1 Impact of Quality Assurance on the Internationalization of EducationPHILIPPINE ASSOCIATION OF COLLEGES AND UNIVERSITIES COMMISSION ON ACCREDITATION (PACUCOA) 27TH GENERAL ASSEMBLY 02 DECEMBER 2016 Patricia B. Licuanan, Ph.D. Chairperson
2 Quality Assurance is a requirement for Internationalizationis a mechanism for Quality Assurance In relation to this event’s theme, I would like to address two main points. First, quality assurance is a necessary requirement for internationalization and second, internationalization is a mechanism for quality assurance.
3 DEFINITION OF QUALITY (CMO 46, s. 2012)Fitness for Purpose Excellence or Distinction Transformative As stated in CMO No. 46, series of or the “Policy Standard to Enhance Quality Assurance in Philippine Higher Education through an Outcomes-based and Typology-based Quality Assurance,” CHED defines QUALITY threefold: First, quality as a fitness for purpose. This pertains to the alignment and consistency of the learning environment with the higher education institution’s (HEIs) vision, mission, and goals or VMG. It requires the translation of the HEI’s VMG into its learning outcomes, programs, and systems. Second, quality as evidenced by excellence or distinction. HEIs must demonstrate an exceptional or excellent learning and service outcomes. They go beyond the minimum requirements or standards. They must also conform to standards that are based on a system of comparison using criteria and ratings. And third, quality as transformative which means there is a culture of quality embedded in the HEIs.
4 QUALITY ASSURANCE Fitness of Purpose Horizontal TypologyOutcomes-based Quality Assurance Excellence or Distinction Vertical Typology (Autonomous/Deregulated) Centers of Excellence, Centers of Development Transformative Institutional Sustainability Assessment (ISA) QUALITY ASSURANCE An ongoing process of evaluating and enhancing the quality of a higher education system, institution, or program to assure stakeholders that acceptable standards of education, scholarships, and resources for delivery are being maintained. Quality assurance is about ensuring that there are mechanisms, procedures and processes in place to ensure that the desired quality is delivered. QUALITY ASSURANCE is defined as an ongoing process of evaluating and enhancing the quality of a higher education system, institution, or program to assure stakeholders that acceptable standards of education, scholarships, and resources for delivery are being maintained. Quality assurance is about ensuring that there are mechanisms, procedures and processes in place to ensure that the desired quality is delivered.
5 CHED QUALITY ASSURANCE PROGRAMS/PROJECTSFitness for Purpose Horizontal Typology Universities Colleges Professional Institutions Outcomes-based Quality Assurance CHED is currently implementing the following quality assurance projects to ensure that quality is being delivered by the HEIs following our three-fold definition: QUALITY AS A FITNESS FOR PURPOSE, the Commission is currently implementing the horizontal typology wherein HEIs will be classified as universities, colleges, or professional institutions. Universities are higher education institutions that provide highly specialized educational experiences to train experts in various technical and disciplinal areas with emphasis in the development of new knowledge and skills through research and development. Colleges are higher education institutions that develop adults who have the thinking, problem solving, decision-making, communication, technical, and social skills to participate in various types of employment, development activities and public discourses, particularly in response to the needs of the relevant communities they serve. Professional Institutions are higher education institutions that develop technical knowledge and skills at the graduate and undergraduate levels leading to professional practice to staff the various professional sectors required to sustain the economic and social development of the country and the rest of the world and to contribute to innovation in their respective areas. The Commission is taking a developmental approach to horizontal typology since this is still voluntary in nature. Currently, we received more than 100 applications from HEIs wanting to be horizontally classified. Verification visits are on-going and we hope to give the first batch of horizontally classified HEIs based on CMO No. 46, series 2012 by early next year. But prior to the issuance of this CMO, the university status has been previously granted to 150 private higher education institutions. Their university classification has been retained during the interim period ( ), but as stated in CMO No. 46, all universities are expected to comply with the university requirements by The 83 public universities are also expected to comply with these requirements. The Commission has also shifted from inputs-based to outcomes-based education putting into the core the learners. Based on their VMGs, HEIs must be able to identify the outcomes they want to see in their students and from these outcomes, be able to carefully develop and design their courses in terms of syllabus, teaching methods, learning activities, and assessment tools accordingly. Among our degree programs, one of the first to shift to outcomes-based education are engineering and information technology. CHED has already issued the policies, standards and guidelines or PSGs for these disciplines, for the rest, our technical panels/committees are working double time to make their PSGs adhere to OBE.
6 CHED QUALITY ASSURANCE PROGRAMS/PROJECTSExcellence or Distinction Vertical Typology Autonomous Deregulated Centers of Excellence Centers of Development QUALITY AS EVIDENCED BY EXCELLENCE, the Commission is implementing vertical typology and Centers of Excellence (COE) and Centers of Development (COD). Under vertical typology, the Commission grants autonomous and deregulated status to private HEIs. We currently have fifty-nine (59) autonomous HEIs and sixteen (16) deregulated HEIs. The Commission wants these numbers to increase because this would mean that our Philippine HEIs are maturing and are able to self-regulate as evidenced by their commitment to excellence or program quality, institutional sustainability and enhancement or institutional quality, and compliance with the requirements according to their horizontal types. Call for application for autonomous or deregulated status shall be done every year by the Commission, unlike before when the call for application was done at the end of one cycle or validity period. The Centers of Excellence and Centers of Development are designations given by the Commission to a program unit of an HEI. COE refers to a unit’s exemplary performance in its teaching, research and extension functions while COD on the other hand shows above average performance. Currently, the Commission has given 204 COE and 234 COD designations in a wide range of disciplines.
7 CHED QUALITY ASSURANCE PROGRAMS/PROJECTSTransformative Institutional Sustainability Assessment (ISA) Governance and Management Quality of Teaching and Learning Quality of Professional Exposure, Research, and Creative Work Support for Students Relations with the Community For the TRANSFORMATIONAL DIMENSION OF QUALITY, the Commission is implementing the Institutional Sustainability Assessment or ISA. It developed the ISA to support HEIs in enhancing or developing their internal quality assurance (IQA) systems or mechanisms that would lead to quality outcomes, as demonstrated by students and graduates whose competencies meet internationally recognized standards when applicable and are relevant to employment as well as lead to the development of a culture of quality. ISA is a quality assurance process that assesses the institutional sustainability of an HEI in the key area of quality of teaching and learning as supported by governance and management; support for students, relations with the community, and management of resources. The ISA specifically looks at five key result areas namely (1) Governance and Management, (2) Quality of Teaching and Learning, (3) Quality of Professional Exposure, Research, and Creative Work, (4) Support for Students, and (5) Relations with the Community. Although the ISA was originally designed to help developing institutions, many mature institutions are also been applying to undergo the ISA process because it is one of the indicators that can be considered for autonomous and deregulated status. It also being regarded as a management audit for state universities and colleges and also given points for their SUC Levelling.
8 Policy Framework and Strategies on the Internationalization of Philippine Higher EducationCMO 55, s.2016 Definition of Internationalization of Higher Education Process of integrating international, intercultural, and global dimensions into the goals, functions (teaching, learning, research, and service), and delivery of higher education Involves a process of interchange of higher education between nations, with partnerships between nations, between national systems of higher education, and between institutions of higher education. The Commission has just issued CMO No. 55, series of 2016 entitled “Policy Framework and Strategies on the Internationalization of Philippine Higher Education” on November 11, 2016 to address the effect of globalization and the recent ASEAN integration. The CMO also acts as a guide to HEIs to ensure that their internationalization efforts serve the country’s interests, security and identity. Definition: Internationalization of higher education is the process of integrating international, intercultural, and global dimensions into the goals, functions (teaching, learning, research, and service), and delivery of higher education. It involves a process of interchange of higher education between nations, with partnerships between nations, between national systems of higher education, and between institutions of higher education.
9 Policy Framework and Strategies on the Internationalization of Philippine Higher EducationCMO 55, s.2016 Pillars of Internationalization Home-based or campus-based Cross Border As stated in the CMO are two pillars of internationalization: home-based or campus-based internationalization and cross-border internationalization. Home-based internationalization “includes activities that occur in the home campus without the learner or the education service provider moving out of their respective national territories” while cross-border internationalization refers to the “movement of people, programs, providers, knowledge, ideas, projects and services across national boundaries.” Under HOME-BASED INTERNATIONALIZATION, activities HEIs can implement includes: Providing international content and dimensions in the curriculum, learning/teaching programs, and learning materials. Involving returning study-abroad students, using international scholars and teachers, integrating international and intercultural materials, and implementing virtual student mobility (distance learning) in the teaching-learning process of the HEIs. Establishing student clubs and organizations linked with those in other countries, holding inter-cultural campus events, and establishing connections with cultural and ethnic groups. Engagement with local cultural and ethnic groups through internships, placement, and applied researches. Involvement of members of local cultural and ethnic groups in teaching/learning, research, and other extra-curricular activities. Establishment of area and theme centers and joint research projects with international content, holding of international conferences, seminars and workshops, and establishment of linkages with international research partners. For CROSS-BORDER INTERNATIONALIZATION, activities HEIs can implement include: Student, Faculty, or Researcher Mobility pertains to movement of students to study in a foreign country, faculty exchanges between institutions located in different countries, research fellowships/collaboration involving visits of scholars to country(ies) of collaborating institutions, foreign language study, and building international perspectives through conferences and networks involving travel of learners, faculty, or researchers. Program Mobility such as offering of twinning programs, academic franchising, credit transfer, or joint/double degree awards This year, the Commission, in coordination with the British Council, identified eight (8) autonomous HEIs for possible TNE programs with UK Universities. The 8 autonomous HEIs namely Saint Louis University, Ateneo de Manila University, De La Salle University, University of Santo Tomas, Miriam College, University of San Carlos, and Silliman University traveled to London this month to meet interested UK universities. Institutional Mobility consisting of commercial presence of foreign universities in another country in the form of (a) branch campuses; (b) offshore institutions; and (c) international institutions. Although the Commission is encouraging the internationalization of higher education, the CHED still has to regulate the offering of internationalization programs. HEIs that underwent CHED QA reforms are the first to benefit from the internationalization policy of the Commission and this is where convergence of CHED QA reforms and internationalization may occur.
10 CHED’s INTERNATIONALIZATION INITIATIVESStudent/Faculty Mobility Bilateral Agreements ASEAN Mutual Recognition Arrangements (MRAs) Joint Research, Joint Degrees, Joint Development of Niche Areas Harmonized Key Academic Programs with International Standards CHED’s enhanced efforts to boost programs that specifically facilitate the international mobility of students and faculty such as the University Mobility for Asia and the Pacific (UMAP), ASEAN International Mobility for Students (AIMS) and the ASEAN University Network (AUN) is directly linked to ASEAN’s thrust. We have signed bilateral agreements with most ASEAN countries. Negotiations with Laos and Myanmar are ongoing and we are keen on forging such an agreement with Cambodia. These agreements, which reflect our resolve to collaborate with Member states, generally involve faculty and student exchange, collaborative research, scholarships, and credit transfers/joint programs/double degrees. ASEAN Mutual Recognition Arrangements (MRAs) for eight (8) fields, which the Philippines is a signatory to, These fields are: Accounting Services, Dental Practitioners, Medical Practitioners, Engineering Services, Nursing Services, Surveying Qualifications, Architectural Services and Tourism Professionals. These MRAs are aimed at enabling mutual recognition of the qualifications of professional service suppliers among signatory member-states. Joint Development of Niche Programmes Initiative in partnership with the British Council is a two-year project that aims to provide capacity and funding support for 10 Philippine HEIs to establish international connectivity and engagement through the joint development of 5 TNE programs with HEIs in the United Kingdom. Programs to be developed are based on CHED’s identified priority disciplines such as Transportation Studies, Climate Change, Oceanography, among others. These disciplines are deemed essential for the country’s development growth while at the same time provide choices for Filipino graduate students to access quality international programs without leaving the country. These newly established programs are expected to be delivered starting 2018. The Commission and the British Council wishes that by the end program, HEIs will be able to form alliances and long-term collaborations that will enable them to acquire the kind of high-quality international higher education that will make more globally competitive and better able to respond to ever changing higher education landscape. CHED has made significant strides in complying with international standards in programs with international agreements, specifically in the fields of Engineering, IT and Maritime which produce about 100,000 graduates, representing 17% of the total graduates each year. In particular, CHED has helped gain provisional membership for Philippines accreditation bodies in the Washington Accord (for engineering) and the Seoul Accord (for IT) which are now working on attaining full membership.
11 as Lynchpin of InternationalizationQuality Assurance as Lynchpin of Internationalization Throughout all our discussions of internationalization, the question of Quality and Quality Assurance (QA) has figured significantly and it ought to. For indeed QA is the lynchpin of internationalization. Cross border student and faculty mobility as well as the mobility of programs and providers demand trust in the quality of qualifications, programs and providers that enter our national borders and move to other borders. CHED shall provide support to internationalization activities, programs of HEIs that can prove their capability to implement an internationalization program and to uphold and promote the Philippines’ reputation for providing quality higher education through the following: a) an internationalization strategic plan; b) the physical, financial and human resources (budget allocation, facilities and equipment, including a dedicated International Relations Office and an International Student Center) with adequate personnel to sustain the program; and c) the administrative infrastructure for quality assurance and good governance. The CHED shall likewise consider the maturity of the HEIs as an institution and its quality assurance systems reflected in well-documented business processes and the quality outcomes that contribute to program excellence. Assessment of institutional readiness includes governance and management, quality of learning and teaching, quality of professional exposure, research and creative work, adequate support facilities for students, provision for assistance to prospective international undergraduate/graduate applicants, and resources management and community relations. HEIs internationalization programs must strongly reflect its relation to quality improvements in the academic programs, provide diversity in academic content and experience, and the attainment of international standards and recognition. Their internationalization programs should embed quality assessment procedures and a mechanism for monitoring and evaluating outcomes in relation to desired goals, mission and vision. In the selection of international partners, especially for transnational arrangements, Philippine HEIs shall be guided by the following eligibility conditions for foreign HEIs: (i) legal standing and accreditation status in the base of operations; (ii) existence of quality assurance mechanisms, including collaboration with international quality assurance bodies; (iii) quality of academic staff; (iv) adequacy of facilities and infrastructure; and (v) non-stock. Overall, Philippine HEIs shall be encouraged to take a holistic and programmatic approach in pursuing their internationalization strategies and programs. A programmatic approach will reinforce the HEI’s planning process, and will prevent random activities that may have minimal impact on quality improvements. These programs, which can combine activities under both home-based internationalization and cross-border arrangements, would require specific targeting of outputs and outcomes, and a systematic planning of inputs over specified timeframe. It should have a results framework that specifies quantitative and qualitative indicators resulting from internationalization interventions (e.g. increased employability of graduates, improvement in competency scores, increase in published research outputs through collaborative programs, etc.). This results framework should be aligned with the competency-, outcomes-, and typology-based framework embodied in CMO No. 46 s. 2012
12 INTERNATIONALIZATION AS STRATEGY FOR QUALITYDesired outcomes of CHED Internationalization strategies enhance the quality of Philippine higher education uphold the country’s reputation as a center of higher education in identified niches/programs of excellence strengthen the country’s role in an interconnected global community develop Philippine HEIs as productive members of the international academic community produce graduates with 21st century competencies who are able to live and work in a diverse/multicultural setting; and foster closer cooperation and understanding between the Philippines and the rest of the world Goal of CHED Internationalization Policy: Improve the quality of education that would translate into the development of a competitive human resource capital that can adapt to shifting demands in the regional and global environment to support and sustain the country’s economic growth resulting to: (1) higher education quality improvements as manifested through an increasing number of graduates who possess employable skills both in the domestic and international labor markets, global perspectives, and adaptable mind set; (2) improved quality assurance, accreditation status and educational standards comparable with international levels. Desired outcomes of CHED internationalization strategies: enhance the quality of Philippine higher education; uphold the country’s reputation as a center of higher education in identified niches/programs of excellence; strengthen the country’s role in an interconnected global community; develop Philippine HEIs as productive members of the international academic community; produce graduates with 21st century competencies who are able to live and work in a diverse/multicultural setting; and foster closer cooperation and understanding between the Philippines and the rest of the world.
13 INTERNATIONALIZATION AS STRATEGY FOR QUALITYCHED Role Developmental Regulatory The CHED shall perform both a developmental and regulatory role in promoting the internationalization strategy: Its developmental role includes the provision of advisory and technical assistance in the development and design of internationalization programs, training and capacity building, and information to guide choices and safeguard the legitimate interest of all stakeholders. Its regulatory role consists of promulgating policies and standards for various types of internationalization arrangements to ensure compliance with existing laws, the effective delivery of intended outcomes, and as a basis for qualifying HEIs that may participate in specific internationalization arrangements.
14 Challenges to Accrediting Agencies(Notes from CBB) the push for HEIs to have institutional QA, which all HEIs will eventually be expected to put in place [our Task Force on QA is now drafting the policy cover for this. the push for accreditation agencies to focus not only on inputs and processes but on learning outcomes, considering CHED’s advocacy of the learning outcomes approach—as manifested in a competency-based approach; the push for accreditation agencies to harmonize their criteria and instruments for both program and institutional accreditation The accreditation bodies are our partners in the external quality assurance of our HEIs and their programs. They play an extremely important role. As you are aware, we differ from some of our neighbors—especially those who are part of the Commonwealth-- because we do not have an independent qualifications and accreditation agency. Following the US tradition, we have voluntary accreditation. While voluntary, the US system of accreditation presupposes a working market that is able to close programs that are not accredited or presumed of quality because it has levers—such as a fully subscribed loan system—competitive accreditation bodies with a wide reach. Our system is very much patterned after the US although we do not have a loan lever and the reach of our accreditation bodies is still quite limited. Our Task Force on Quality Assurance is currently discussing with us and drafting our policy on a more enhanced support to accreditation bodies and HEIs for accreditation. We are also now drafting a policy on the criteria for recognizing accreditation bodies that may eventually involve recognition by external networks (e.g. APQN, INQUAHE); inclusion in an accreditation registry or an external accreditation of accreditors.
15 Quality Assurance is a requirement for Internationalizationis a mechanism for Quality Assurance In relation to this event’s theme, I would like to address two main points. First, quality assurance is a necessary requirement for internationalization and second, internationalization is a mechanism for quality assurance.
16 Thank you!