WELCOME to the

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WELCOMEto the

• OFFICE OF THEPRESIDENTIAL ASSISTANTFOR EDUCATION

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Presentation Outline

• The Office of the Presidential Assistant for
  Education (OPAE)
• The Presidential Task Force for Education
• The Proposed Reforms of the Presidential
  Commission on Educational Reform (PCER)
• Proposal on the Accreditation System

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THE OPAE

• The National Coordinating Council for Education
  (NCCE) was organized in August 2000 through
  Executive Order 273
• Executive Order 632 dated July 10, 2007 amended
  EO 273, abolished the NCCE and mandated a
  Presidential Assistant to exercise its functions
• Executive Order 652 dated August 21, 2007 created
  the Presidential Task Force to assess, plan and
  monitor the entire education system the NCCE is
  now the Office of the Presidential Assistant for
  Education

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The Presidential Task Force for Education

• EO 652 dated August 21, 2007 created the PTFE to
  assess, plan and monitor the entire education
  system
• The Task Force is composed of the department
  heads of the three (3) education agencies, the PA
  for Education, and five (5) representatives from
  the private sector and the recent addition of the
  Chairman of the PRC.

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The Presidential Task Force for Education

• Dr. Fr. Bienvenido Nebres Chairman
• CHED Chairman Romulo Neri Co-Chairman
• PA for Education Mona Valisno - Member
• DepEd Sec. Jesli Lapus Member
• TESDA Director General Augusto Syjuco Member
• PRC Chairman Leonor Rosero Member
• Ambassador Donald Dee Member, Industry Sector
• Dr. Victor Limlingan Member, Economic Sector
• Dr. Jose V. Abueva - Member
• Dr. Emmanuel Angeles - Member

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The Task Force Mandates

• Design a mechanism for holding of regular for a
  for trans-subsectoral consultation on
  cross-cutting policies and programs
• Identify strategies to dove tail goals and
  objectives of the education system with national
  development plans
• Review existing and proposed programs for tighter
  inter-subsector coordination
• Provide guidelines in setting priorities in the
  education system and recommend corresponding
  financial requirements

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The Task Force Mandates

• Design a monitoring scheme for the implementation
  of PCER Reforms
• Rationalization, within a moratorium period, of
  the creation and conversion of SUCs
• Reorienting the premises for financing public
  higher education
• Proposed establishment of a one-year
  pre-baccalaureate system
• Faculty development at the tertiary level
• Strengthening teacher competencies at the basic
  education level
• Expanding the options for medium of instructions
  for Grade I through the use of the regional
  lingua franca or vernacular
• Establishment of common standards of
  accreditation per discipline

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The Task Force Mandates

• Provide directions in the establishment of the
  National Educational Assessment and Testing
  System as well as oversee and monitor
  implementation thereof
• Recommend and provide guidelines for Philippine
  representatives in international and national
  conferences/meetings with cross-cutting themes or
  concerns in education
• Lead in the convening of the biennial National
  Congress in Education involving the three levels
  for the purpose of assessing, updating/upgrading
  and strengthening the entire education system and
  its components
• Submit Task Force Report to the President

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PCER RECOMMENDATIONNO. 9

• Establishing Common Standards for Accreditation
  per Discipline

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ACCREDITATION(PCER REPORT)

• A SYSTEM OF EVALUATION BASED ON STANDARDS OF A
  RECOGNIZED ACCREDITING AGENCY
• A TOOL FOR PROMOTING EXCELLENCE IN THE QUALITY OF
  EDUCATION
• IT ADOPTS STANDARDS BEYOND THOSE NORMALLY TO GAIN
  GOVERN- MENT RECOGNITION

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ACCREDITATION IN THE PHILIPPINES

• PROGRAM BASED AND VOLUNTARY
• MECHANISM FOR CONTINUOUS IMPROVEMENT OF
  INSTITUTIONS, COMPARING THEMSELVES WITH
  ACCREDITING STANDARDS OF OTHER ASIAN COUNTRIES
• BUILD IN NEW STANDARDS TO MEET GLOBAL,
  COMPETITIVE, AND COMPLEX DEMANDS OF THE TIMES

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GROUPS PERFORMING ACADEMIC ACCREDITATION

• Phil. Accrediting Association of Schools,
  Colleges and Universities (PAASCU)
• Phil. Asso. of Colleges and Universities
  Commission on Accreditation (PACU-COA)
• Asso. of Christian Schools and Colleges
  Accrediting Agency (ACSC-AA)
• Accrediting Agency of Chartered Colleges and
  Universities in the Phils. (AACCUP)

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GROUPS PERFORMING ACADEMIC ACCREDITATION

• Establishment of the Federation of Accrediting
  Agencies of the Philippines (FAAP) as the
  umbrella organization for private schools
  accrediting agencies
• Establishment of the National Network of Quality
  Assurance Associations (NNQAA) as the umbrella
  organization for the accreditation of SUCs and
  LGU colleges

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ACCREDITATION AGENCIES(PCER REPORT)

• Each agency operates independently
• Adopts own policies, standards, criteria
• Designs own processes
• Accrediting Agency of Chartered Colleges and
  Universities in the Philippines (AACCUP)
• Devises survey instruments
• Selects and trains own accreditors
• Conducts accreditation survey visits employing
  its own accreditors

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DISADVANTAGES

• Some standards are higher than others
• Allows schools for forum shopping
• Accreditation criteria and procedures emanates
  from the members schools
• Implementors of accreditation programs are
  academe-based
• Minimal participation from the business and
  industry sectors and civil society in actual
  evaluation of schools

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PROPOSED REFORMS

• Rationalize the process of accreditation
• Cooperative restructuring or reorganization so
  that only one set of accreditation criteria and
  procedures will be implemented per discipline
• Common pool of accreditors per discipline
• Aside from professionals in the field, business
  and industry professional be included in the
  development and implementation of accreditation
  standards and program, and be included in the
  accrediting teams.
• For other programs, non-academic sector, esp.
  end-users of programs graduates should be
  involved in setting standards and in accrediting
  programs, and be included in accrediting teams.
• CHED should take a more active role in the
  oversight of accrediting agencies through
  discipline-based clusters organized through
  CHEDs Technical Panels

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PROPOSED REFORMS

• Discipline-specific cluster will be organized to
  cover programs within the discipline
• AAs will nominate individuals for a working
  group, composed by CHED
• Working groups will develop accreditation
  activities/process including the criteria for
  selection, tenure and training of its accreditors
• CHED will certify the accreditors recommended by
  the AAs to form a pool of accreditors per
  discipline.
• CHED will be responsible in certifying the
  accreditation status granted by the AA to a
  program

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PCER Reform Proposal No. 9

• May we now invite your
• - Comments
• - Reactions
• - Clarifications
• - Suggestions
• - Recommendations

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PHILIPPINE ACCREDITATION AGENCIES

• THANK YOU