-going conventional
ongoing conventional
and lifelong learning
and lifelong learning
programs
programs which specially
address local needs
Metrics:
Metrics:
Offers:
a)
b)
c)
1-3 Doctorate
programs [1
pt]
4-10
Doctorate
programs [2
pts]
11 or more
Doctorate
programs [3
pts]
ongoing conventional
and lifelong learning
programs which specially
address national needs
Metrics:
Offers:
a)
b)
c)
1-3 articulated
graduate
programs
4-9 articulated
graduate
programs
10 or more
articulated
programs
ongoing conventional
and lifelong learning
programs which specially
address global needs
Metrics:
D2
D2
Offers both conventional
Offers programs on
Offers programs on
Offers programs
and non-conventional
priority list for Regional
priority list for national
responsive to global
Lifelong Learning
development
development
needs
programs
Indicator of Excellence #3. Designs courses in accordance with desired qualities of graduates dictated by …
HEI’s mission
stakeholders in the
stakeholders in national
stakeholders in
locality
level
international level
Metrics:
Metrics:
Metrics:
Metrics:
Profile of HEI graduate
mapped out in course
learning outcomes
Local level stakeholders’
employee qualification
requirements mapped
out with course learning
outcomes
National level
stakeholders’ employee
qualification
requirements mapped
out with course learning
outcomes
International level
stakeholders’ employee
qualification
requirements mapped
out with course learning
outcomes
D2
INDICATORS
AREA
MINIMUM
(Reference: D1)
Component
EXCELLENCE
(Reference: D3)
Level
2
1
Reference
3
Indicator of Excellence #4. Performs in National Board Examination …
within the national passing rate
beyond the national passing
beyond the national passing
in all programs
rate in some programs
rate in all programs
Metrics:
Metrics:
Metrics:
All programs with National
Board Examinations have
consistent national passing rate
Outcomes of
Curricular
Programs
Curriculum &
Instruction
Minimum Standards
as per PSGs
Impact of
Curricular
Programs
Offered
4
beyond the national passing
rate with topnotch graduates in
all programs
Metrics:
More than 50% of programs
All programs with National
with National Board
Board Examinations have
Examinations have consistent
consistent passing rate beyond
passing rate beyond the
the national passing rate
national passing rate
Indicator of Excellence #5. Showcases competence in various platforms of …
local significance
regional significance
national significance
Metrics:
Metrics:
Metrics:
All programs with National
Board Examinations have
topnotch graduates and have
consistent passing rate beyond
the national passing rate
Participate at least once a year
Participate at least once a year
in activities certified by
in activities certified by
recognized institutions in the
recognized institutions in the
locality
region
Indicator of Excellence #6. Provides graduates in …
local key government and
national government and
private institutions
private institutions
Metrics:
Metrics:
Participate at least once a year
in activities certified by
recognized national institutions
Participate at least once a year
in activities certified by
recognized international
institutions
national key government and
private institutions
Metrics:
international institutions
international significance
Metrics:
At least one graduate per year is
employed in international
institutions
At least one graduate in every
five years occupies a leadership
post in local institutions
At least one graduate in every
five years occupies a leadership
post in international institutions
At least one graduate in every
five years occupies a leadership
post in national key government
and private institutions
D4
Metrics:
At least one graduate per year is At least one graduate per year is At least one graduate per year is
employed in local key
employed in national
employed in national key
government and private
government and private
government and private
institutions
institutions
institutions
Indicator of excellence #7. Contributes leadership through her graduates in …
local institutions
local key government and
national key government and
private institutions
private institutions
Metrics:
Metrics:
Metrics:
At least one graduate in every
five years occupies a leadership
post in local key government
and private institutions
D2
D4
international institutions
Metrics:
INDICATORS
EXCELLENCE
(Reference: D3)
Level
2
MINIMUM
AREA
(Reference:
D1)
Component
1
Reference
3
Indicator of Excellence #1. Academic qualifications of faculty observes …
alignment with discipline
alignment with discipline
alignment with discipline
in master’s level
in both master’s and
in master’s level and with
doctorate levels
Regional and National
Development programs
in doctorate level
Metrics:
Metrics:
Metrics:
All full-time faculty have
master’s degrees aligned
with discipline
At least 80% of full-time
faculty have both
master’s and doctorate
degrees aligned with
discipline
At least 10% of full-time
faculty have master’s
degrees aligned with
discipline and doctorate
degrees responsive to
Regional and National
Development programs
4
alignment with
discipline in master’s
level and with key
global issues and
concerns in doctorate
level
Metrics:
D2
Qualifications
Faculty
Minimum
Qualification
as per PSGs
At least 10% of fulltime faculty have
master’s degrees
aligned with discipline
and doctorate degrees
responsive to key
global issues and
concerns
Indicator of Excellence #2. Professional qualifications of faculty are beyond minimum that enable to respond
the demands of…
lifelong learning
local needs
national needs
global needs
education
Metrics:
Metrics:
Metrics:
Metrics:
D2
At least 20% of full-time
At least 10% of full-time
At least 10% of full-time
faculty have special
faculty have
faculty have
trainings related to
specializations responsive
specializations responsive
Lifelong Learning
to Regional Development
to National Development
programs offered
program
program
Indicator of excellence #3. Expertise of faculty are recognized in the …
city
Involvements
and
Contributions
region
national level
Metrics:
Metrics:
At least 10% of full-time
faculty expertise are
engaged in institutions
and industries in the
region
At least 10% of full-time
faculty expertise are
engaged in national
institutions and
industries
At least 10% of fulltime faculty have
specializations
responsive to global
issues and concerns
International
community
Metrics:
Metrics:
At least 10% of full-time
faculty expertise are
engaged in institutions
and industries in the city
At least 10% of fulltime faculty expertise
are engaged in
international
institutions and
industries
D4
INDICATORS
MINIMUM
AREA
(Reference:
D1)
Component
1
EXCELLENCE
(Reference: D3)
Level
2
Reference
3
Indicator of Excellence #1. Installs structures and mechanisms in support of …
instruction as an
instruction and research
Instruction, research and
institutional mission
as an institutional mission publication as an
institutional mission
Metrics:
Metrics:
Metrics:
Creates an office that
supervises and manages
operation of curriculum
across units in
accordance to the
mission and goals
Administration
Organizational
Structure,
Programs,
Operation and
Services
Creates offices that
supervise and manage
operation of:
a.
curriculum
and
b.
researches
across units in
accordance to the
mission and goals
Creates offices that
supervise and manage
operation of:
a.
curriculum,
b.
researches, and
c. publications
across units in accordance to
the mission and goals
4
Instruction, research,
publication, and innovation
as an institutional mission
Metrics:
Creates offices that supervise
and manage operation of:
a.
curriculum,
b.
researches,
c. publications, and
d. innovations
across units in accordance to
the mission and goals
D2
INDICATORS
EXCELLENCE
(Reference: D3)
Level
2
MINIMUM
AREA
(Reference:
D1)
Component
1
Reference
3
4
Indicator of Excellence #2. Utilizes …
internal quality assurance
in central administration
services
Metrics:
1.
Administration
Organizational
Structure,
Programs,
Operation and
Services
2.
Develops
evaluation and
feedback
mechanism of
central
administration
services from
students, staff,
faculty, and
administrators
Conducts yearly
evaluation and
planning to
improve quality
of service of
central
administration
by using the
feedback and
evaluation of
students, staff,
faculty, and
administrators
quality assurance in
central administration
services
Metrics:
1.
2.
Develops
evaluation and
feedback
mechanism of
central
administration
services from
students, staff,
faculty,
administrators
and
stakeholders
Conducts yearly
evaluation and
planning to
improve quality
of service of
central
administration
by using the
feedback and
evaluation of
students, staff,
faculty,
administrators
and
stakeholders
quality assurance in both
central and academic
administration services
Metrics:
1.
2.
Develops
evaluation and
feedback
mechanism of
central and
academic
administrations
services from
students, staff,
faculty,
administrators
and
stakeholders
Conducts yearly
evaluation and
planning to
improve quality
of services of
central and
academic
administrations
by using the
feedback and
evaluation of
students, staff,
faculty,
administrators
and
stakeholders
quality assurance in
institutional services
Metrics:
1.
3.
Develops
evaluation and
feedback
mechanism of
institutional
services from
students, staff,
faculty,
administrators
and
stakeholders
Conducts yearly
evaluation and
planning to
improve quality
of institutional
services by
using the
feedback and
evaluation of
students, staff,
faculty,
administrators
and
stakeholders
D2 and D4
INDICATORS
EXCELLENCE
(Reference: D3)
Level
MINIMUM
AREA
(Reference:
D1)
Component
1
2
Reference
3
Indicator of Excellence #3. Provides programs to improve competence of …
non-teaching personnel
teaching and nonall personnel and academic
teaching personnel
administrators
Administration
Metrics:
Metrics:
Metrics:
Implements a
comprehensive
professional
development plan every
three years to upgrade
competence of nonteaching personnel
Implements a
comprehensive:
a.
professional
development
plan and
b. faculty
development
plan
every three years to
upgrade competence of
non-teaching and
teaching personnel
Implements a comprehensive:
a.
professional
development plan
and
b. faculty development
plan
c. administrators
development plan
every three years to upgrade
competence of non-teaching
and teaching personnel and
academic administrators
Organizational
Structure,
Programs,
Operation and
Services
Indicator of Excellence #4. Realizes institutional mission and goals in the …
immediate community
region
national level
Metrics:
Metrics:
Metrics:
Employs mechanism in
the operation of key
offices that facilitate the
fulfillment of institutional
mission and goals
relevant to the
immediate community
Employs mechanism in
the operation of key
offices that facilitate the
fulfillment of institutional
mission and goals
relevant to the region
Employs mechanism in the
operation of key offices that
facilitate the fulfillment of
institutional mission and goals
relevant to the country
4
all personnel and
administrators, including those
in central administration
Metrics:
Implements a comprehensive:
a.
professional
development plan
and
b. faculty development
plan
c. administrators
development plan
every three years to upgrade
competence of non-teaching
and teaching personnel and all
administrators including those
in the central administration
D2
global community
Metrics:
Employs mechanism in the
operation of key offices that
facilitate the fulfillment of
institutional mission and goals
relevant to the global
community
D4
INDICATORS
EXCELLENCE
(Reference: D3)
Level
MINIMUM
AREA
(Reference:
D1)
Component
1
2
Reference
3
4
Indicator of Excellence #5. Observes alignment of professional qualification and function in …
non-teaching personnel
non-teaching and
personnel and academic
all personnel and
teaching personnel
administrators
administrators, including those
in central administration
Metrics:
Metrics:
Metrics:
Metrics:
At least 60% of nonteaching personnel have
educational attainment
aligned with their
function
Human
Resource
At least 70% of nonteaching and teaching
personnel have
educational attainment
aligned with their
function
1.
2.
All non-teaching and
teaching personnel
have educational
attainment aligned
with their functions
All academic
administrators have
post-baccalaureate
degree aligned with
their function
1.
2.
3.
All non-teaching and
teaching personnel
have educational
attainment aligned
with their functions
All academic
administrators have
post-baccalaureate
degree aligned with
their function
All non-academic
administrators,
including those in
the central
administration, have
professional
qualification aligned
with their function
D2
INDICATORS
MINIMUM
AREA
(Reference
: D1)
Component
Reference
EXCELLENCE
(Reference: D3)
Level
1
2
3
4
Indicator of Excellence #1. Articulates institutional research agenda that address problematic situations in the …
disciplines of
immediate community and
national level
global community
programs offered
region
Metrics:
Metrics:
Metrics:
Metrics:
Research,
Publications
and
Innovations
List of yearly
List of yearly institutional
List of yearly institutional
List of yearly institutional
institutional research
research agenda and
research agenda and
research agenda and
agenda and
corresponding issues and
corresponding issues and
corresponding issues and
corresponding issues
concerns aimed to address
concerns aimed to address
concerns aimed to address
and concerns aimed
in the region
in the country
in the global community
to address in
disciplines of
programs offered
Indicator of Excellence #2. Provides programs that encourage internal stakeholders to …
conduct researches
conduct researches in areas
conduct and publish
develop innovations from
within the institutional
researches in areas within
conducted and published
research agenda
the institutional research
researches in areas within
agenda
the institutional research
agenda
Metrics:
Metrics:
Metrics:
Metrics:
Program and
Agenda
Schedules at least two
trainings per year to
internal stakeholders
in conducting
research
1.
2.
Schedules at least two
a. lectures
b. research
problem
development
per year on issues
relevant to
institutional research
agenda
Offers incentives to
students, staff, faculty,
and administrators
whose researches are
within the institutional
research agenda
1.
2.
3.
4.
Schedule at least two
a. lectures
b. research problem
development
per year on issues
relevant to
institutional research
agenda
Offers incentives to
students, staff,
faculty, and
administrators whose
researches are within
the institutional
research agenda
Schedules at least two
trainings and per year
in publishing
completed researches
Schedules yearly
Research
Dissemination
1. Schedules at least 2
multidisciplinary
training per year in the
utilization of
completed and
published researches
2. Offers incentives to
students, staff, faculty,
and administrators
whose researches are
within the institutional
research agenda
D2
D2
INDICATORS
EXCELLENCE
(Reference: D3)
Level
2
MINIMUM
AREA
(Reference:
D1)
Component
1
Reference
3
4
and publishes multiple
discipline (inter-, multi-, or
trans- disciplinary)
researches in relevant
areas of institutional
research agenda that
produce innovations
Metrics:
Indicator of Excellence #3. Conducts …
Research,
Publications
and
Innovations
Outcome
and Impact
disciplinal researches in
relevant areas of
institutional research
agenda
and publishes disciplinal
researches in relevant
areas of institutional
research agenda
and publishes multiple
discipline (inter-, multi-, or
trans- disciplinary)
researches in relevant
areas of institutional
research agenda
Metrics:
Metrics:
Metrics:
List of at least 2 completed
disciplinal research per
year in relevant areas of
institutional research
agenda
List of at least 2 published
disciplinal researches per
year in relevant areas of
institutional research
agenda
List of at least 2 published
multiple discipline (inter-,
multi-, or transdisciplinary) researches in
relevant areas of
institutional research
agenda
List of at least 2 published
multiple discipline (inter-,
multi-, or transdisciplinary) researches in
relevant areas of
institutional research
agenda that produce
innovations
Indicator of Excellence #4. Conducts and publish …
researches that bring
researches that contribute
contributions to relevant
to local development
disciplines
researches that bring
technological development
in the country
Metrics:
Metrics:
Metrics:
multiple discipline (inter-,
multi-, or transdisciplinary) researches
that contribute to
technopreneurship
Metrics:
At least two certificates of
contribution per year of
published researches
issued by recognized
discipline organizations
At least two certificates of
contribution per year of
published researches
issued by recognized local
organizations or
institutions
At least one certificate of
contribution every two
years of published
researches that bring
technological development
in the country issued by
recognized national
organizations or
institutions
At least one certificate of
contribution every two
years of published multiple
discipline researches that
contribute to
technopreneurship issued
by recognized
organizations or
institutions
D2
D2 and D4
INDICATORS
MINIMUM
AREA
(Reference:
D1)
Component
1
EXCELLENCE
(Reference: D3)
Level
2
Reference
3
4
Indicator of Excellence #1. Articulates institutional advocacies relevant to issues and concerns within the …
immediate community
region
country
global community
Metrics:
Metrics:
Metrics:
Metrics:
Program and
Advocacies
List of yearly institutional
List of yearly institutional
List of yearly institutional
List of yearly institutional
advocacies and
advocacies and
advocacies and
advocacies and
corresponding issues
corresponding issues
corresponding issues
corresponding issues and
and concerns aimed to
and concerns aimed to
and concerns aimed to
concerns aimed to
address in the
address in the region
address in the country
address in the global
immediate community
community
Indicator of Excellence #2. Develops program in leadership development for the common good
Metrics:
Metrics:
Metrics:
Metrics:
Function and yearly
Function and yearly
activities of student,
activities of student,
staff, faculty, and
staff, faculty, and
administrator leadership
administrator leadership
programs that seek to
programs that seek to
address issues and
address issues and
concerns relevant to the
concerns relevant to the
country
global community
Indicator of Excellence #3. Organizes pool of volunteers for institutional engagements relevant to issues and
concerns in the …
immediate community
region
country
global community
Metrics:
Metrics:
Metrics:
Metrics:
Community
Engagements
Outcome
and Impact
Function and yearly
activities of a student
leadership program that
seek to address issues
and concerns relevant to
the immediate
community
Function and yearly
activities of student,
staff and faculty
leadership programs
that seek to address
issues and concerns
relevant to the region
Creates an office that
organizes pool of
volunteers to respond
the immediate needs in
the locality
Creates an office that
organizes pool of
volunteers to respond
the immediate needs in
the region
Creates an office that
organizes pool of
volunteers to respond
the immediate needs in
the country
At least two certificates
of recognition per year
from recognized local
organizations or
institutions
At least two certificates
of recognition per year
from recognized regional
organizations or
institutions
At least two certificates
of recognition per year
from recognized national
organizations or
institutions
Creates an office that
organizes pool of
volunteers to respond
the immediate needs of
those who are in the
global peripheries and
those who are excluded
Indicator of Excellence #4. Recognized as performing institution in addressing issues and concerns in the …
immediate community
region
country
global community
Metrics:
Metrics:
Metrics:
Metrics:
At least one certificate of
recognition per year
from recognized
international
organizations or
institutions
D2
D2
D4
D4
Points and Reward Systems
20pt
s
Achievement of
Minimum Standards
20pts
Curriculum and
Instruction
20pts
Faculty
3pts
3pts
3pts 3pts
compliance with each
Indicator of Excellence
3pts
BONUS POINTS
All else is a matter of showing
where your excellence is.
Deregulated Autonomous
Excellent
Maximum
Points per
Area
104
56
60
48
48
Excellent
Bonus
Points
Minimum
Points for
Deregulation
62
38
30
24
24
178
Sample
Bonus
Points
1pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
20pt
s
3pts
1pts
3pts
3pts
2pts1pts3pts
3pts
3pts
3pts
3pts
2pts
3pts
3pts 3pts
46pt
s
Bonus
Points
3pts
3pts
3pts
3pts
3pts
3pts
3pts
20pt
s
20pt
s
46pt
s
3pts 3pts 3pts3pts 3pts
3pts
3pts
21pt
s
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
20pt
s
46pt
s
20pt
s
21pt
s
3pts3pts3pts
3pts
3pts3pts 3pts
3pts
3pts3pts
3pts
3pts
3pts 3pts3pts
45pt
s
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
20pt
s
46pt
s
20pt
s
21pt
s
45pt
s
3pts 3pts
3pts
3pts
3pts 3pts
3pts
3pts 3pts 3pts3pts
33pt
s
Bonus
Points
3pts
3pts
3pts
3pts
3pts
3pts
3pts
3pts
20pt
s
46pt
s
20pt
s
21pt
s
45pt
s
33pt
s
3pts 3pts 3pts 3pts 3pts 3pts3pts
3pts
24pt
s
46pt
20pt
ss
21pt
20pt
ss
45pt
s
33pt
s
24pt
s
66pt
s
41pt
s
45pt
s
33pt
s
24pt
s
Autonomous
66pt
s
63%
41pt
s
73%
45pt
s
75%
33pt
s
69%
24pt
s
50%
SUMMARY
Issue
Concerns
Society receives 1. Sustainability of disadvantaged
professionals of
curricular programs (because of HEIs
the same
typology) that are offered in three
profession with
typologies of HEIs
varied
❑ Unlevelled employability of
minimum
graduates
competencies
2. Partiality in the assessment of HEI
applicants for Autonomous or
Deregulated status
❑ Required Documentary Evidences
are highly dependent on the
horizontal typology of the HEI
applicant
❑ Patented Scholarly Works and
Published Researches are only
required to universities
❑ Board Exam Performance is
only required to Professional
Institutes
Root Cause
QA that is
DIFFERENTIATED BY
TYPE of HEI
❑ Limits HEIs to
full exercise of
academic
freedom
❑ Puts HEIs
in three
different
one-sizefits-all QA
system
Proposal
QA that fully allows HEIs to exercise
their academic freedom in context of
QUALITY HIGHER EDUCATION that is
evidenced by:
1. Compliance to minimum
standards
❑
How is the HEI achieving
minimum academic standards
set by the government?
2. implementation of VMG
❑
How is the HEI implementing her
VMG?
3. Achievement of Excellence
Standards
❑
How is the HEI achieving her
excellence standards? How is
the HEI known to the public?
4. Satisfaction of Stakeholders
❑
How is the HEI satisfying the
standards demanded by
stakeholders relative to her VM?
Thank you!