A story of intergenerational wisdom
In 1973
)
Member Governments of
The Colombo Plan
concerned with the shortage of
qualified
and trained technician
education staff
recommended to set up
CPSC
through an MOU signed in 23rd
Consultative Committee Meeting
creating CPSC as a specialized
agency of the Colombo Plan
(on 5 December 1973)
after one generation…
In 2004
or 30 years after,
the Member
Countries of
CPSC signed
Seoul
Declaration
2004 and Manila
Resolution 2005
manifesting
support to
APACC
In other words….
Colombo Plan, born in the 1950s
as the first multi-lateral aid in
Asia, gave birth to the Colombo
Plan Staff College for Technician
Education (CPSC) in 1973, as an
autonomous specialized agency
and CPSC in turn, conceived
APACC (at her ripe age of 31)…thus
it could be considered that APACC
is a third generation child of the
Colombo Plan organization of
nations…
APACC – Outcome of Prior Efforts
CPSC Corporate Plan (2003-2008), Goal 1,
Strategy 1.2, “to facilitate capacity building to
develop Accreditation and Certification System
for the Asia Pacific Region in TET”.
International Conference on Accreditation and
Certification, Seoul, December 2004
Regional Workshop on “Regional Accreditation
Modeling and Accrediting the Accreditors”
Manila, August 2005
Experts Meeting on “Competence Building in
APACC accreditation”, Cheonan, Korea, June
2007
APACC – Outcome of Prior Efforts
Seoul Declaration 2004
Manila Affirmation of
Commitment 2005
Organizational Development 2006
APACC President
APACC Secretariat
Quality Systems and Procedures
Competence Building in
Accreditation 2007
APACC – Outcome of Prior Efforts
APACC Conceptual Framework
and Accreditation Models
APACC 21 Policy Papers
APACC Development
•
APACC Foundation Documents
–
–
–
–
–
–
•
APACC
APACC
APACC
APACC
APACC
APACC
Primer
Video Documentary
Skills Standards
Accreditation Manual
Survey Instrument
Handbook for Accreditors
Network of APACC Accreditors
Pilot Testing
Agreement as Part of MOA (14 countries)
• Promote the objectives and goals of
APACC as mechanism for undergoing
self evaluation;
• Identify TVET institutions to apply for
accreditation and certification by
APACC; and
• Tap qualified local accreditors, in
addition to NCAs from the MC, for
training on APACC accreditation
procedures
APACC Framework for Accreditation
APACC Framework for Accreditation
l
MODELLING
Build Models of
TEVT in
the Asia Pacific
BENCHMARKING
Conduct
Benchmarking
Set and Reset
Indicators
Criteria/
Standards
MEASUREMENT
Develop metric of
Assessment
Formulate
Measurement
Systems
DESIGN
INSTRUMENT
Accreditation
Forms and
Instruments
ASSESSMENT
Self-Survey
Instrument
Documentary
Analysis
Site Visit
Interview
AWARDS
Award the Level or
Status of
Accreditation
REGULATIONS
REGIONAL STANDARDS SETTING
General Criteria/Principles
Business Processes in TVET
International Model
Accreditation Manual
Model:
Accredited
Institutions
Specific Performance Indicators:
Quantitative/ Qualitative
Policy Statements/Procedure Flow
Best Practices
INPUT FOCUS
PROCESS FOCUS
OUTPUT FOCUS
PERFORMANCE
OUTCOMES
INDICATORS
RECOMMENDATIONS
Institute Regional Policy Recommendation
Synchronize with
Govt. Policy,
Guidelines and
Regulation
Level/Status of
Accreditation
Candidatus
Gold
Accreditus
Regalis
Silver
Excelentis
Bronze
APACC ACCREDITED
INSTITUTIONS
2008
Silver Level
• TESDA Women’s Center, Philippines
Bronze Level
• International Academy of Film and Television,
Philippines
• Bogra Polytechnic College, Bangladesh
• Rangpur Technical School and College, Bangladesh
• Feni Computer Institute, Bangladesh
• Dhaka Mohila Polytechnic Institute, Bangladesh
APACC INSTITUTIONAL ACCREDITATION FLOW CHART
Responsibility
Description
Applicant Institution
Activity
Procedure
Online Inquiry and
Application
Application
APACC
Application Processing
APACC
Confirmation of
Application
Applicant Institution
Conduct of
Self-Study
Self-Study
Online Submission of
Self-Study Report (SSR)
to APACC
Applicant Institution
Document
Review
APACC
APPAC
On-Site Visit
Team
APACC
Evaluation
On-Site Visit Activities
Accreditation
Evaluation
Review& Decision
Applicant contacts APACC. The applicant
submits accomplished application form
endorsed by NCAs/NAB/HRDA. APACC
processes the application within a week. Upon
confirmation, notifies the institution on
successful outcome and informs the institution
to accomplish and submit online Self -Study
guide.
Applicant prepares required documents based
on the Self-Study Guide within two to three
months. During the Self-Study the institution
may seek assistance by hiring an APACC
Consultant.
Online submission of Self-Study Report to
APACC
APACC reviews SSR within two (2) weeks
upon receipt of SSR.
During on-site visit, Team Leader conducts
opening meeting and starts evaluation based
on APACC’s Criteria and Policies, inspects
facilities and equipment.
Each site-visit team members will submit
report to the Team Leader on their assigned
area. Team Leader prepares final report and
submits to APACC President/Committee
through the NCAs/NAB/HRDA.
Not Accredited
Applicant Institution
Applicant Institution
Request for Appeal
Corrective Action
Accreditation
and
Certification
When the result of the report is acceptable,
applicant is notified of accreditation status
awarded.
If not accredited, applicant may submit written
request for appeal. If appeal is accepted the
institution will accomplish necessary corrective
actions for a minimum period of six (6) months.
The Self-Study Guide
Contains three general Sections:
1. Profile of the Institution
2. Criteria-based Data and Self-Study
3. Institutional SWOT Analysis
Section 1: Profile of the Institution
Information about the institution
Status of the institution
Law/Ordinance that created the Institution, and date of
establishment
Information about the Head of the Institution
Information for Communication about Other Important Officials
Any Quality Management System adopted by the institution
Vision/Mission Statement of the Institution
Area of the Institution
Other campuses of the institution
Classification of current TVET programs offered
Section 2. Criteria for Evaluation
Criterion 1: Governance and Management
Criterion 2: Teaching and Learning
Criterion 3: Faculty and Staff
Criterion 4: Research and Development
Criterion 5: Extension, Consultancy and Linkages
Criterion 6: Resources
Criterion 7: Support to Students
Section 2. Criteria for Evaluation
CRITERION I: GOVERNANCE AND MANAGEMENT
Indicator A – Administrative Structure and Bodies
Indicator B – Qualifications of Administrative Staff
Indicator C – Management Systems and Procedures
Section 2. Criteria for Evaluation
CRITERION II: TEACHING AND LEARNING
Indicator A – Institutional Objectives
Indicator B – Curriculum
Indicator C – Syllabus
Indicator D – Instructional Materials
Indicator E – Teaching Methods and Techniques
Indicator F – Other Related Teaching-Learning Indicators
Section 2. Criteria for Evaluation
CRITERION III: FACULTY AND STAFF
Indicator A – Qualifications and Job Descriptions of
Faculty Members and Staff
Indicator B – Faculty Members Assignment and Load
Indicator C – Systems of Recruitment, Compensation,
Staff Development and Evaluation
Section 2. Criteria for Evaluation
CRITERION IV: RESEARCH AND DEVELOPMENT
Indicator A – Program of Research and Development
Indicator B – Faculty Participation
Indicator C – Dissemination and Utilization of R&D Outputs
Indicator D – Management of Research and Development
Section 2. Criteria for Evaluation
CRITERION V: EXTENSION, CONSULTANCY AND
LINKAGES
Extension
Indicator A – Program of Extension
Indicator B – Faculty Members Participation in Extension
Projects
Indicator C – Management of Extension
Consultancy
Indicator – Consultancy Program
Linkages
Indicator A – Linkage with Industry
Indicator B – Consortia/Arrangements with Educational
Institutions
Section 2. Criteria for Evaluation
CRITERION VI: RESOURCES
Financial Resources
Indicator A – Financial Resources
Indicator B – Financial Management
Physical Plant ( Building) and Facilities
Indicator A – School Campus
Indicator B – Classrooms
Indicator C –Other Facilities and Conditions
Library
Indicator A – Library Collection
Indicator B – Library Space and Facilities
Indicator C – Library Management System
Indicator D – Other Related Library Matters
Section 2. Criteria for Evaluation
Workshops/Laboratories
Indicator A – Equipment/Tools and Supplies and Materials
Indicator B – Workshops/Laboratories Management
Information Technology
Indicator A – Computers and Licensed Software
Indicator B – Other Information Technology Units
Section 2. Criteria for Evaluation
CRITERION VII: SUPPORT TO STUDENTS
Indicator A – Guidance Counselor-Student ratio
Indicator B – Student Services
Section 3. Institutional SWOT
Analysis
Strengths
Weaknesses
Opportunities
Threats
The System of Evaluation
Criteria
I.
Governance and Management
Weighted Points
100
II. Teaching and Learning
250
III. Faculty and Staff
150
IV. Research and Development
100
V. Extension, Consultancy and Linkages
100
VI. Resources
200
VII. Support to Students
100
Total 1000
The System of Evaluation
Level
Total Points
Status Awarded
I
(Bronze)
600-800
Accredited for two years. Barely meets
threshold of the standards with
deficiencies which can be improved
within a period of two years.
II
(Silver)
801-900
Accredited for three years. Meets
standards substantially above the
threshold with minor deficiencies which
can be improved within a period of one
to two years.
III
(Gold)
901-1000
Accredited for four years. Meets
standards substantially way above the
threshold with minor deficiencies which
can be improved within a period of six
months to one year.
The System of Evaluation
THE INDICATORS OF QUALITY
Commendations are expressions of the
demonstrated strengths of the institution, e.g., it
excels in providing adequately certain inputs
Affirmations. These are acknowledgements of
adequacy of certain inputs or provisions, healthy
practices being adopted, or promising or potential
achievements, but have yet to be proven or
demonstrated to be successful, to deserve a
Commendation.
Recommendations. These are suggested
measures to address or improve certain
identifiable elements of weakness
Conducting and Hosting an
Evaluation Visit
Flowchart of Main Activities Before On-site Visit
Disseminating the
APACC
Accreditation
Program
Holding
Consultancies
(optional)
Organizing and
Mobilizing
Self-Study Team
Initiating the
Process
Conducting SelfStudy
Organizing and
Supporting the
Team
of Accreditors
Cont …. Flowchart of Main Activities During On-site Visit
DAY
2
DAY
3
APACC
Accreditors
Continuous Gathering/
validating of data or
information
APACC
Accreditors
Preparing individual reports
APACC
Accreditors
Data analysis
APACC
Accreditors
Rating
APACC
Accreditors
Meeting on
composition of
Accreditor’s Report
APACC
Accreditors
Finalization of the
Accreditor’s report
Clearing of obligations
APACC
Accreditors /
Institution
A
Consolidation and validation of
the data/ information
Accreditors prepare their individual reports;
i) Rating the institution based on the
criteria, indicators and elements; ii)
computing the summary of points; iii)
identifying the finding
Analysis of the
data/information
i) Rating the institution based on the
criteria; ii) Computing the Summary of
Points
i) The ratings and other decisions are
discussed and decided criterion by
criterion; ii) adopts a consensus in all
ratings; iii) accreditors reviews their
individual reports; ii) identifying the
findings strengths and weaknesses,
and making recommendations; iv)
Team Leader consolidates the
Accreditor’s Report
i) Consultation with the officials and faculty
of the host institution, and concluding the
three-day on-site visit; ii) the Team should
meet again after the exit conference to
affirm the Report, or to make revisions, if
necessary
i) Reimbursement of travel expenses of all
Accreditors; ii) payment of honoraria; iii)
issuance of certificates of appearance and
recognition; iv) return of all materials to
Accreditation Center
Cont … Flowchart of Main Activities During On-site Visit
A
APACC
Accreditors/
Institution
Exit conference
APACC Accreditors
i) Validate findings; ii) check
the accuracy of factual
information/data; iii) secure
feedbacks
Affirms report or makes
revisions if necessary
Final Team meeting
APACC
Accreditors
Closing Ceremony
i) Concluding three-day on-site
visit; ii) all the Accreditors must
attend the closing program; iii)
will inform institution that the
final decision will be formally
communicated to the institution
within one (1) month in as
much as the report will still be
reviewed by a Committee, and
approved by APACC
The System of Evaluation
Example of Rating Elements in Criterion I. Indicator A – Administrative
Structure and Bodies
1. How frequent does the institution communicate its vision and
mission to stakeholders (administrators, governing board members,
student, parent’s faculty, staff and community)?
POINTS
Frequency
Please
tick ()
Weighted
(10)
Every quarter
8
Half yearly
5
Yearly
2
Institution’s
Evaluation
Accreditor’s
Evaluation
Remarks
The System of Evaluation
Data Required:
Annex 1. Dissemination of Institution’s Vision and Mission to
Stakeholders
Data Sources:
• Vision and Mission Statement
• Institution’s Charter or Constitution
• Government Laws Affecting Institution
• Corporate Plan
• Quality Manual
• Capability Statement
• Feedback from the Stakeholders
• Copies of newsletters and related correspondence
APACC Policies and Procedures
•
•
•
•
•
•
•
•
•
•
APACC Accreditation Status
Certificates
Competition
Complaints
Extensions
Non-compliance
Single School Accreditation
Use of the APACC’s Name
Use of APACC Official Seal and Letters
Voluntary Withdrawal
The APACC Accreditation
Manual
1.
2.
3.
4.
5.
6.
7.
The APACC Accreditation
and Certification
Criteria for Evaluation
The System of Evaluation
The Self-Study Guide
Conducting and Hosting an
Evaluation Visit
Qualifications, Roles and
Responsibilities, Code of
Conduct for Accreditors
APACC Policies and
Procedures
APACC accreditation
Instrument
More accreditor friendly
Handbook for Accreditors
APACC international code of
conduct
Guidelines for conducting onsite visits
The system of evaluation
Tasks for on-site visits
• Tips In interview
• Tips for writing a good report
• Tips for accreditors
• Do’s and Don’t’s for accreditors
• Desirable attitudes of accreditors
Characteristics of APACC
Accreditation
• It is voluntary on the part of the TVET institution that may want
to be accredited.
• It adopts the APACC accreditation criteria as defined in this
Manual.
• It is a partnership endeavor between APACC and the applying
institution.
• It is governed by openness and transparency.
• It is a form of regional regulation as a value-added dimension
to augment self-regulation and/or national government
regulations.
• It is aimed at continual improvement leading to excellence.
• It conducts external evaluations through APACC accreditors
• It accredits the TVET institutions which are accredited by
recognized accrediting bodies at the national or sub-regional
level.
APACC accreditation
is an internationally recognized
sign of quality
Benefits of APACC Accreditation
Accredited institutions and stakeholders enjoy the following benefits:
Quality and employable workforce in member countries through
APACC coordination among its network of institutions, agencies and
other stakeholders;
Part of a regional network of quality institutions that expand schooling
and learning opportunities for students;
Receiving institutions take note of whether or not the credits a student
needs to transfer have been earned from an accredited institution.
Employer confidence on the selection of employees coming from
accredited institutions.
Status of Accreditation is important to employers when evaluating
credentials of job applicants and when deciding to provide support
for current employees seeking further education;
Benefits of APACC Accreditation
Transferability of credits earned by a student among educational
institutions.
International recognition of the institutions’ quality, accountability, and
public trust;
Greater workforce mobility and mutual recognition of qualifications in
Asia and the Pacific region;
Eligibility and reliability of TVET institutions for funding support from
donors and other lending agencies;
-Thank you-