INSTITUTIONAL PROFILE
Institutional Profile
Olivarez College is a private, non-sectarian, and stock-profit educational institution conceived and established in the belief that providing educational opportunities for the masses is
the best legacy one can offer to the Filipino nation and the world.
Olivarez College is committed to the intellectual, cultural, moral, and physical development of its student. It also envisions the enhancement of the welfare and social well-being of the
community. The school is dedicated to the youth of the land eager to search for educational
opportunities and challenges for responsible citizenship and leadership by developing the potentials of the youth to the end fruition of their learned skills and competences, thus, enabling
them to become assets of the nation and global community.
Historical Evolution of Olivarez College
When Sucat Road, Paranaque was still surrounded with rice fields and salt beds, Dr. Pablo
and the late Dr. Rosario Olivarez pioneered in the development of the community when they
put up Olivarez General Hospital in 1975. The following year, the spouses envisioned to establish
a school in which its graduates shall be immediately hired in the said hospital and, at the same
time, contribute in the formation of the youth dedicated to the service of God, country and
man. Being medical practitioners themselves who were aware of the great demand for nurses in
the Philippines and abroad, they established the Olivarez School of Nursing on April 30, 1976.
Due to a dramatic increase in the student's enrollment the following year, additional programs like Liberal Arts and vocational courses were offered. The name Olivarez School of Nursing
was changed to Olivarez Junior College.
In 1978, it instituted the College of Liberal Arts and Sciences, College of Commerce and
other Health Related Courses. The demand to open a preschool and grade school prompted
the owners to offer them in. the same year. The school began accepting high school students in
the following year. In 1980, the school changed its name to Olivarez College and has kept the
prestigious name until now.
OLIVAREZ COLLEGE
INSTITUTIONAL PROFILE
Originally, the school was situated in a one-hectare four-storey building where in the first
floor was used as the canteen, the second floor as the nursing laboratory and classrooms, the
third floor as the library and the fourth floor as the dormitory.
Together with Mrs. Arceli Adriano, Mrs. Marilou I. Aguirre, Mrs. Ruth Glori, Mrs. Petronilia Ignacio, Mrs. Teresita R. Oris, and five (5) faculty members, the school opened its doors for its first
eighty-four (84) enrollees.
The year 1977 marked a dramatic increase in the students' enrollment. This triggered the
offering of additional academic courses and programs like Liberal Arts and other vocational
courses. Olivarez School of Nursing was later named Olivarez Junior College with Mrs. Petronila
Ignacio as the first Academic Vice-President,
More departments were established in the year 1978. These were the College of Arts and
Sciences, College of Commerce and other paramedic courses. The elementary department
with the kindergarten and grade one classes were also set-up.
The school began accepting first and second year high school students in school year
1979. It also started to offer complete elementary courses from grades one to six. The Academic
Council was organized and was composed of the Executive Vice-President, Dean of the College Department and the department heads. Third and fourth year high school students were
admitted in the following year. It was also in 1980 that the school named itself Olivarez College.
Dr. Pablo Olivarez purchased a two (2)-hectare lot adjacent to Olivarez General Hospital.
This became the present site of the two-storey high school building which was completed
in 1979, and the four-storey building which construction was finished in 1980.
OLIVAREZ COLLEGE
INSTITUTIONAL PROFILE
In 1992, the school started offering graduate programs: Master of Arts in Education, major in Educational Management, Master of Arts in Education, major to Guidance and Counseling, and
Master of Business Administration.
Quality education has always been a thrust of the school. Thus, in October 1990, the
school formally wrote the Philippine Association for Colleges and Universities on Accreditation
(PACUCOA) requesting the said group of accreditors to orient the school administration regarding the process of accreditation. The PACUCOA team came in February 1991 for a consultation
meeting with the administration, faculty, and staff.
Level I accreditation status was formally awarded to the College of Liberal Arts and Commerce in July 1992. The College of Nursing was likewise granted similar accreditation status on
Septembers, 1992. OnMay28, 1993, the College of Commerce and Liberal Arts were granted by
PACUCOA their Level II accreditation status. The College of Nursing followed on February 7, 1997.
Level II First re-accreditation status was granted to the College of Liberal Arts and Commerce on
December 1998. At present, the College of Liberal Arts, College of Commerce and College of
Nursing enjoy Level II, second re-accreditation status for five years.
PACUCOA likewise gave notice to the compliance to its accreditation standards of the
Master of Arts in Education Program and Master of Business Administration of Olivarez College of
Parañaque. On May 31, 2008, it was given a candidate status. Same is true with the Bachelor of
Secondary Education, Bachelor of Elementary Education, and Bachelor of Science in Hotel and
Restaurant Management.
On the other hand, In February 2002, the Grade School and High School Departments collectively called the Basic Education Department were awarded Level I accredited status by the
Philippine Accrediting Association of Colleges and Universities (PAASCU). On May 14, 2004,
PAASCU awarded once again the Basic Education Department its Level II accredited status for
having satisfactorily met its requirements and standards. Four years after, on May 5, 2008, PAASCU granted the Basic Education Department the Level II re-accredited status for 5 years, valid
until May 2013.
On April 1995, the school opened the year under a new administration. Two (2) of Olivarez's children Dr. Eric L. Olivarez and Mrs. Evangeline O. Ilas assumed the positions of Vice Presi-
OLIVAREZ COLLEGE
INSTITUTIONAL PROFILE
dent for Academics and Services and Vice President for Finance and Administration, respectively. Also in June of the same year, a four (4) storey structure especially intended for the Basic Education Department was formally completed. At present, it contains its own cafeteria, home economics, practical arts, science and computer laboratories, audio-visual room, libraries and classrooms.
Perhaps, no other school or universities in the Philippines can outdo the athletic facilities of
Olivarez College. The five (5) indoor and one (1) outdoor tennis courts are comparable to leading country clubs in the country, not to mention the twenty five (25) indoor badminton courts.
The semi-Olympic sized indoor swimming pool is one of a kind. The five thousand (5,000) seating
capacity coliseum is also state-of-the-art. The school prides itself with its own resort that offers leisure and serenity for the students, faculty, staff, and visitors alike.
In 2008 the new building which houses the College of Business, College of Arts and Sciences, and the main library, apart from the three (3) other libraries has been completed.
The areas of faculty and instruction are just two (2) of the attestations of the accolades of
Olivarez College. A highly qualified and competent faculty pool is maintained. Majority of the
professors in the College Department attained their graduate degrees from prestigious colleges
and universities. In the Basic Education Department, all teachers have passed the Licensure Examinations for Teachers (LET). Faculty members incessantly pursue their quest for learning
through research which the school administration supports through the allotment of annual
budget for research.
Consistently, the average passing rate of the students in the National Board Examinations
is over and above average the national passing rate especially in Radiologic Technology, Midwifery, Physical Therapy, Nursing, and Education. Many of the Olivarian graduates are now gainfully employed in the country and abroad. These are only but proofs of the Olivarian excellence.
The extent that the school facilities, services, and resources support the school's objectives
certainly passes the test of excellence. Olivarez College is committed to and is an active participant in community services, growth and development. The school has established linkages with
various colleges, universities, agencies, and other institutions. Residents of Sitio Sto. Nino located
in San Dionisio, Parañaque City was the beneficiaries of the various outreach programs of the
OLIVAREZ COLLEGE
INSTITUTIONAL PROFILE
school. Moreover, a free preschool program is offered to the children of this adopted community. Likewise, they avail of the use of some of the school facilities. Other community programs include cleaning and greening, livelihood and entrepreneurship, computer literacy, health and
sanitation, and physical and spiritual development.
Olivarez College-Paranaque offers pre-school, grade school, high school, college and
graduate school programs. The programs in the College of Arts and Sciences are AB Psychology,
AB Political Sciences and AB Mass Communication while the programs In the College of Education Include BSED major in Physical Education, English, Filipino, BEED and Teacher Certificate Program. On the other hand, Bachelor of Science in Commerce (BSC) major in Operations Management and Marketing Management, Associate in HRM, and BS Hotel and Restaurant Management, BS Tourism and BS Computer Science are offered in the College of Business. In the College of Health Related Sciences, BS Nursing, Associate in Radiologic Technology, BS Radiologic
Technology, BS Physical Therapy and Midwifery are offered.
Graduate school courses include Master of Business Administration, Master of Arts in Education Major in Educational Management and Master of Arts in Education major in Guidance
and Counseling. All program offerings of Olivarez College are recognized by the Commission on
Higher Education (CHED), Department of Education (DepEd), and Technical Education and Skills
Development Authority (TESDA).
Since its humble beginnings in 1976, Olivarez College has been true to its vision of providing a holistic education to Its students. Like a blossoming flower, it has metamorphosed into a
premiere educational institution in the south of Metro Manila. The intent to be in the league of
leading universities in the country impels it to move towards excellence. To achieve this goal of
excellence, the school constantly upgrades its standards. Olivarez College has been successful
in its philosophy of "educating the mind, body and soul" for its students. The school administrators
are working towards its goal of making Olivarez College achieve university status. Becoming a
high-performing school takes many years of hard work. There is no silver bullet. There is no single
thing Olivarez College can do to ensure high student performance.
Olivarez College does not rest on its laurels. It continuously labors to achieve a state of distinction. This can only be achieved through the concerted efforts of each and every member of
the Olivarian community.
OLIVAREZ COLLEGE
PHILOSOPHY OF OLIVARIAN EDUCATION
Philosophy of Olivarian Education
Olivarian education endeavors to combine the best in human and Christian tradition with awareness of, and involvement in the present day demands of national and global development. The earnest
striving for self-realization is, therefore, directed to find its fulfillment in responsible service that will significantly contribute to the common effort towards national and global development.
Vision
Olivarez College strives to become a global university that excels in transformative education,
groundbreaking research, and proactive extension.
Mission
To generate applicable knowledge, cultivate essential skills, and instill Christian values among all
stakeholders to support social and economic advancement
Goals
Olivarez College aims to have:

a quality and diverse body of students;

a holistic and responsive educational program with a multicultural orientation;

a highly competent faculty and support staff;

a balanced curriculum responsive to societal needs;

state-of-the-art facilities;

efficient and effective administrative systems;

a supportive and involved alumni;

a pulsating culture or research;
OLIVAREZ COLLEGE
CORE VALUES = H.E.A.R.T.

strong local and international linkages and collaborations; and

globally employable graduates
Core Values = H.E.A.R.T.
The academic capacity and vitality of Olivarez College flow from, and are nourished by the core
values which underpin the Strategic Plan, and are reflected in all Olivarez College activities.
Honesty
Honesty and high ethical standards will inform all actions of Olivarez College as an academic enterprise dedicated to scholarship, discovery and creativity.
Excellence
Olivarez College is committed to building excellence throughout its educational, research and
outreach programs.
Accountability
A sustained commitment to openness and accountability is critical to Olivarez College’s success
as a public institution of international standing.
Responsible Enquiry
The freedom and responsibility of all stakeholders to engage in critical enquiry and intellectual discourse is vital to the advancement of the frontiers of knowledge and the pursuit of higher truths.
Teamwork
We seek to create interdisciplinary, synergistic and collegial relationships characterized by honesty, collaboration, inclusiveness and flexibility.
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
OLIVAREZ COLLEGE - GRADUATE SCHOOL
Master of Arts in Education
and Master in Business Administration
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 Very few faculty members
avail themselves of incentives and benefits for faculty
researches, journal articles
and publications.
 Information on research assistance and incentives for journal articles, researches, publications, and paper presentations as stipulated in
the Research Manual was disseminated to the
faculty through memorandum circulation, postings, and orientation as an agendum in the faculty meeting. In effect, faculty researchers enjoyed the said benefits and incentives.
 The substitution scheme and
forms for monitoring and
tracking faculty members
who are absent or on-leave
are not maximally utilized.
 The substitution form for absent faculty members or those on leave was designed and was
thereby, instituted toward systemic class monitoring and regulation in the Graduate School.
FACULTY
 Library book acquisition do
not fully respond to faculty
needs.
 Pertinent book acquisitions and request forms
filled-out by faculty with proper signatories
were transacted and mobilized.
 Sharing by the faculty of
their knowledge and expertise with the institution and
the school community was
not evident.
 The Graduate School included professional
sharing in faculty meetings and other related
assemblies which entailed sharing of learning
insights and experiences from various faculty
members who attended for a and conferences
regarding latest trends and innovations in the
field of educational management.
 There was no evidence on
the full utilization of the
existing consultation room.
 Policies and procedures on the utilization and
maximization of consultation room were formulated and disseminated during faculty meeting and were circulated through a memorandum
and posted in the consultation room.
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 The MAEd curriculum
adopts only the CHED
minimum requirements.
 Upon curriculum review and revision of
subjects, inclusion of subjects based on students’ needs with regard to honing their
research capabilities was considered.
 Learning activities in the
course syllabi do not contribute optimally to the
achievement of the course
objectives.
 Class activities stated in the syllabi were
reformulated in such a way that they contributed to the realization Of the course objectives.
 Networking needs improvement to be effective.
 Networking and collaboration schemes
were revitalized making them more dynamic and functional.
CURRICULUM &
INSTRUCTION
 Minutes of meetings of the
curriculum committee do
not document accurately
the salient matters discussed.
 The format of the curriculum committee
minutes of the meeting was redesigned for
further improvement.
 Limited exposure to handson experience among students, particularly those
who major in Guidance
and Counseling was observed.
 Exposure activities and hands-on experience for Guidance and Counseling were
facilitated (i.e. Guidance Office visitation,
test administration, analysis and assessment,
and counseling activities).
 There is no subject in the
MAEd curriculum that
prepares the student to the
scientific way of designing
a notable thesis proposal.
 Students’ research capabilities were honed
through the conduct of related seminars,
fora and colloquia, pre-thesis writing orientation and training (for those enrolled in
Thesis Writing 1) which supplemented the
course in Method of Research and other
research-based subjects.
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
OLIVAREZ COLLEGE - GRADUATE SCHOOL
Level 1 Formal Visit-Master of Business Administration
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 There were limited evidences of
regular utilization of
research findings.
 A monitoring scheme regarding the dissemination of research findings and implementation
of research outputs among concerned beneficiaries who in turn provided feedback and outcomes was formulated.
 Involvement of faculty in the
development of research-based
instructional materials was limited.
 The committee on Instructional Material Development was organized to further enhance
effective instruction.
RESEARCH
 As indicated in the research
outputs of faculty and students
there is a need to improve on:
 Thesis orientation and lecture program were
facilitated to prepare students for thesis writing. More so, research capability building seminar series for students were conducted.
standard research format
organization
use of appropriate methodologies. Congruence between
the specific problems and the
findings and between findings and conclusions.
 There is no evidence that Research is an integral part of all
course requirements
 Edited research reports and outputs were published in an annual basis in a student research
journal.
 There was no evidence available
to show that the students participated in curriculum revision and
enrichment.
 Students’ involvement in the curriculum review and revision was properly documented
and stated in the minutes of the curriculum
committee consultation and orientation.
 The students need expert faculty/staff assistance in organizing
the computer-generated data
processing to be able to interpret
adequately the findings of their
data gathering.
STUDENTS
 The Center for Research and Publication facilitated the processing and evaluation of all
the research data through collaboration and
consultation with the research committee
composed of experts and specialists for review and evaluation.
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 There are minimal linkages
with local and international
educational institutions and
professional associations
 The school established active linkages
and strong collaboration with consortium
of institutions and professional organizations in both national and international
levels through affiliations, officership
opportunities, sharing of resources, and
benchmarking activities.
 There are limited grants
and endownments to support worthy academic pursuits of faculty members,
students and employees.
 The Alumni Association provided assistance for scholarships and research grants
to the members of the association who
were pursuing continuing graduate education. More so, the same association provided support to various student programs, outreach services, and benchmarking activities.
ADMINISTRATION
 The documents on planning
show that the college and
department concerns were
limited to routine operations on quality assurance
and not strategic to an identified vision for the institution in the foreseeable future.
 The school through the initiative of the
Center for Planning and Development
conducted and facilitated strategic planning sessions among administrators that
included SWOT analysis and visioning
activity.
 The responsibility of coordinating strategic plans,
regularly evaluating Key
Performance Indicators
(KPI), and monitoring annual operational plans is
not assigned to a particular
official or office.
 A Director for Planning and Development
was designated to implement the monitoring and evaluation of strategic and operational plans.
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 While services of student
assistants were employed in
the library, policies and procedures that will cover them
were not included in the provisions of the Manual of Procedures.
 The Library Manual of Procedures was reviewed and revised to include policies and
procedures regarding student assistants.

 Continuous acquisition of updated books
was done.
Some books in the general
collection were not updated.
LIBRARY

The Director of Information
and Learning Resource
Center performs librarian
functions, but has not
earned a Master’s degree in
Librarianships.
 A new Director for the Information and
Learning Resource Center who has a Master’s degree on Library Science was designated.

Laboratory material are not
properly stacked and labeled.
 A system of stacking and labeling the laboratory materials was devised and implemented.
LABORATORY

A very low percentage of
graduate students used the
testing and guidance services
of the graduate school.
OTHER
SERVICES
 The Guidance and Counseling Office provided assistance to students majoring in
Guidance and Counseling in utilizing the
tests, assessing and interpreting test results,
and providing data for related research endeavors other than those regularly offered
services and assistance (i.e. counseling, testing, evaluation, and placement).
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
OLIVAREZ COLLEGE - COLLEGE OF EDUCATION
Bachelor of Secondary
and Elementary Education
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 Work schedule of faculty
members did not indicate
consultation time with students outside the teaching
hours.
 Consultation time was indicated in the faculty
loading. More so, consultation sessions became evident with pertinent documents.
 The teaching assignments
of several faculty members
exceeded 4 subject preparations.
 The faculty members had a minimum of four
(4) preparations as per indicated in the faculty
loading.
FACULTY
 Provision for sabbatical
leave for teachers did not
stipulate the financial benefits that the grantee is
expected to receive.
 The provision on sabbatical leave was stated
in the Faculty Manual including financial benefits, terms and conditions.
 The five-year development
plan did not indicate even
a tentative list of prospective candidates who are
qualified to avail of sabbatical leave to further
enhance the teachers’ professional growth and development.
 The college provided a list of qualified candidates for sabbatical leave as part of faculty
development program and as an incentive for
the latter’s loyalty to the institution.
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 Some subject offering did not
follow logical sequencing.

Curriculum review for Bachelor of elementary Education (BEEd) Program was conducted thereby, led to the revision of the
existing curricula with emphasis on appropriate sequencing of subjects.
 The number of subjects offered in the last semester was
two heavy, considering that
the students were supposed to
do their practice teaching
during this term.

As part of the curriculum revision, subjects
were equally distributed in all year levels in
order to give enough time for their practice
teaching experience. Moreover, a summer
term was encouraged and advised to students on their third year in order to reduce
their loads on the succeeding semester,
however, it cannot be compelled to students
due to financial constraints.

The College of Education developed a
Practice Teaching Manual that would serve
as guide and reference for student teachers,
the supervisors, and cooperating teachers in
the conduct of practice teaching activities.
Further, this was in consultation with the
DepEd and was reviewed by educators
from other TEIs.
 Some test items did not challenge the analytical and critical thinking of students.

Faculty members were oriented on effective
test construction techniques and principles
as part of faculty development concomitant
to learning assessment. More so, some
teachers were sent to outside seminars at
par with test construction principles and
assessment. As a result, teachers produced
quality metacognitive test items which were
also subjected for item analysis. Moreover,
test drafts are configured and checked by
coordinators, academic and program heads,
the dean and CTE director before administering to students.
 Some faculty members had
not yet conducted researches
that would enrich their teaching.

Faculty members conducted both individual
and team researches along with their respective areas of which findings were used
to further their teaching.
 There was no Practice Teaching Manual to guide the students and the supervisor handling student teaching.
INSTRUCTION
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
OLIVAREZ COLLEGE
Bachelor of Science in
Hotel & Restaurant Management
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 Earned graduate degrees of
the HRM faculty members
were not aligned with/
relevant to their undergraduate degrees.
 The scheme hired faculty members who have
aligned / articulated graduate degrees. More
so, faculty members are currently pursuing
graduate studies in line with their baccalaureate degrees and expertise.
 Statistical reports on the
students and faculty members’ utilization of the library/learning resources
bore no signature as to who
prepared and approved such
documents.
 All statistical reports prepared by the library
director were properly signed.
 Latest statistical reports on
HRM faculty members’ utilization of HRM magazines /
journals only included four
titles as opposed to the inventory list, which included
many more titles.
 Faculty members were encouraged to read
and use professional magazines and journals
with their field that would supplement their
teaching; hence, the list of newly purchased /
subscribed journals and magazines is posted
on bulletin boards in addition to the e-journals
availed of by the school.
FACULTY
 Records to show faculty
consultation with students
were not available.
 A logbook that contains consultation entries
and the consultation slips duly signed by both
the students and faculty member was documented. The faculty loading indicates consultation hours/ schedule. Thus, consultation
session became evident with pertinent documents.
 Completed faculty researches were not presented in any
research forum.
 Faculty members conducted researches along
with their areas of specialization. The researches made were presented to institutional
research colloquim.
 Documented faculty development program did not
show evidences of scholarships, fellowships, and study
grants for faculty members.
 The school entered into the Consortium of the
OLIVAREZ COLLEGE
South towards collaborative partnership and
strong linkages with provison for faculty,
staff, and student exchanges as stated in the
MOA duly transacted for this purpose.
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION

There was no evidence that
the HRM faculty members
are utilizing instructional
materials such as CDs,
DVDs and CD-ROMS. These materials are not included
or reflected in the syllabi.
Faculty members continuously utilize instructional materials purchased by the school and are
available at Instructional Media Services Center.
The use of such is also indicated in the syllabi
intended for the respective courses.

Correlation studies on students’ performance were
practically nil.
Active researches aimed at ensuring the effective
delivery of the education process through program and curriculum evaluation, teaching and
learning assessment, monitoring scheme and
quality assurance were collaboratively earned out
by the HRM faculty and the Guidance and Testing Center.

A number of documents
exhibited (e.g. statistical
reports and albums) were
not properly labeled and / or
captioned.

It was observed that the
grading system / manner of
computing the grades was
the same regardless of the
nature of the subjects.
The computation of the final grade including the
criteria / rubric for specific skills is indicated in
the course syllabi intended for respective courses
which is oriented to the students at the start of the
class.

For the practicum, the manner of grading was not specified in the syllabi. It was
not clear as to the requirements, the assessment tools
employed and the components of the final grade.
The computation of grade for the practicum is
indicated in the syllabus and practicum program
file it entails rubrics with reasonable weight for
performance rating given by training supervisor
and other components such as narrative reports
and by portfolio.

The absence of a training
plan in support of the MOA
was noted.
Training plans for both restaurant and hotel phases of the practicum were developed by the industry partner and the school to ensure high quality
of training. It is supported by the memorandum of
agreement (MOA).
INSTRUCTION
Documents and reports are properly labeled for
monitoring and evaluation purposes.
OLIVAREZ COLLEGE
SIGNIFICANT ACHIEVEMENTS, BEST PRACTICES, AND OUTCOMES
PRE—ACCREDITATION
AREA
POST—PACUCOA ACCREDITATION
 The under bar and over bar
were not functional.
 Faculty members continuously utilize instructional materials purchased by the school and
are available at Instructional Media Services
Center. The use of such is also indicated in the
syllabi intended for the respective courses.
 The front desk equipment and
amenities were inadequete.
 Active researches aimed at ensuring the effective delivery of the education process through
program and curriculum evaluation, teaching
and learning assessment, monitoring scheme
and quality assurance were collaboratively
earned out by the HRM faculty and the Guidance and Testing Center.
The duration of the Micros
Fidelio Seminar given at the
Tagaytay Country Hotel was
very limited.
 Some equipment in the kitchen
were not used for cooking /
culinary purposes.
LABORATORY
 Documents and reports are properly labeled
for monitoring and evaluation purposes.
 Some working tables in the
food laboratory as well as in
the resto-bar extension kitchen
were made of wooden materials
 The computation of the final grade including
the criteria / rubric for specific skills is indicated in the course syllabi intended for respective courses which is oriented to the students
at the start of the class.
 The stoves (particularly the
heavy duty ones) were not provided with hoods.
 The computation of grade for the practicum is
indicated in the syllabus and practicum program file it entails rubrics with reasonable
weight for performance rating given by training supervisor and other components such as
narrative reports and by portfolio.
 Ventilation in the stockroom
and the lecture room located at
the mezzanine floor of the
kitchen was poor.
 Training plans for both restaurant and hotel
phases of the practicum were developed by
the industry partner and the school to ensure
high quality of training. It is supported by the
memorandum of agreement (MOA).
 Industry immersions and other
forms of experiential learning
activities were limited.
 Industry immersion like hotel exposure, cruise
line and airline training, plant tour and career
orientation was included in the syllabi as part
of the culminating activity of the course.
OLIVAREZ COLLEGE
FACILITIES
COLISEUM
BADMINTON SPORTS CENTER
TENNIS SPORTS
CENTER
INDOOR SWIMMING
POOL
OLIVAREZ COLLEGE
FACILITIES
OC CHAPEL
GUIDANCE AND TESTING CENTER
CHEMISTRY LABORATORY
OLIVAREZ COLLEGE
FACILITIES
LIBRARY
FITNESS CENTER
COMPUTER LABORATORY
OLIVAREZ COLLEGE
FACILITIES
CLINIC
CANTEEN
RESORT
OLIVAREZ COLLEGE
FACILITIES