Research. Accrediting Agencies/Bodies. Accrediting Agencies/Bodies The Impact of Accreditation to Libraries and Librarians : the Philippine experience

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1 Accrediting Agencies/Bodies The Impact of Accreditation to Libraries and Librarians : the Philippine experience Corazon M. Nera Director of Libraries, Lyceum of the Philippines University Chairman, Board for Librarians, PRC ACSC-AA AACCUP Association of Christian Schools, Colleges and Universities - Accrediting Agency Accrediting Association of Chartered Colleges and Universities in the Philippines ALCU-COA Association of Local Colleges and Universities Commission on Accreditation Accrediting Agencies/Bodies Federating Body PAASCU PACUCOA Philippine Accrediting Association of Schools, Colleges and Universities Philippine Association of Colleges and Universities Commission on Accreditation Federation of Accrediting Agencies of the Philippines Research In pursuit of continuing quality in higher education through accreditation : the Philippine experience by Adriano A. Arcelo. Paris, UNESCO-IEEP, Letter from Fr. Antonio Samson Letter from Fr. Antonio Samson Dear Mrs. Nera: For 52 years, the Philippine Accrediting Association of Schools, Colleges and Universities has worked quietly with government and the private sector to elevate educational standards in our country through accreditation. From a small group of pioneering colleges in 1957, the Association has grown to a membership of over 400 today. The work it has accomplished is significant, but what remains to be done is enormous. We believe that the success of accreditation in this country as propagated by PAASCU is due mainly to the anonymous and selfless effort of volunteers like you. Unmindful of the inconveniences and the exacting demands on your time and effort, you gladly accept an accrediting assignment. The Association takes this opportunity to thank you for having been with the team. Sincerely yours, Fr. Antonio S. Samson, SJ President 1

2 What is accreditation? Accreditation is a non-governmental, peer-review process that assures the quality of education students receive. Educational institutions or programs volunteer to undergo this review periodically to determine if certain criteria are being met. (ABET) Two Types of Accreditation There are two types of accreditation : institutional and program Institutional accreditation evaluates overall institutional quality. (IQUaME) Program accreditation examines specific programs of study. This type of accreditation is granted to specific programs at specific levels. Accreditation is 1. A concept based on self-regulation which focuses on evaluation and the continuing improvement of educational quality. (PACUCOA, PAASCU) 2. A process by which institutions or programs continuously upgrade their educational quality and services through self-evaluation and the judgment of peers (PACUCOA, PAASCU) 3. A status granted to an educational institution or program which meets commonly accepted standards of quality or excellence Accreditation is 4. A result, it is a form of certification granted by a recognized and authorized accrediting agency to an educational program or to an educational institution as possessing certain standards of quality which are over and above those prescribed as minimum requirements for government recognition. (PACUCOA) Principles of Accreditation (PACUCOA) Based on accepted standards Concerned with the teacher-learner relationship Provides opportunities for institutional growth through self-study and evaluation and selfregulation Admits periodic review, criticism and readjustment of its criteria, policies and procedures to changes in education. Characteristics of Accreditation 1. Its prevailing sense of volunteerism (PAASCU, PACUCOA) 2. Its emphasis on empowerment of people to accomplish the business of the school/program in an excellent manner (PACUCOA) 3. Its strong tradition of self-regulation (PAASCU, PACUCOA) 2

3 Characteristics of Accreditation 4. Its reliance on comprehensive evaluative techniques (PAASCU, PACUCOA) 5. Its primary concern and passion for quality assurance and continues improvement (PAASCU, PACUCOA) 6. Its cultivation of a culture founded on organized orderliness, and adherence to greater efficiency, effectiveness and productivity. (PACUCOA) Why is accreditation important? Helps students and their parents choose quality college programs. Enables employers to recruit graduates they know are well-prepared. Is used by registration, licensure, and certification boards to screen applicants. Gives colleges and universities a structured mechanism to assess, evaluate and improve the quality of their programs. Areas Evaluated : 1. College/School Community Involvement 2. Faculty 3. Instruction 4. Library 5. Laboratories 6. Physical Plant 7. Student Services 8. Administration Standards 1. Agency does not impose arbitrary standards. 2. The survey forms identify principles and practices which are found in excellent institutions. 3. The statements in the survey forms are more qualitative rather than quantitative. The agency does not have specific formulas to apply or particular patterns of organization to follow. 4. The criteria and survey instruments are merely tools to help the school measure educational quality. Standards Standards 5. They are intended to serve as a guide for institutions as they strive for excellence and for accreditors as they assess institutional achievement. 6. The standards reflect a realistic appraisal of the school s resources and their efficient utilization to help the institution achieve its goals. 7. Much emphasis is placed on the formulation of the school s purposes and objectives. 8. Only when its goals are clear can the school discover the extent to which purposes and objectives are being achieved. 9. Essential in the accreditation process is the selfsurvey made by an institution applying accreditation. 10. The self-survey is an analysis by its own staff of the institution s educational resources and effectiveness in relation to its own purposes and objectives. 3

4 Standards 11. The agency judges an institution not by comparison with other institutions but primarily by the degree to which each institution s own avowed purposes are matched by actual practice in the various areas being evaluated. What are the benefits and incentives for various levels? 12. A school is judged on the basis of the total pattern presented by it. A. Level I/Level II Full administrative deregulation. Financial deregulation in terms of setting institution and other school fees and charges. Authority to revise the curriculum without CHED approval. Authority to graduate students from accredited courses or programs of study in the levels accredited without prior approval of the CHED and without need for Special Orders. A. Level I/Level II Priority in the awards of grants/subsidies or funding assistance from CHED. Right to use on its publications or advertisements the word ACCREDITED, pursuant to CHED policies and rules. Limited visitation, inspection and/or supervision by CHED supervisory personnel or representatives. B. Level III All the benefits for Level I/II. Authority to offer new courses allied to existing Level III courses. Privilege to apply for authority to offer new graduate programs, open learning/distance education, extension classes and to participate in the transnational education. REQUIREMENT Vii. Extensive and functional library and other learning resources facilities C. Level IV All the benefits for Levels I, II and III. Grant of full autonomy for the program for the duration of its Level IV accredited status. Authority to offer new graduate programs allied to existing Level IV courses, open learning/distance education and extension classes. 4

5 On/For Librarians Librarians view accreditation as a once in a lifetime opportunity for advancement not only of the physical plant and collection but also the career and economic status of the library staff. J.C.Buenrostro, Jr. The Librarians Involvement The librarians have starring roles to play in the accreditation process. Here are some roles of the librarian. (JCB) 1. Coordinator of the site visit. 2. Chairman of the self-survey committee. 3. Editor of the self-survey report. 4. Chairman of the self-survey committee on the library. The Librarians Involvement (JCB) 5. Resource person on accreditation. 6. Member of the campus administrators to welcome the visiting committee on its arrival for a formal breakfast or dinner hosted by the school. 7. A person to be interviewed by one or more members of the visiting committee. 8. Member of the campus administrators that will hear the committee s exit report. Accreditors Expectations (JCB) Have commonalities in terms of objectives, and scope, i.e. provision of adequate library materials to support the nature, level and scope of the different programs offered by the institution, and the library in each institution must maintain adequate and wellorganized collections which are accessible to all students, faculty, administrative and research staff. Accreditors Expectations (JCB) Actions taken/compliance to team recommendations with emphasis on planning, outcomes of previous evaluation, utilization of information resources, involvement and collaboration of faculty and students in collection building. Librarians Expectations from Accreditors (JCB) 1. Accreditors who are knowledgeable and conversant with recent issues in librarianship. 2. Accreditors who will not only focus on input measures such as strengths and weaknesses of book collection but other information resources and services such as staffing, library hours, technical services, public services, allocation of resources and other aspects of library operations. 5

6 Librarians Expectations from Accreditors (JCB) 3. Librarians prefer accreditors who will appreciate what the library is doing to support the local needs of the institution instead of comparing its activities against his/her library or a bigger, richer and nearly perfect library. 4. Accreditors who are warm and friendly. Who will not ask brusque questions while checking a list of requirements, but will engage in a real conversation and offer ideas and suggestions. Librarians Expectations from Accreditors (JCB) 5. Accreditors who are reasonable and not developmental, as if they were checking test papers or composition papers using red ball pen. 6. An Accreditor who does not know anything about libraries is a big disappointment because he will surely produce a weak report. Meaning, a report which does not reflect key issues as perceived by the librarians. Conclusions The bottom line of accreditation is customer satisfaction. Accreditation assures quality. Accreditation is an approach, a method used to address the requirements of Total Quality Management. It is leveled with BISA, IQA, ISO,QC, IQUaME, COD, COE, ETEEAP, PQA. Dr. Conrado E. Iñigo,Jr., LPU-VPAA Conclusions The overall impact of accreditation are: Quality Education Ownership of Accomplishment Standards Compliant Satisfying Customers Pride for Contribution Work to lessen stress rather than Negative Stress Benefits everybody e.g. Stakeholders Motivation Outcomes Based to help students Conclusions Accreditation is a learning experience, a humbling experience, a culture and a habit as well. 6