VISAYAS STATE

UNIVERSITY
Department of Continuing and Development Education
College of Education

Term Paper in
AGED 305
Institutional Evaluation in Agro-technical
Schools

Submitted by:

RAMY M. BACULINA, Ph.D.2

Student

Submitted to:

1
 JUSTINIANO L. SEROY, Ph.D.
Professor
An Assessment Study on the BSED and BEED
Program of the JH Cerilles State College
Dumingag Campus

RAMY M. BACULINA
Ph. D. Student

In Partial Fulfillment of the

Term Paper Requirement in AGED 305
Institutional Evaluations in Agro-technical Schools
Visayas State University, VisCA, Baybay, Leyte

2
 October 2010
Table of Content

Title Page

Title i

Table of Contents ii

List of Acronyms iii

I. Introduction 1
Brief History of Philippine Education

II. Methodology
Statement of the Problem
Objectives
Scope and limitations
Definition of terms
Conceptual Framework

III. Review of Literature

The Philippine Educational System
The Trifocal Education System
Educational Budget Comparison
Levels of Education
Comparison of Rural and Urban Schools
Private and Public Schools

IV. Presentation and Analysis

V. Summary, Comments and Suggestion

References

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 ii
List of Acronyms

AACCUP - Accrediting Agencies of Chartered Colleges and Universities

of the Philippines

ACSCU - Association of Christian Schools, Colleges and Universities

ACSCU-AAI - Association of Christian Schools, Colleges and Universities

Accrediting Association Inc.

ALCUCOA - Association of Local Colleges and Universities Commission On

Accreditation

CHED - Commission on Higher Education

EDCOM - Educational Committee

FAAP - Federation of Accrediting Agencies of the Philippines

HEI - Higher Education Institutions

INQAAHE - International Network of Quality Assurance Agencies for Higher Education

LCU - Local Colleges and Universities

NNQAA - National Network of Quality Assurance Agencies

PAASCU - Philippine Accrediting Association of Schools, Colleges and Universities

PACUCOA - Philippine Association of Colleges and Universities'

Commission on Accreditation

PRC - Professional Regulation Commission

SUC - State Universities and Colleges

TESDA - Technical Education and Skills development Authority

TVEAAP - Technical Vocational Education Accrediting Agency of the Philippines

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 I. Introduction
A. History of the School and Location
The school was first operated at Ipil Zamboanga del Sur now Zamboanga Sibugay

province last 1954. It was only two years there because it requires for a vocational school to

have a wide tract of land and so the next administrator sought Dapiwak as a promising area

for research purpose. It was 1956 that the school was transferred to Dapiwak, Dumingag,

Zamboanga del Sur.

It is located at the north eastern part of Zamboanga peninsula region and a northern

part of Zamboanga del Sur province whose town Dumingag is a gateway to Sindangan. Its

bounty is filled majorly with mountains and a few portion tilled for coconut, corn, and rice

production. These major products are transported to town Molave, being the trading center of

the valley.

The town Dumingag is a class B town and has only six public and two private high

schools that caters the enrolment of only one public college, the JHCerilles State College.

Many student enrollees in this college are coming from this town. The rest are from its

vicinity towns like Midsalip, Siayan, Sominot, Mahayag and Josefina.

The original college offering of the school is BS in Agriculture with majors in AnSci,

Crop Sci, AgExt and AgEd. The AgEd major becomes BSAGED course last 2000 and

becoming to be phased out due to the birth of teacher education courses (Bachelor of

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Secondary Education and Bachelor of Elementary Education) that start to operate after the

integration of the school to Western Mindanao State University last 2002 and has been also

transferred to JH Cerilles by 2008. The BSE and BEED courses are the only teacher education

program that has many enrollees in the campus and so BSAGED is trying to be dissolved.

II. Review of Literature

http://en.wikipedia.org/wiki/Education_in_the_Philippines reveals that Tertiary

education in the Philippines is increasingly less cosmopolitan. From a height of 5,284 foreign
of students in 1995-1996 the number steadily declined to 2,323 in 2000-2001, the last year
CHED published numbers on its website. In 2000-2001, 19.45% were from the US, 16.96
from South Korea, 13.00 % from Taiwan, and the rest from various other countries. Many
Korean students come to the Philippines to study English for 6 months or more, then transfer
abroad to Australia, the United States, or other countries for degrees. Some Koreans complete
their tertiary education in the Philippines, especially in the temperate climate of Baguio, in the
Cordillera highlands.
Concerning the poor quality of education in the Philippines, in June 2009 the president
of FAAP cited the Congressional Commission on Education (EDCOM) lamenting 'a
continuing decline in the quality of education in this country'. He said this was due to four
main factors: 'a) mismanagement of the educational system, b) not investing wisely in
education, c) lack of management competencies, and, d) systemic corruption'.
Another reason why the Philippines is not a major supplier of tertiary education for
overseas students in the region is because 3 semesters of each 8 semester bachelor degree are
required to be completely devoted to government mandated subjects. These mandated
subjects include the life and works of Filipino national hero Dr Jose Rizal, three subjects of
Filipino language, and basic mathematics, science, and Filipino cultural subjects more
appropriate for senior high school than at tertiary level.

Classification

Most tertiary institutions, generically called higher education institutions by the

Commission on Higher Education of the Philippines (CHED) are licensed, controlled, and

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supervised by CHED. Records from CHED showed that the country had 1,494 private
institutions and 522 state-run colleges and universities, a total of 2016 HEI's as of December
17, 2007.
Higher education institutions in the Philippines are either colleges or universities, and
are generally classified as public or private.
Colleges are tertiary institutions that typically offer one or a few specialized courses,
for example, in the sciences or in liberal arts, or in specific professional courses, such as
Nursing, Computing, or Maritime Studies.
To be classified as universities, state universities and colleges (SUCs), CHED-
supervised higher education institutions (CHEIs), private higher education institutions
(PHEIs), and community colleges (CCs), must operate at least eight different degree
programs. They must offer at least six undergraduate courses including a four year course in
liberal arts, a four year course in Basic Science Mathematics, a four year course in the Social
Sciences, a minimum of three other active and recognized professional courses leading to
government licensures, and at least two graduate-level courses leading to doctoral degrees. A
further seven areas of requirements as universities are mandated by the Commission on
Higher Education. Local government universities and colleges (LUCs) have less stringent
requirements than private universities. They are required to operate at least five undergraduate
programs (as opposed to eight for private universities), and two graduate-level programs.

Public tertiary education

Public universities are all non-sectarian entities, and are further classified as State
University and College (SUC) or Local College and University (LCU).” SUCs are fully
funded by the national government as determined by the Philippine Congress. The University
of the Philippines, being the "national university," receives the biggest chunk of the budget
among the 456 state colleges and universities. LCUs, on the other hand, are run by local
government units. The Pamantasan ng Lungsod ng Maynila is first and largest among the
LCUs.

Private tertiary institutions

Private colleges and universities may either be "sectarian" or "non-sectarian" entities.
Institutions may be not-for-profit, or profit oriented. Most private schools are not-for-profit

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Catholic like Adamson University (Vincentian), the Ateneo de Manila University (Jesuit), De
La Salle University (Christian Brothers), Don Bosco Technical College (Salesian), Saint
Louis University, Baguio City (CICM) and the University of Santo Tomas (Dominican).
However, there are also non-Catholic not-for-profit sectarian institutions such as Silliman
University (Protestant), Trinity University of Asia (Anglican), and New Era University
(Iglesia Ni Cristo). Non-sectarian private schools, on the other hand, are corporations licensed
by the Securities and Exchange Commission. Some are also registered on the Philippine Stock
Exchange.

Accreditation
Accreditation is a process for assessing and upgrading the educational quality of
higher education institutions and programs through self-evaluation and peer judgment. The
process leads to a grant of accredited status by an accrediting agency and provides public
recognition and information on educational quality.

Accreditation of Private institutions

Voluntary accreditation of all higher education institutions is subject to the policies of
the Commission on Higher Education. Voluntary accrediting agencies in the private sector are
the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU), the
Philippine Association of Colleges and Universities' Commission on Accreditation
(PACUCOA), and the Association of Christian Schools, Colleges and Universities
Accrediting Association Inc. (ACSCU-AAI) which all operate under the umbrella of the
Federation of Accrediting Agencies of the Philippines FAAP, which itself is the certifying
agency authorized by CHED. Accreditation can be either of programs or of institutions.
All of the institutions accredited by these three agencies certified by FAAP are private
institutions. Under CHED's Revised Policies and Guidelines on Voluntary Accreditation in
Aid of Quality and Excellence and Higher Education, there are four levels of program
accreditation, with Level IV being the highest.
Trinity University of Asia is the only college or university in the Philippines which
has current institutional accreditation granted by a FAAP (Federation of Accrediting Agencies
in the Philippines) certified accrediting agency. The Association of Christian Schools,

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Colleges and Universities Accrediting Association Inc. (ACSCU), granted Trinity University
of Asia institutional accreditation "effective August 2009 up to April 2014".

Accreditation for Public Institutions

Accrediting agencies for government-supported institutions are the Accrediting
Association of Chartered Colleges and Universities of the Philippines (AACCUP), and the
Association of Local Colleges and Universities Commission On Accreditation (ALCUCOA).
Together they formed the National Network of Quality Assurance Agencies (NNQAA) as the
certifying agency for government-sponsored institutions. However NNQAA does not certify
all government-sponsored institutions.
The Technical Vocational Education Accrediting Agency of the Philippines
(TVEAAP) was established and registered with the Securities Exchange Commission on 27
October 1987. On 28 July 2003, the FAAP board accepted the application of TVEAAP to
affiliate with FAAP AACCUP, as well as PAASCU are active member of the International
Network of Quality Assurance Agencies for Higher Education, (INQAAHE), and both are
members of the Asia Pacific Quality Network.

Autonomy and Deregulation

In an effort to rationalize its supervision of institutions of higher learning, CHED has
also prescribed guidelines for granting privileges of autonomy and deregulation to certain
schools. According to the guidelines, the general criteria examined by CHED are an
institution's "long tradition of integrity and untarnished reputation," "commitment to
excellence," and "sustainability and viability of operations.”

Autonomous status

Autonomous status allows universities to design their own curricula, offer new
programs and put up branches or satellite campuses without having to secure permits, confer
honorary degrees, and carry out operations without much interference from CHED. Aside
from all host state colleges and universities and other chartered public universities, such as the
University of the Philippines, Pamantasan ng Lungsod ng Maynila, and Mindanao State
University, 44 private higher education institutions have been granted autonomous status.

9
 CHED regularly updates its list of autonomous institutions with the latest published
list valid to 6 October 2009.

Deregulated status

Higher Education Institutions (HEIs) with deregulated status enjoy the same privilege
as autonomous HEIs, but they must still secure permits for new programs and campuses.
CHED regularly updates its list of autonomous institutions with the latest published
list valid to 6 October 2009. As at that date 15 deregulated HEIs were listed by CHED.

Rankings and league tables

There are no set methods for ranking higher education institutions (HEIs) in the
Philippines. Aside from comparisons in terms of accreditation, autonomy, deregulation,
Centers of Excellence, and Centers of Development awarded by the Commission on Higher
Education (CHED), there have been attempts to rank HEIs based on student performance in
licensure board exams conducted by the Professional Regulation Commission (PRC). PRC
and CHED sometimes publish reports of these results. Commercial ranking and league tables
have been published, such as the now-defunct Asiaweek Asian University Rankings, the
THE-QS World University Rankings, and the QS Asian University Rankings, which list some
Philippine HEIs, but these are sometimes questioned as to their validity and veracity.
The CHED Memorandum order (CMO) no 30 series of 2004 imposed revised policies
and standards for undergraduate teacher education curriculum which is in accordance with
RA no. 7722 and for the purpose of rationalizing undergraduate teacher education for global
competitiveness, the following guidelines are hereby formulated:
ARTTICLE I
INTRODUCTION
Section I. Quality pre-service teacher education is a key factor in quality Philippine
education. In the Philippines, the pre-service preparation of teachers for the primary and
secondary educational sectors is a very important function and responsibility that has been
assigned to higher education institutions. All efforts to improve the quality of education in the
Philippines are dependent on the service of teachers who are properly prepared to undertake
the various important roles and functions of the teachers. As such, it is of utmost objectives,
components and processes of the pre-service teachers’ education curriculum.

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 ARTICLE II
AUTHORITY TO OPERATE
Section 2. All private higher education instruction (PHEIs) intending to offer the
Bachelor of Elementary Education (BEED) or the Bachelor of Secondary Education (BSED)
or any of the professional education courses specified in both curricula must first secure
proper authority from the commission in accordance with existing rules and regulations. The
government – supported institutions (i.e. state universities and colleges (SUCs) and local
colleges and universities) are strongly encouraged to strictly adhere to the provisions in this
policies and standards.
ARTICLE III
PROGRAM SPECIFICATIONS

Section 3. Degree
The degree programs herein shall be called Bachelor of Elementary Education
(BEED) or the Bachelor of Secondary Education (BSED).
Section 4. Program Description and General Objectives
The BEED is structured to meet the needs of professional teachers for elementary
schools and special education program in the Philippines and the BSED for the needs of
professional teachers for secondary schools in the Philippines.
The BEED aims to develop elementary school teachers who are either (a) generalists
who can teach across the different learning areas in grade school, (b) special education teacher
or (c) pre-school teachers.
The BSED aims to develop high school teacher who can teach in one of the different
learning areas in high school like Mathematics, Physical Science, Biological Science, English,
Filipino, among others.
Section 5. Allied Programs

Teacher education is an applied discipline which draws from many of basic disciplines
in the Social Sciences, (Psychology, Sociology, Anthropology, Economics, Political Science,
Applied Linguistics, History, etc.). The Science and Technology fields (Biology, Chemistry,
Physics, Mathematics, Engineering, Information Technology, etc.) and the Humanities and
related fields (Language, Literature, Philosophy, Journalism, etc.).

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 ARTICLE IV
COMPETENCY STANDARDS

Section 6, Graduates of the BEED and BSED programs are teachers who:
.have the basic and higher level literacy, communication, numeracy, critical thinking,
learning skills, needed for higher learning;
.have a deep and principled understanding of the learning processes and the role of the
teacher in facilitating these processes in their students;
.have a deep and principled understanding of how educational processes relate to
larger historical, social, cultural, and political processes;
.have a meaningful and comprehensive knowledge of the subject matter they will
teach;

.can apply a wide range of teaching process skill (including curriculum development,
lesson planning, materials development, educational assessment and teaching approaches);
. have direct experience in the field/classroom (e.g. classroom observations, teaching
assistance, practice teaching);
.can demonstrate and practice the professional and ethical requirements of the teaching
professions;
.can facilitate learning of diverse type of learners, in diverse types of learning
environment, using a wide range of teaching knowledge and skills;
.can reflect on the relationships among the teaching process skills, the learning process
in the students, the nature of the content/subject matter, and the broader social force
encumbering the school and educational processes in order to constantly improve their
teaching knowledge, skills and practices.
.can be creative and innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches, and evaluate the effectiveness of
such approaches in improving student learning; and,
.are willing and capable to continue learning in order to better fulfill their mission as
teachers.

ARTICLE V
CURRICULUM

Section 7. Curriculum Description

The Curriculum herein is designed to prepare professional teachers for practice in
primary and secondary schools in the Philippines. The designed features include various
components that correspond to the basic and specialized knowledge and skills that will be
needed by a practicing professional teacher: foundational general education knowledge and
skills, theoretical knowledge about teaching and learning, methodological skills, experiential
knowledge and skills, and professional and ethical values, and subject matter knowledge
appropriate to the level of teaching (i.e., pre-school, elementary or secondary).

12
 The curriculum recognizes the need to quip teachers with a wide range of theoretical
and methodological skills that will allow them more options and greater flexibility in
designing and implementing learning environments that will maximize their students’
learning, once they are in the teaching service.
The curriculum is also designed so that the curricular components are integrated. That
is, the curriculum emphasizes the interweaving of foundational, theoretical, methodological,
and experiential knowledge in the various learning experiences in the curriculum.

Section 8. Curriculum Outline

BEED BSED
General Education Courses 63 63
Professional Education Courses 54 51
#Theory/Concept Courses 12 12
#Methods/strategies courses 27 24
#Field Study Courses 12 12
#Special Topic Courses 03 03
Specialization/Content Courses 57 60
Total Units 174 174

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 Field Study 4 1 unit
Field Study 5 1 unit
Field Study 6 1 unit
Practice Teaching 6 units

Section 14. Special Topics Courses

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 Students will have the opportunity to explore special topics and issues related to their
field of study by taking three-one unit elective seminar on a range of topics chosen by the
teacher education institutions, based on their perceived needs of the students and the expertise
of the faculty.
Some of the possible topics for these one-unit elective seminar are but are not limited
to the following: Teaching Multigrade classes, Environmental Education, Teaching
Multicultural classrooms, Integrated Teaching Strategies, Collaborative Learning, Use of
Popular Media in Teaching, Topics on Distance Learning, Problem-Based Teaching, the
Eight-week Curriculum, Addressing Learning Gaps, Teaching Indigenous People, among
others.
Section 15. Content Course for the BEED

For the BEED program, students have to complete 57 units of contents courses that
correspond to the various learning areas in the elementary education curriculum. These
courses, which are in addition to the related GE requirements, are distributed as follows:
Science 12 units
Mathematics 12 units
English 12 units
Filipino 6 units
Social Studies 6 units
Music Arts, and Physical Education 3 units
Home Economics and Livelihood Education 3 units
Values Education 3 units

For the BEED program, students may choose to take 57 units of contents courses in
two areas of specialization: Special Education and Pre-school Education.

Section 16. Specialization Courses for BSED

For the BSED program, all students have to complete 60 units of content courses in
one of the following areas of specialization.
Mathematics Social Studies
Physical Science Technology and Livelihood Education
Biological Science Music, Arts, Physical & Health
Education
English Islamic Studies
Filipino Values Education

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 The 16th AACCUP Annual National Conference will definitely be held on January 29-
31, 2003. President Gloria Macapagal Arroyo has been invited to grace the occasion as Guest
of Honor and Speaker during the Opening Program on the first day of the Conference. This
annual conference is mandated in the 1987 By-Laws of the AACCUP. This activity was never
missed since then. This year, in anticipation of a big attendance, the venue will be the Manila
Midtown Hotel,Manila.
As of January 27, 468 participants coming from 88 institutions composed of SUCs,
local city colleges and even CHED Regional Offices have already been nominated. Based on
previous year’s experience, walk-in participants, will swell the number. A panel composed of
AACCUP President Rosario P. Pimentel and Executive Director Manuel T. Corpus, will

16
discuss “AACCUP Accomplishments Issues and Prospects.” One or two lawyers from the
Marcelo H. del Pilar Law Foundation, of the Bulacan State University have been invited to
join the panel. This conference will review issues and concerns taken in last year’s national
conference, particularly on the recommendations on institutional accreditation which are:
1. The need to design standards and instruments to measure institutional effectiveness
and educational outcomes according to global benchmarks or standards.
2. Certified institutional accreditors from a certified accrediting agency, i.e.
AACCUP;
3. Sustained research on institutional accreditation supported by SUCs through
funding earmarked for the purpose;
4. Adopt CHED criteria for the ranking of HEIs using its 12-point evaluation criteria
but include indicators in the areas including MGO, which should not be rated. FAAP
AACCUP
Level 1 4 points 6 points Level 2 8 points 12 points
Level 3 12 points 15 points Level 4 15 points
5. Add Linkages/Networking as separate area to be accredited since this cannot be
combined with the other areas.
6. Include additional indicators in the following areas: a. Administration – Resource
b. Students – Policy on Selectivity; National and International Awards c. Performance – (for
SUCs which do not have licensure examinations) COEs/CODs; Levels of Accreditation;
Alumni Awards (International, national, regional, and local). d. Adopt the Gemiliano
Calling Report on the leveling of SUCs approved by the PASUC.
Ordoñez, Gina and Victor Ordonez in their case study on Accreditation in the
Philippines states that as countries progress along the development trajectory, the availability
of a competent human resource base becomes a determining factor of progress. Countries
progressing from an agricultural economy to a manufacturing economy to a technological and
knowledge economy recognize that an adequate supply of higher education graduates is a
necessary pre-condition for achieving and sustaining advanced levels of development in this
globalized, competitive, fast-changing world, as the tiger economies of Asia have proven.
Until about thirty years ago the Philippines boasted a well-established higher
education system that provided relatively democratized access for over a century, enrolling
proportionately more students than all but five countries in the world. From the 1980’s to the
present, however, as many other countries witnessed phenomenal higher education growth
rates, enrollment rates in the Philippines did not. More alarmingly, contrary to prevailing

17
economic wisdom where higher ratios of higher education graduates within a population is
meant to correlated with improved economic development, this seemed not the case in the
Philippines where many graduates seem ill-prepared to handle the complex workforce
demands of the modern workplace.
One symptom is the performance deficit of graduates in various national licensure
exams certifying entry to various professions. In exams of the Integrated Bar given by the
Supreme Court, for example, only 27% of candidates pass the examination. For teaching
candidates the pass rate for the national Licensure Examinations for Teachers (LET)
examination, is just 31% and for accounting graduates taking the Certified Public Accountants
exam only 24%.1
Another symptom: Employers and the business community in general have warned
that an inadequate supply of well-trained and prepared graduates is limiting the performance
of the business system, and forcing a downward projection in expansion plans. For example,
leaders in the service outsourcing industry, an area of projected rapid growth, complain that
out of every 100 applicants for call center operator positions, only two have adequate skills;
and managers of these centers are even harder to come by.2
Clearly the quality of higher education is a matter of national concern. The challenges
in assuring workplace preparation and quality have figured largely in the evolution and
development of the accreditation movement in the Philippines. The right balance between
government regulation, private sector-led accreditation, and adaptation to the requirements of
the existing work environment should be constantly monitored. It is in this context that
various efforts at establishing accreditation for quality have evolved.

1
From reports of the Commission on Higher Education (CHEDbusines), 2007.
2
Cf. Ramon del Rosario, Jr, President , Management Association of the Philippines, in paper on “Philippine
Business and Education.” May, 2007

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III. Conceptual Framework
Independent Variables Dependent Variables

Q The Course or Q
The
Institutional U
U Accrediting Accreditation Level
A A
Agency for Level 1= 4 points- 6 points
L Level 2= 8 points -12 points L
Chartered
I Level 3=12 points -15 points I
Colleges and
T Level 4=15 points T
Universities The Level of
Y
Y Accreditation has been
(AACCUP) used/adapted by the DEPED
Of the PASUC during the ranking of A
E applicants that they receive
additional points in the S
D minimum points given in what
S
U The U
C
A
Commissio The Center of R
T n on Higher Excellence (COE) A
or Center of N
I Education
C
O
CHED Development
E
N (COD) status of

This framework moves towards the concept of Quality Education and Quality
Assurance. The quality education is described to an educational system whose graduates are
capable of performing relevant jobs in line with his educational attainment. In addition,
quality can be measured by the number of graduates who passed the board exam and soon be
employed. Quality Assurance on the other hand is the practices or the system of obtaining
quality education adhered to by a university, an association etc.
The Commission on Higher Education through its CMOs mandated HEIs to adopt
guidelines and policies in the adherence of Quality Educational Principles. These policies and
guidelines are both a product of CHED, EDCOM research, FAAP, PASUC and other
voluntary agencies that look into the achievement of (“Quality and Relevance”) Education
Goal.

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 The AACCUP is public HEIs organizational agency that looks into quality education.
It assesses the whole approach wherein it covers ten areas to check whether it is aligned in the
mandate of CHED and achievement of its institutional goal.
Among the important dimension that AACCUP is concerned with are:
1. The Schools’ Vision, Mission, Goals and Objectives. The Area of Vision, Mission, Goals
and Objectives is the most fundamental of all the ten (10) areas to be surveyed.
Everything in the SUC is justified only to the extent that it realizes its avowed
mission, goals and objectives. It is essential, therefore, for the SUC to draw up for
itself those mission, goals and objectives that express its philosophy of education and
training that should pervade its operation. The SUC is judged not in comparison with
others, which may vary in many respects, but by the degree to which its mission, goals
and objectives are attained.
2. The Faculty. The standard or quality of an institution or program is greatly measured by the
qualification of its faculty. In this light, the faculty should be composed of high
ranking members in terms of academic qualifications, experience and professional
competence. In addition, they should manifest desirable personal qualities and high
level of professionalism.
To be effective, faculty members should be properly compensated and taken cared of.
They must be given opportunities for continuous personal and professional
development. A policy of fair and equitable distribution of teaching assignments and
workloads should be practiced and objective and efficient promotion criteria/scheme
should be adopted by the institution.

3. The Curriculum and Instruction. Curriculum and instruction occupy center stage in any
educational program. The enhancement of the quality of these two allied areas
deserves utmost consideration for they determine primarily the prestige and strength of
the institution. Its areas of concern are encompassing, e.g.: curricula and program of
studies, learning opportunities, assessment, instructional materials, classroom
management, and academic performance of students, graduation requirements and
administrative support for instruction. Under this item are: A) Curriculum & Program
of Studies, B) Instructional Processes/Methodologies & Learning Opportunities, C)
Assessment of Academic Performance, D) Classroom Management, E) Graduation

20
 Requirements, F) Administrative Support for Effective Instruction and G)
Documents and Additional Information/Exhibits.
4. The Students. Students are the raison d’ etre for the establishment of learning institutions.
Thus, the school has the responsibility to cooperate with the family and other social
institutions to develop the total personality of the student. Towards this end, a
program of student personnel services is designed as an integral part of institutional
effectiveness. All activities should be planned and implemented to assist the
individual student to attain maximum potential and become a worthy contributor in
his social environment. Student personnel support and services complement the
academic program. We need also to check the existence and or practices of the
following: a) Administration & Organization, b) Admission & Retention, c) Guidance
Program, d) Other Student Services, e) Scholarships/Grants, f) Co-Curricular and
Extra-curricular Programs & Activities, and g) Documents and Additional
Information/Exhibits
5. Research and Development. Research is an avenue through which new knowledge is
discovered, applied or verified through which appropriate technologies are generated.
Thus, it is a basic requirement for an educational institution to have a firmly
established research and development program. Its thrusts and priorities should be
congruent to those identified in the development plans of regional and national R and
D-oriented agencies such as NEDA, DOST, CHED and those thrusts of the higher
education institution itself.
The institutional leadership in research should be pro-active and developmental in
orientation. It must provide adequate and sustained budget allocation annually for the
College. Adequate physical facilities, laboratory equipment & supplies for research
should be provided. The College has to maintain strong research linkages with
various R & D agencies. Among these things to be consider are: a) Priorities &
Relevance, b) Funding & Other Resources, c) Implementation, Monitoring, Evaluation
and Utilization of Research Results/Outputs, d) Publication and Dissemination; and e)
Documents and Additional Information/Exhibits
6. Extension and Community Involvement. The extension function of an institution makes
its presence felt in the community. It involves the application of new knowledge and
technology generated in the institution to improve the quality of life of the people.

21
 Through the extension program they are empowered with appropriate knowledge,
attitude and skills. Thus, extension services cater to various aspects of community life
e.g. economic growth promotion of health, environmental management, and social
transformation.
The institution plans and implements an extension program that is need and client-
based. It should have budgetary support and other resource allocation. Likewise, the
faculty member or staff may serve as an organizer, facilitator, coordinator, service
provider, and change agent in the community.
Careful planning and coordination with other community outreach agencies should be
considered to avoid duplication of services offered to the clientele to include:
a. Priorities and Relevance
b. Planning, Implementation, Monitoring and Evaluation
c. Community Involvement in the Institution’s Activities
d. Funding and Other Resources
e. Documents and Additional Information/Exhibits
7. Library. The library is the heart of any learning institution. It is a synergy of people,
hardware and software whose purpose is to assist client in using knowledge and
technology to transform and improve their lives.
Information and knowledge are essential to the attainment of institutional goals. The
ways in which they are selected, acquired, stored, accessed and distributed within the
institution will in large measure, determine the success of teaching, research and other
academic concepts. The institution thrives on clear policies concerning access to and
provision of information. Thus, the library must take an active role in the
development and implementation of these policies.
Each institution has unique vision, mission, goals and objectives. These are
influenced by its philosophy, geographical location and social responsibility.
Similarly, as a subsystem of the institution, it has a unique role to perform in a) the
Administration, b) Personnel, c) Collection Development, Organization &
Preservation, d) Services & Utilization of the Library, e) Physical Set-up & Facilities,
f) Financial Support, g) Linkages, and h) Documents and Additional
Information/Exhibits.

22
8. Physical Facilities. The quality and adequacy of physical plant & facilities of a learning
institution determine to a large measure the successful implementation of its curricular
programs. In a broad sense, it includes school, site, campus, buildings, and other
physical infrastructure, equipment & services that complement institutional program
effective.
a. Site. The site should be located in a wholesome environment, safe from traffic and
transportation hazards, sufficiently free from noise, dust, smoke, and other undesirable
elements. It should be provided with adequate facilities for drainage & sewage
disposal. Its size should be adequate to meet the needs of the present school
population and its future expansion. The school should be accessible to present and
anticipated school population by means of public transportation or school bus, over
satisfactory roads and walks.
b. Campus. The campus should be so planned that it will be adequate for social,
physical, and cultural interests of the College. It should be kept in good condition and
appearance.
c. Buildings. The buildings should be functionally designed and constructed of strong
and durable materials to withstand earthquakes, typhoons, and fire hazards. Their
design should be pleasing to the eye and in conformity with the surroundings, at the
same time imbued with the proper atmosphere for learning.
They should be satisfactorily planned so as to meet future expansion needs. There
should be well-planned entrance and exit points to insure the safe and convenient
mobility of the school population.
Stairways and fire exits should be adequate in size and number, and conveniently
located. There should be no obstruction in corridors that would impede the free flow
of movement.
d. Classrooms. The size and number of classrooms should be sufficient to
accommodate the student population. Classrooms should be adequately equipped with
furniture and chalkboards/whiteboards and should have a pleasant atmosphere.
Lighting, ventilation, aesthetic appearance, and freedom from noise should be
satisfactory.

23
e. Offices, Staff and Function Rooms. Adequate provisions should be made for the
administrative offices, staff rooms, and reception areas where needed.
f. Assembly and Athletic Facilities. Group assembly facilities should have a seating
capacity adequate to meet space requirements. These facilities should be functionally
designed with good acoustics and proper ventilation. Necessary facilities and
equipment should be adequate and kept in good condition. Athletic facilities should
be accessible to the student population, sufficient in number and in variety depending
on the requirements of the school. There should be suitable arrangements for athletic
activities during the rainy season.
g. Medical/Dental Clinic. A medical/dental clinic should be properly set up,
strategically located, well-ventilated and lighted, and screened with clean water
supply. It should be spacious enough to accommodate the five (5) distinct sections; a)
reception area; b) examination room; c) treatment room; d0 dental section; and e)
rest/recovery room separate for male and female. It should be provided with enough
equipment, medical supplies, beds, cabinets and linens.
h. Student Center. A student center is available where students can make wholesome
interaction and listen to good music, play table games, watch TV programs, etc.
i. Food Services/Canteen. Clean and sanitary food services/canteen must be set-up
and managed effectively. It should serve balanced yet affordable meals and snacks to
the school community.
j. Accreditation Center. There should be an Accreditation Center properly
maintained and equipped with necessary facilities and documents.
k. Housing (optional). Dormitories and houses should be maintained & provided with
electricity & water. Proper drainage & waste disposal should be provided.
l. Documents and Additional Information/Exhibits. Documents or printed materials
used to source the data information contained in the Program Performance Profile, and
those identified in this area, should be available at the Accreditation Center.
Additional information should be made available to clarify some concerns about the
Program. Exhibits will serve to strengthen the position of the SUC whenever the
visiting team requires positive evidence to support the written report.

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9. Laboratories. Laboratories are support systems in any academic program. Broadly defined,
they include science laboratories, speech laboratories, demonstration farms, shops, and
other facilities for practicum activities essential to the successful implementation of
the curricular programs of an institution inclusive of their use and functions.
1. Laboratories, Shops/Facilities 2. Equipment & Supplies
3. Maintenance 4. Special Provisions
5. Documents and Additional Information/Exhibits
10. Administration. The administration is the engine of the institution in the attainment of its
vision, mission, goals and objectives. It is concerned with the general affairs of the
institution as well as its organizational performance. Thus, the administration initiates
institutional processes and ensures that said processes are satisfactorily implemented.
It include the dimension of: a) Organization, b) Academic Administration, c) Student
& Personnel Administration, d) Financial Management, e) Supply Management, f)
Records Management, g) Institutional Planning & Development, h) Performance of
Personnel; and, i) Documents, Additional Information/exhibits.
The Federation of Accrediting Agencies in the Philippines (FAAP) in 1977, a body
intended by then Education Secretary Jaime Laya to become a super-body of accrediting
agencies in the form of a federation.
At the same time both the Christian HEI organization of ACSC and the non-sectarian
HEI association of PACU formed their own accreditation groups, their interest and
involvement having been revived by the pronouncements of FAPE and PCSPE. They did not
join the seemingly exclusive and still predominantly Catholic PAASCU, insisting that they
needed to protect their own members’ interests.
ACSC formed the ACSC-Accrediting Agency (ACSC-AA), a body focused more on
the role of educational development and service than on improved standards of quality. Its
head reported to a Board, which in turn was subject to the general body of missionary HEIs,
known as the Assembly of Accredited Institutes of ACSC (AAI-ACSC). Thus, though
unincorporated, it functioned independently of its mother organization, ACSC.
Similarly, the non-sectarian PACU Committee on Accreditation, or PACU-COA, did
not incorporate, but did report to its parent organization any deviations on interpretation of the
latter’s policies and directives regarding accreditation. It revised its handbook for the third
time in 1974, and again in 1977.
By 1979, the Ministry of Education recognized FAAP, and in 1984 gave it, through
the Ministry of Education, Culture and Sports (MECS) Order No. 36, the power to certify, a
role traditionally taken by the individual accrediting agencies. The more recently activated
associations, ACSC-AA and PACU-COA, were no match for PAASCU’s expertise and size.
PAASCU was to be the lead accrediting agency, a status owed to its 20-plus years of
experience in the field.
However ACSC-AA and PACU-COA would not accept this organizational structure,
viewing it as politically unacceptable to their constituencies. They lobbied instead for two

25
representatives from each of the three associations to constitute a Board of the Federation. All
parties agreed, in what was dubbed “El Grande Consensus,” that there should be equal
representation in formulating policy, while maintaining autonomy in their individual
operations and the implementation of accreditation practices among their own institutions.
Thus, FAAP gave equal amounts of funding to all three accrediting institutions for political
expediency at the price of ignoring the organizational strengths, weaknesses and specific
needs of each.
This resulted in the two newer associations occupying the majority bloc of the FAAP,
capable of outvoting PAASCU, despite the fact that the latter possessed more experience and
in-depth knowledge of the quality assurance process. Differences also existed between the
sectarian-based association of ACSC-AA and the non-sectarian, mostly for-profit orientation
of PACU-COA members, though they jointly occupied 66% of the membership in FAAP. As
described earlier, the profit motive took priority over quality considerations. These two
associations also insisted on comprehensive institutional accreditation, rather than program
accreditation, as the basis for the accreditation judgment.
PAASCU had long pursued a program-based model. It argued that institutional
accreditation would allow weak programs to be masked by stronger ones. Such “protective
coloring” could act in turn as a disincentive to quality improvement efforts by weaker
programs. PAASCU was willing to concede that institutional accreditation was worth
awarding if a majority of programs within an institution were individually accredited.
Obviously, sorting weaker from stronger programs within institutional settings, was in and of
itself, no easy task.
PAASCU faced both the challenge of being a member of an organization whose
interpretations of “acceptable” quality standards was capable of being judged differently by
the three constitutive accrediting agencies. For example, when FAAP sponsored its first
program to familiarize all the accreditors of the three associations with the common criteria
and self-survey instrument it had endorsed, ACSC-AA and PACU-COA adopted these
immediately as their official standards and procedures for liberal arts, education and
commerce of their member HEIs, but PAASCU rejected them, saying they were too
quantitative and mechanical--inappropriate for re-accreditation purposes, where judgment by
evaluators was a necessary component. Yet, PAASCU felt they had to stay within FAAP to
oppose the transformation of the federation into one national accrediting agency, where its
voice would be drowned out.
Furthermore, as in earlier situations, the traditional parochial or sectoral biases kept
the accreditation movement from developing more effectively and rapidly. Each accrediting
association privileged its own members’ needs, understandably, but this became a significant
barrier to the building of a shared goal and common standards.
These different associations could also ignore FAAP criteria, one of which was that all
members must incorporate. Only PAASCU fulfilled that requirement, yet the others remained
active federation members. Among the three organizations under FAAP, PAASCU was by far
the most advanced in its development as an accrediting agency. In 1965 PAASCU had added

26
accreditation requirements for private secondary schools, followed in 1971 by elementary
schools. From 1973 to 1988 it prepared accreditation for programs in Agriculture, Nursing,
Law, Engineering, Social Work, Computer Science, Medical Technology, Pharmacy, and
graduate schools. As of 1987, PAASCU had accredited programs in 56 colleges and
universities, while the two other associations combined, hampered by inexperience,
inadequate survey instruments, and less resources, had only reviewed programs in only 27
institutions.
Furthermore, FAAP established collaborative affiliate linkages with new or existing
accrediting agencies representing the unique interests of specialized groups established by
particular professions, such as the Association of Philippine Medical Colleges (APMC) ,
recognizing their freedom to design and evaluate their own programs; in some of them,
instrumentation and expertise already existed.
The Assembly Accredited Institutes of the Association of Christian Schools and
Colleges (AAI-ACSC), The Philippine Accrediting Associations of School Colleges and
Universities (PAASCU) and The Accrediting Agency of Chartered Colleges and Universities
of the Philippines (AACCUP) were among the members of the Federation. Under the public
Higher Education Institutions (HEIs), their organization “the Philippine Association of State
Universities and Colleges (PASUC)” have convened and come up with one guideline in their
accreditation process that uses the AACUP accreditation tool.
In the meantime, State chartered colleges and universities had grown from 86
in 1990 to 125 in 2008. They were banded together as the Philippine Association of State
Universities and Colleges, or PASUC. Many had been converted from secondary vocational
schools or substandard agricultural or technical colleges on the basis of political favor. Many
of those dating from before 1986 were established either by President Marcos or under a
charter given by the old unicameral legislature, the Batasan Pambansa, the President’s
legislative arm. After 1986, the newly established Congress chartered several new colleges,
often converting large secondary schools within member’s districts to enhance their own
prestige and political visibility. It mattered little whether the new institution was adequately
prepared for delivering higher education, or whether in fact the higher education needs of the
area were already adequately met by existing private HEIs or even public HEIs,
In 1987 these public institutions established the Accrediting Agency of Chartered
Colleges and Universities of the Philippines (AACCUP), establishing their own standards.
The presumption was that the private sector could not fully understand the regulatory
environment governing public institutions. Given that many of these institutions had been
established primarily as vanity institutions for local politicians, the concern over meeting
current high quality standards was real. If they failed in the evaluation process, they would
face sanctions, and maybe closure.
The Philippines also had public HEIs not created or chartered by Congress, but by
more affluent local or provincial governments with their own funds. These too were
interested in accreditation, but suited to their specific conditions and limitations. A study
conducted under the auspices of the Ford Foundation in 1999 recommended that these non-

27
chartered local colleges and universities first undergo professional and academic development
programs before undergoing accreditation, to allow them to gain a better understanding of
quality assurance, provide room for improvement and create a climate of improved self-
confidence.
By 2005 this public sub-sector had grown large enough that CHED recognized the
existence of the National Network of Quality Accrediting Agencies (NNQAA) made up of
AACCUP and a second accrediting network called the Association of Local Colleges and
Universities Commission on Accreditation (ALCUCOA).
A similar process applies for Level II, prior to which the institution should have
attended to or complied with any other recommendations for improvement. Level II re-
accreditation is good for between three to five years
Re-accreditation to Level III is based on a high standard of instruction evidenced by
outstanding performance of graduates in licensure examinations, a visible research tradition,
strong links with other schools and agencies, extensive library and other learning resource
facilities, and a visible community extension program, including a reasonable budget and
measurable quality outputs, such as publications and a strong faculty development program,
equivalent to Level III. (Equivalent to or appropriate to?)
Finally, outstanding research and publication, teaching and learning methodologies at
internationally acknowledged levels, global linkages and consortia, social and educational
contributions in both regional and national levels; and planning processes supportive of
quality assurance mechanisms, may achieve Level IV accreditation.
Activities relevant to quality assurance must be carefully supervised and monitored by
HEIs for them to maintain or upgrade their status to a higher level. Even an HEI which has
reached Level III or IV may be downgraded, if it does not maintain the quality expected of it
since it will be subject again to external inspection by an accreditation team at the appropriate
time. This process is meant to motivate institutions to continuous quality improvement.
Perhaps accreditation has come a long way in the Philippines because of the benefits
granted by CHED that go with specific levels of accreditation.

CHED Classification of Accreditation Stages and Corresponding Benefits

Levels Incentives and Benefits
Level I: Applicant Status
Institutions/programs which Partial Administrative Deregulation - exemption from
have undergone a preliminary compliance with prescribed administrative operational
survey visit and are capable of requirements, such as need for approval of class and
attaining accredited status teacher's programs, trimestral submission of
within one or two years. enrolment lists, and reports of promotion of students.
Form IX may also be submitted without the previously
required documents and authority to grant teaching
overload in meritorious cases.
Level II: Accredited Status
Institutions/programs which • Full administrative deregulation, provided that

28
have undergone formal reports of promotion of students and lists of
accreditation and have been graduates are available for review by CHED at all
granted initial accreditation set times.
by FAAP for this level.
• Financial deregulation in terms of setting of tuition
and other school fees and charges.
• Partial curricular autonomy which shall include the
authority to revise the curricula without CHED
approval provided that CHED and Professional
Regulation Commission minimum requirements
and guidelines, where applicable, are complied
with and the revised curriculum is submitted to
CHED Regional Offices.
• 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.
• Priority in terms of available funding assistance for
scholarships, library materials, laboratory
equipment and other development activities.
• Priority for government subsidy for faculty
development.
• Right 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.
Level III: Re-accredited
Status
Institutions/programs which • All the benefits for Level II.
have been accredited and
which have met the additional
criteria set by FAAP for this
level.
• Full curricular deregulation, including the authority
to offer new courses allied to existing Level III
courses, without need for prior approval provided
that CHED, through the appropriate Higher
Education Regional Office (HERO), is duly informed
before offering such new programs.
Level IV: Re-accredited
Status
Institutions/programs which • All the benefits for Level II and Level III.
have distinguished themselves
in a broad area of academic
discipline and enjoy prestige
and authority comparable to
that of international
universities

29
 • Awards of grants/subsidies from the Higher
Education Development Fund for programs of
qualified tertiary educational institutions for the
period or duration of its Level IV accredited status,
as approved by the CHED, in accordance with the
HEDF Guidelines.
• Grant of charter or full autonomy for the duration
of its Level IV accredited status of the institution.

Continuing Challenges
The accreditation movement in the Philippines continues to grapple with a few major
issues, among them: (a) the fluid nature of the shared responsibility between the government
(represented by CHED) and the agencies themselves (represented by FAAP), (b) the
comparability of standards among the different agencies, and (c) the linkage between
accreditation standards and quality.
The Higher Education Act of 1994 detached higher education from the DECS and
created the Commission on Higher Education (CHED), clothing it with the power to monitor
and evaluate programs and institutional performance for appropriate incentives or sanctions,
e.g., the withdrawal of accreditation. The law specifically required CHED to provide
incentives for accredited programs. However, CHED maintained that FAAP would continue
to certify the accreditation status given by the various agencies, as long as standards were
acceptable to CHED.
CHED was to take a more active role in the oversight of the accrediting system--in
fact it was to be responsible for certifying institutional status granted by the accrediting
agencies, thus proposing to withdraw this authority from FAAP. CHED formalized the role
and relationships among CHED, FAAP and the accrediting agencies, to wit: “CHED shall
authorize federations/networks of accrediting agencies to certify to CHED the accredited
status of programs/institutions granted by their member accrediting agencies and in
accordance with their own standards, as accepted by the CHED, for granting benefits to
institutions/programs at various accredited levels.

Potential COEs and CODs shall be identified using the following criteria:
CRITERIA WEIGHT
A. Instructional Quality
1. Accreditation
Minimum qualification must be met; no weight attached
2. Ability of the Curriculum to Innovate and to Reflect Current Thinking in the Field 10%
3. Faculty Qualifications 10%
4. Adequacy and Quality of Physical and Educational Resources 7%
5. Involvement in Graduate Education 5%
6. Employability of Graduates 5%
7. Scale 3%
8. Others, Specific to the Field 5%
8.1 Passing Rate in the Board Examinations, impact of graduates

30
 Sub-Total: 45%
B. Research
9 Availability of a Research Infrastructure 5%
10 Scholarly Work and Publication Output 25%
Sub-Total: 30%
C. Extension, Outreach and Linkages
11 Leadership Role Played in the Field 5%
12. Linkages with Business, Industry and/or Government 5%
13. Linkages with Other HEIs 5%
14. Involvement in Relevant Outreach/Extension programs 5%
Sub-Total: 20%
D. Institutional Qualifications
15. Cultivation of a Culture of Excellence 5%
Sub-Total: 5%
Grand Total: 100%
How to Qualify for a CEO or COD?
To qualify as COE, the HEI must earn a total score of at least 90% on the above
criteria, without earning less than 80% of the available points in any one of the 4 major
categories (Instructional quality, Research and Publication, Extension and Linkages, and
Institutional Qualifications); to qualify as COD, the HEI must earn a total score of at least
80% without earning less than 70% of the available points in any one of the 4 major
categories. Whenever an HEI earns a score for a particular criterion that is in excess of the
maximum score for that criterion, only the maximum score can be awarded for that criterion.
A detailed discussion of each of the criteria follows:
A. INSTRUCTIONAL QUALITY
Criterion 1 - Accreditation (Maximum Points - 2) Realizing the important role
played by national accreditation agencies in providing an independent review of the quality of
an HEI’s business and management education programs, and in acknowledgement of the
thoroughness and care with which their work is undertaken, their findings are made an
integral part of the process of selection of COEs and CODs.
This Level III accreditation is an absolute requirement, without which the application
for COE/COD status cannot proceed.
Level IV accreditation 2 bonus points Supporting documents to be submitted:
�Certified true copy of the accreditation certificate (Note: original to be presented during
ocular inspection.)
Criterion 2 – Ability of the Curriculum to Innovate and to Reflect Current
Thinking in the Field (Maximum Points – 10) The curriculum of a COE/COD goes beyond
the minimum CHED requirements. It has unique features and innovations that set it apart
from the curricula of other HEIs. It combines academic depth with the development of the
practical skills that leaders and senior managers in both public and private organizations need

31
in order to be effective. The courses, descriptions, contents, course sequences, bibliographic
resources and other relevant requirements are selected with judiciousness and serious
deliberation. Its development involves a dynamic process that involves consultations with the
appropriate government, professional organizations, experts and the stakeholders. Business
management is a dynamic and evolving discipline. This should be reflected in changes to the
curriculum.
The curriculum of a COE/COD therefore accommodates the latest innovations and
recent trends in business and management in general and the specific discipline or field of
study, in particular. The COE/COD has a corresponding syllabus for each course included in
the curricula.
The curriculum has been developed in consultation with the local commerce and industry
groups, professional organizations, experts and other stakeholders. 1 point
The curriculum is updated regularly and is reflective of current
developments, trends and innovations in the specific discipline. 2 points
The curriculum goes beyond the minimum CHED requirements
and incorporates innovative approaches to teaching and learning. 2 points
The syllabus for each course in the curriculum is updated and reflective
of current trends in both theory and practice. Teaching methodology
is innovative, reference materials are current. 2 points
A timely system of student and peer evaluation is in place to provide
immediate feedback as to the quality of instruction and the
effectiveness of the course in attaining its stated learning objectives.1 point
The major subjects in the curriculum merit student and peer evaluation ratings
that fall under the “Good”, “Very Good”, and “Excellent” ranges 2 points
Supporting documents to be submitted:
� Copy of present curriculum and copies of previous curricula starting 2001
accompanied by curriculum flowchart
� A description of the process of consultation that was undertaken in designing and
reviewing the curriculum
� A write-up describing the highlights of the curriculum, with special focus on its
most innovative features
� Syllabus for each course in the curriculum
� Student manual, prospectus and other brochures for students
� A write-up of the evaluation and feedback process in place within the HEI
� A summary of student and peer evaluation ratings of all major subjects for the last
5 years.
Criterion 3 – Faculty Qualifications (Maximum Points – 10)
A COE/COD in business and management education has a vibrant faculty who are
imbued with strong sense of dedication to the tenets of education and the learning process and
the commitment to provide unconditional support towards the attainment of the mission,

32
vision and goals of the HEI and of the business and management education program. Not only
do the faculty members have the appropriate academic qualifications but they possess actual
experience and continued professional exposure to the ever changing field of business and
management.
Academic Qualifications: As a minimum requirement, at least 75% of all the courses offered
in the business and management programs (both General Education and Major subjects) of the
COE/COD must be handled by faculty who hold masteral or doctoral degrees. All courses
must be handled board related or duly licensed personnel.
Relevant doctoral degrees:
76-100% of the major courses are taught by holders of relevant doctoral degrees 3 points
51- 75% of the major courses are taught by holders of relevant doctoral degrees 2 points
26-50% of the major courses are taught by holders of relevant doctoral degrees 1 point
Relevant master’s degrees:
86-100% of the major courses are taught by holders of relevant masteral
and/or doctoral degrees 2 points
76-85% of the major courses are taught by holders of relevant masteral
and/or doctoral degrees 1 point
Supporting documents to be submitted:
� Faculty profile as to highest degree obtained and possession of relevant licenses
certified by the Dean and Director of the Personnel Department
� Certified true copy of 201 files of faculty members (original to be presented during
ocular inspection)
� Certified true copy of diploma or transcript of records and relevant licenses and
PRC Identification Cards of faculty members (original to be presented during ocular
inspection) Faculty Work Experience: In the field of business and management, faculty work
experience is potentially as important as his or her academic credentials. The faculty of a
COE/COD should be able to provide its students with the benefits of both academic and
experiential learning.
Meaningful Work Experience
86-100% of major courses are taught by faculty members who have had at
least 5 years’ work experience in a managerial or analytical capacity 3 points
76-85% of major courses are taught by faculty members who have had at
least 5 years’ work experience in a managerial or analytical capacity 2 points
Significant Work Experience
51-100% of major courses are taught by faculty who have had senior management
experience (e.g. President, General Manager, COO, Division Head,
Vice President, Department Head) 3 points
26 to 50% of major courses are taught by faculty who have had senior management
experience (e.g. President, General Manager, COO, Division Head,
Vice President, Department Head) 2 points
Supporting documents to be submitted:

33
 � Faculty profile as the quality of their work experience, certified by the Dean and
the Director of the Personnel Department
� Certified true copy of 201 files of faculty members (original to be presented during
ocular inspection) Faculty Awards and Citations: The faculty and administration of the
COE/COD are recognized authorities in their field. They have received awards in recognition
of their excellence in their respective fields at the national and/or international level.
International awards and citations
- For each awardee 1 point
National awards and citations
- For each awardee 0.5 point
Supporting documents to be submitted:
� List of faculty with international and national awards and citations in their
respective fields (original certificates, awards and citations to be presented during ocular
inspection.)
Criterion 4 –Adequacy and Quality of Physical and Educational Resources (Maximum Points–7)
The libraries, laboratories, I.T. support system, physical plant, school site and
infrastructure of the COE/COD are the readily tangible evidence of quality and excellence.
Both student and faculty performance are enhanced by the availability of appropriate physical
and educational infrastructure to support their work. Considering the impact of this
component on the overall quality of education, the COE/COD must demonstrate that it has a
well-equipped library and reference system, a state-of-the-art I.T. support system and well-
maintained school facilities. The COE/COD must exceed the CHED minimum standards
relating to library facilities and collection, physical plant and facilities, and support services,
as measured through the following criteria: (where facilities are shared with the entire
population of the HEI, the adequacy of the facility will consider the total student enrollment
of the HEI, and not just the enrollment in the school or program applying for accreditation as
COE/COD.)
Library Facilities and Collection
More than 10 titles available per subject area, all published within the last 5 years 0.5
point At least three (3) subscriptions to local and international periodicals and journals in the
major field of concentration 0.5 point
On-line catalog system 0.5 point
Library facilities adequate to seat at least 15% of the student population at any given
time, library environment conducive to study 1 point
At least one full-time professional librarian for every 500 students 0.5 point
Physical Plant and Facilities
Physical facilities clean and well-maintained, adequate relative to the size
of the student population: Auditorium, Sports and Recreational Facilities,
Canteen/Cafeteria, Faculty Lounge; and, Common areas for students 2 point
Fully equipped and adequate number of case rooms, audio-visual rooms,

34
 educational media facilities 0.5 point
Average class size less than 40 1 point Computer-student ratio of 1:1
for any computer laboratory classes held 0.5 point
Adequate and free internet access provided to students 0.5 point
Support Services
Adequate presence of high quality support in the areas of:
Guidance and counseling, Placement, Medical and dental services 0.5 point
Supporting documents to be submitted:
� Enrolment data, indicating student population of the entire HEI, broken down by
school and program, certified by the Registrar and the President
� Student registration data, broken down by class, indicating student enrollment in
each class, certified by the Registrar and the Dean
� Summary of the number and qualifications of library staff
� List of professional books (author, title, year of publication and publisher)
available in the library classified according to the course in the syllabi certified by the Chief
Librarian and Dean (books ready to be shown during ocular inspection)
� List of subscriptions to professional magazines and periodicals certified by the
Chief Librarian and Dean (periodicals ready to be shown during ocular inspection)
� Screenshots of the online catalog system
� Brief description of the online catalog software
� List of computers used in the program
� Certified true copy of the receipt or agreement for Internet connection subscription
(original to be presented during ocular inspection)
� Pictures of computer laboratories
� Pictures of computers being utilized in the library
� Pictures of all relevant physical facilities
� Listing of all professionals providing guidance and counseling, placement, medical
and dental support services, indicating their professional qualifications, certified by the
Director of the Personnel Department Head, accompanied by certified true copies of their 201
files (original to be presented during ocular inspection)

Criterion 5 - Involvement in Graduate-Level Education (Maximum Points-5)

A COE/COD should be involved in graduate business and management education,
preferably but not necessarily offering programs that are vertically integrated with the
undergraduate programs in the area for which COE/COD status is being applied for. At a
minimum, it should offer a Master or equivalent degree. In this way, the COE/COD is able to
combine a solid foundation with the ability to specialize in a functional major and to equip its
graduates with broad-based management skills required to be successful in today’s cross-
functional, diverse and highly competitive world of business.
The quality of these graduate programs should be validated through an independent
review by a recognized external body, such as one of the national accreditation bodies:
PAASCU, PACU-COA, ACSC-AAI, AACUP, ALCUCOA.

35
 Level IV accredited doctoral program 3 points
Level III accredited doctoral program 2 point
Level I or Level II accredited doctoral program 1 point
Level IV accredited Master program 3 points
Level III accredited Master program 2 points
Level I or Level II accredited Master program 1 point
Level IV accredited MS program in the specific discipline 3 points
Level III accredited MS program in the specific discipline 2 points
Level I or Level II accredited MS program in the specific discipline 1 point
Supporting documents to be submitted:
� Certified true copy of accreditation certificate in each graduate programs offered
(Note: original to be presented during ocular inspection)
� Prospectus and brochure of the graduate programs offered
� Enrolment and graduation data of the graduate programs offered in the last five (5)
years
Criterion 6 – Employability of Graduates (Maximum Points – 5)
The graduates of COEs/CODs are highly employable. The companies that recruit from
the school give good indication of the quality of its graduates. Hence, its graduates are sought
out by employers and are easily absorbed by both the private and public sector. Alternatively,
its graduates also become entrepreneurs and provide employment to others. The COE/COD
provides career counseling and placement services in support of its students and young
graduates. It seeks feedback about the quality of its output by collecting graduate tracer data
and conducting other studies to monitor the performance of its graduates.
Career Services
A well-organized and strategic program of career counseling and job
placement is in place to support students and young alumni 1 point
There is an organized effort to collect graduate tracer data and to
otherwise monitor the job performance of its graduates. 1 point
Employability of Graduates
91-100% of all graduates in the last five years are employed or enrolled in
graduate school within six months after graduation 3 points
75-90% of all graduates in the last five years are employed or enrolled in graduate
school within six months after graduation 2 points

Quality of Employment
More than 50% of the graduates over the last five years are employed 3 points
26-50% of the graduates over the last five years are employed. 2 points
Supporting documents to be submitted:
� Write-up of the available career counseling and placement services, and the
programs in place to service student needs. Any additional documentation that may be
appropriate to substantiate the write-up.

36
 � Copy of the graduate tracer study, certified correct by the Director of the
Placement Office or equivalent administration official, and Dean. Any other documentation
that may be appropriate to establish the HEI’s job placement performance.

Criterion 7 – Scale (Maximum Points – 3)

A COE/COD should be able to influence business practice and contribute to national
development. Its ability to do so is partially determined by the number, and not just the
quality of its graduates. It should demonstrate its commitment to make a difference in its field
through its willingness and ability to train significant numbers of young men and women
through its academic programs:
Supporting documents to be submitted:
� Enrolment data in the graduate and undergraduate programs for the specific
discipline in the last five years certified by Registrar and Dean

Criterion 8 – Other Criteria, Specific to the Field (Maximum Points – 5)

At a minimum, the COE/COD should have, over the last five years, consistently
maintained a passing rate in the Board Examinations that is at least 30 percentage points
higher than the national passing average:
More than 60 percentage points above the national passing average 5 points
51 to 60 percentage points above the national passing average 4 points
41 to 50 percentage points above the national passing average 3 points
30 to 40 percentage points above the national passing average 2 points
Supporting documents to be submitted:
� Summary of the school’s performance in the board examinations in the last five
years certified by the Professional Regulatory Commission (PRC).
Alumni have been recognized by the PRC as Outstanding Board Passer of the Year
- For each awardee 0.25 point
Alumni have been conferred the Ten Outstanding Young Men/Women (TOYM)
award by the Junior Chamber International Philippines (Philippine
Jaycees, Inc.) in cooperation with the TOYM Foundation and the
Gerry Roxas Foundation - For each awardee 0.25 point
Alumni have been recognized by the Accredited Professional Organization for
Certified Public Servants as Hall of Fame Awardee, Outstanding
Professional of the Year or any equivalent award at the national level
- For each awardee 0.25 point
Alumni have been elected national President of the Accredited Professional
Organizations or any of the sectoral organizations
- For each alumnus elected 0.25 point
Alumni have been appointed members of the Professional Regulatory Board
- For each alumnus appointed 0.25 point

Supporting documents to be submitted:

� Certification from the Professional Regulatory Commission (PRC)

37
 � Certification from the accredited national professional organization for
CPAs/Sectoral organization concerned/award giving body concerned
� Any other supporting documents that may be appropriate

Students are given ample opportunity to participate in a quality work practicum

program
Faculty assigned to handle the work practicum program have a minimum
of 3 years’ meaningful work experience. 0.5 point
There is a well-organized system for monitoring and evaluating student work
performance in the course of the practicum. 1 point
There is an organized system for assisting students to get work practicum
placements. 1 point
The HEI provides opportunities for students to develop their leadership skills
The HEI provides a variety of student leadership training programs or learning
opportunities contributory to student development as future managers. 0.5 point
The HEI provides ample opportunities for students to practice their
leadership skills by undertaking programs and projects through
their extra-curricular and co-curricular activities. 1 point
Business application softwares
The business application softwares used by the business administration
students in the computer laboratories are fully licensed, and reflective
of actual business/industry practice and standards. 1 point
Alumni have been recognized for outstanding achievement in their field
by reputable national organizations and Professional associations
- For each awardee 0.25 point

Supporting documents to be submitted:

� Profile of faculty member handling practicum courses.
� Write-up of work practicum placement process, including copies of Memoranda of
Understanding/Agreement between the HEI and individual companies/industry groupings in
support of such practicum placement, and any other supporting documents that may be
deemed appropriate.
� Write-up of work practicum student performance evaluation process, including
evaluation forms used and other supporting documents that may be deemed appropriate.
� Write-up of student leadership training programs organized by the HEI, including
any supporting documents that may be deemed appropriate.
� Write-up of student leadership opportunities available in the HEI, including write-
ups of the extra- and co-curricular activities that provide such opportunities, and any other
documents that may be deemed appropriate.
� Listing of licensed business application soft wares used by business administration
students in the computer laboratories.

B. RESEARCH
Criterion 9 - Availability of a Research Infrastructure (Maximum Points – 5)

38
 The defining characteristic of a COE/COD is a vibrant research community composed
of faculty and students who do active research and contribute to current literature. This sort of
vibrance is not the product of chance; rather, it is the result of a focused and strategic effort on
the part of the institution to identify specific areas of expertise, and to create the research
structures that will provide sustained support for individual as well as collective faculty
efforts towards the furtherance of a clearly articulated research agenda.
The HEI/department/program has a clearly articulated research agenda which will
either generate new knowledge in the field or contribute to the body of instructional materials
(e.g. case studies) in the field. 1 point
The HEI/department/program has a well conceived and strategic plan for
pushing this agenda forward and generating the desired scholarly work
and publications output. 1 point
The HEI/department/program has put in place a system for generating
and screening research proposals, awarding research grants
and monitoring research output. 1 point
The HEI/department/program has established a funding program, either
in the form of an endowment or a system of annual grants and professorial
chairs that can provide substantive support to individual as well as
collaborative faculty research efforts, whether on a competitive or
non-competitive basis. 2 points
Supporting documents to be submitted:
� Write-up of the HEI/department/program’s research agenda, certified by the Dean.
� Write-up of the HEI/department/program’s strategic plan for research, certified by the
Dean.
� Write-up of the HEI/department/program’s research support system and process of
evaluation, certified by the Dean.
� Write-up of the funding sources available to support the unit’s research efforts,
certification of the College or University Treasurer that these funds are available and have
been set aside for this specific purpose.
� Any additional documents that can support/substantiate the above write-ups, duly certified
by the appropriate HEI administrative officer.
Criterion 10 - Scholarly Work and Publication Output (Maximum Points – 25)
The success of a research agenda and a system of support for scholarly work and
publications is measured not by the existence of the program but by the publication output
that it generates. Faculty and students of COEs/CODs collaborate to write research papers of
substantial depth and length and share their findings with the larger community by publishing
their research output. Such output is both pure and applied, contributing to new knowledge in
the field but also seeking to contribute to the improvement of business practice in the country.

39
COEs/CODs must have generated meaningful research output in the field over the last five (5)
years.
Research projects in the field of business and management
More than 6 substantial research projects conducted by the HEI/department
/program within the last five years 3 points
4 to 6 substantial research projects conducted by the HEI/department/program
within the last five years 2 point
Publications by faculty in peer-reviewed professional journals in the last
five (5) years - for each article published 1 point
Books/monographs published by faculty/ students in the last five (5) years
- for each book/monograph published 2 point
- for each article or chapter in a book published 0.5 point
Papers presented by its faculty at international conferences of academic and
professional organizations in the last five (5) years - for each paper presented 0.5 point
Papers presented by its faculty at national conferences of academic and
Professional organizations in the last five (5) years - for each paper presented 0.5 point
Business/management cases/ accounting practice sets other substantial
Instructional materials produced by its faculty in the last five (5) years
More than 8 materials 3 points
5-8 2 points
1-4 1 point
Publication of a Research Journal on a current and continuing basis
Peer-reviewed journal 5 points
Non peer-reviewed journal 3 points
Supporting documents to be submitted:
� Abstract of research projects conducted within the last five years certified by the Research
Coordinator/Head (complete research paper to be presented during ocular inspection)
� List of on-going researches and their status certified by the certified by the Research
Coordinator/Head (approved research proposals to be presented during ocular inspection)
� List of publications in peer-reviewed professional journals in the last five (5) years
(original copies of the journals to be presented during ocular inspection)
� List of books/monographs/journals published by faculty/students/HEI in the last five (5)
years (original to be presented during ocular inspection)
� List of business/management cases/accounting practice sets/other substantial instructional
materials produced in the last five (5) years (original to be presented during ocular inspection)
� Conference programs or conference proceedings indicating the name and institutional
affiliation of the paper presentors, as well as the title of the paper(s) presented (copy of paper
to presented during ocular inspection)
� Titles of research journals published, copies of the cover page and title page of such
journals (actual journals to be presented during ocular inspection)
� Any other documentation that can add further evidence of the existence of a vibrant
research culture in the HEI.
C. EXTENSION, OUTREACH AND LINKAGES
Criterion 11 – Leadership Role Played in the Field (Maximum Points – 5)

40
 A COE/COD does not just seek to be excellent in its field; it actively seeks to share its
expertise and resources with other institutions engaged in the same field. It plays a leadership
role among HEIs/programs/departments in the same field by initiating activities that will raise
the overall level of excellence in the larger academic community.
This leadership could take various forms, such as: organizing conferences and
workshops that can bring together administrators and faculty of different HEIs to share best
practices and latest trends/innovations in the field, allowing its administrators/faculty to
participate in and play leadership roles in professional/educators’ associations, organizing
student conferences, seminars or symposia that are open to students of other institutions, or
participating in relevant national student competitions, and representing the country at
international student competitions.
The HEI/department/program has organized faculty conferences/workshops/seminars in the
last five years that have brought together the academic community to discuss issues of
relevance to the field More than 5 3 points
4-5 2 points
1-3 1 point
Administrators and/or faculty have taken on leadership roles in professional
/educators’ associations in the last five years More than 5 2 points
4-5 1 point
The HEI/department/program has organized student conferences/workshops/seminars
in the last five years that have brought together students from different institutions to
discuss issues of relevance to the field More than 5 2 points
4-5 1 point
Participation in Student Competitions
Students have participated in national interscholastic competitions in relevant fields,
and have won 3 or more significant awards in the last five years 1 point
Students have represented the country at least once in an international competition
in the field in the last five years 1 point
Students have won an international competition in the field at least once in the
last five years 1 point
The HEI/department/program has undertaken activities (other than the ones
listed above) that have contributed to the overall advancement of the
field over the last five years. 1 point
Supporting documents to be submitted:
� List of conferences/workshops/seminars conducted over the last five years, with a brief
description of their objectives, target participants, and significance, and full details as to dates,
venue, and attendance, all certified by the Dean. Photographs, copies of programmes,
conference proceedings, attendance lists, and all other relevant documentation regarding these
events.

41
� List of leadership positions held by faculty/administrators in professional, educational, or
industry associations over the last five years, certified by Dean. To include certifications or
appointment letters, where appropriate.
� List of relevant student competitions participated in, and major awards won over the last
five years, certified by Dean. (Trophies, certificates, and other documentation to be presented
during ocular inspection.)
� Any other documentation that may be appropriate to establish the significance of the
leadership role played in the field by the HEI/department/program or its faculty and
administrators.

Criterion 12 – Linkages with Business, Industry, and/or Government (Maximum Points – 5)

COEs/CODs are able to leverage their limited resources by establishing strategic
partnerships with leading business establishments, professional associations, industry groups
and government agencies. They recognize that while these collaborators from business,
industry and government have much to contribute to their educational effort, there is also
much that they, as COEs/CODs in the field can contribute towards the continuing education
of the professional community. Thus, they cooperate with these professional, industry, and
government groups to organize and run collaborative programs that enhance not only the
quality of their students’ educational experience, but also make a real contribution to the
propagation of best practices, and the greater professionalization of their field.
These activities may take a variety of forms, such as joint or commissioned research
efforts, training or continuing education programs, or business consultancy engagements. As a
rule, however, they are not organized on an ad-hoc basis, but are organized with a strategic
view, and result in the establishment of continuing programs and long-term relationships.
Network of Collaborators
The HEI/department/program has established a program of substantive and continuing
cooperation with major enterprises/professional or industry associations/government agencies:
More than 5 such existing/active cooperation agreements 2 points
4 – 5 such existing/active cooperation agreements 1 point
Industry Participation in HEI programs
Guest speakers and workshop facilitators from industry/the government sector are regularly
invited to address the students on campus
An average of more than 10 per year over the last five years 2 points
An average of 5-10 per year over the last five years 1 point
Continuing Education Programs for Business, Industry or Government
The HEI/department/program has established continuing programs/centers
that provide continuing education opportunities for business, industry or
government More than 3 2 points

42
 1-3 1 point
Supporting documents to be submitted:
� Copies of any and all MOAs concluded with industry and/or professional associations,
government agencies, or private corporations. A description of the nature, extent, duration and
impact of the collaborations with these groups.
� List of industry practitioners/experts who have spoken to the students of the
HEI/department/program, specifying the date, time, venue, topic, and audience for each
lecture, accompanied by materials that can help to document these events (such as
programmes or pictures taken during the event).
� Descriptions of any continuing education programs or centers established at the
HEI/department/program that link with professional/industry/government groups, including
any printed brochures and other literature used by these programs/centers.
� Any other documentation (including photographs) that can provide substantiation of the
extent of the HEI/department/program’s collaboration with industry and government.

Criterion 13 - Linkages with Other Higher Education Institutions (Maximum Points – 5)

COEs/CODs have established linkages/partnerships with other HEIs both within and outside
the Philippines. Such linkages can be for the purpose of facilitating student and/or faculty
exchange, undertaking joint research efforts, sharing of educational resources, or for the
development and transfer of technology. A carefully selected and active network of
international linkages provides the COE/COD with varied opportunities to learn from best
practices of other HEIs, as well as to share its own best practices with others, thereby
allowing the entire network to be greater than just the sum of its parts. All the cited linkages
are active and substantial, and not just nominal or token.
Current and Active Linkages with Reputable HEIs Outside the Philippines
More than 5 HEIs 3 points
4-5 HEIs 2 points
1-3 HEIs 1 point
Current and Active Linkages with Local HEIs other than those that are part
of the same University system More than 5 HEIs 2 points
4-5 HEIs 1 point
Supporting documents to be submitted:
� List of institutions with which the HEI has cooperation agreements. Summary and
description of linkage activities undertaken with each of the listed foreign and local HEIs over
the last five years, certified by the Dean
� Copies of all MOAs (originals to be shown during ocular inspection) concluded with
partner institutions, certified by the Dean and/or the Vice President for International Affairs
� Any other supporting documents and photographs that may be appropriate.

Criterion 14 – Involvement in Relevant Outreach/Extension Programs (Maximum Points – 5)

43
 A COE/COD has a responsibility to contribute to national development by
undertaking outreach and extension programs that utilize its area of special expertise to
benefit disadvantaged sectors of our community. Thus, the outreach programs it designs and
undertakes should not only be of real benefit to the beneficiary groups or communities, but
should also be directly linked to the nature of its educational programs, providing its students
and faculty with opportunities to use the skills of their (intended) profession to help the
recipient groups or communities to build up their capabilities.
These programs should be of such relevance and scope as to have a meaningful impact
in the life of the beneficiary group or community.
The HEI/department/program is involved in outreach programs that are directly related
to its field of expertise. More than 5 programs 3 points
4-5 programs 2 points
1-3 programs 1 point
The HEI/department/program’s outreach programs involve the participation
of a significant number of its students. 51% or more 3 points
26 to 50% 2 points
The HEI/department/program’s outreach programs have a major impact on the
quality of life of the beneficiary groups or communities 2 points
Supporting documents to be submitted:
� Summary list and description of the various community extension and outreach activities
undertaken in the last five years, certified by the Dean. This should include the period and
duration of the activities, the number of students involved, and a discussion of how the
activity has empowered or benefited the recipient community/group.
� Any other supporting documents and photographs that may be appropriate.

D. INSTITUTIONAL QUALIFICATIONS
Criterion 15 – Cultivation of a Culture of Excellence (Maximum Points – 5)
A COE/COD must cultivate a culture of excellence that permeates all aspects of
community life. Such excellence should not just be a matter of achieving mastery of technical
skills, but is also a matter of clarifying one’s values and developing a concern for ethical
business practice and good governance.
COEs/CODs should aim to develop in their students a passion for excellence, an acute
sense of their corporate social responsibility and an awareness of the role that they need to
play in national development. COEs/CODs should develop business leaders who will work in
accordance with the highest ethical standards.
Their administration and faculty should be committed to a collective vision that
incorporates this objective. There should be a clear articulation of these objectives in their

44
mission and vision, and there should exist a coherent and sustained program for integrating
these objectives into the curricular and cocurricular offerings of the school/program.
The HEI mission and vision clearly articulates the aspiration towards excellence and
the role of values and business ethics in the practice of business. This mission/vision is well
communicated to the school community, and there exists a strong culture of excellence within
the community. 2 points
Wherever appropriate, the course syllabi are reflective of this mission
and vision. 1 point
Co-curricular activities that contribute to the social, moral, and values
formation of the academic community are organized in support
of the more formal curriculum. 2 point
Its graduates and/or faculty are actively involved and play leadership roles
in encouraging good corporate governance, ethical practice and principle-
centered leadership, and concern for the environment, in business and
management. 1 point

An Overview of the Current Accreditation Procedure

Today, member HEIs of all accrediting agencies generally undertake the same process
familiar to many quality assurance methodologies: (1) a self-study using a survey designed to
fit their organizational or program profile, followed by (2) an on-site review by a team of
trained and experienced accreditors. CHED Order No 31 of 1995 remains in effect, and
complements the efforts of the accrediting agencies by progressive deregulation and the
granting of benefits, in line with its membership status within the accrediting agency.
PAASCU’s experience has allowed it to evolve the most developed procedures. It
accepts applicant institutions, reviews them for candidacy, and finally reviews for
accreditation status in four levels, with each higher level representing both an increase in the
stringency of the standards to be met and the presumption that achieving these higher
standards is equivalent to an increase in overall institutional quality.3
Once the agency accepts and passes on the adequacy of an application, the HEI is then
granted candidate status. Any shortcomings revealed by the initial studies are addressed by
the school and a more formal self survey is undertaken. (Victor and Gina: “School” is a term
most commonly used for non-tertiary education—I think in this context it is better to be
consistent in the use of either HEI or simply, institution.)
To achieve accreditation as Level I, an institution must (a) show progress in
addressing identified shortcomings (b) receive a visiting external team of accreditors sent by
the agency, (c) acquire a positive recommendation from the visit. Positive findings are passed
on to FAAP which endorses it to CHED.
3
Cf. Appendix 3, “PAASCU’s Membership Status for Accreditation Purposes” for more
detail.

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 IV. METHODOLOGY

a. Statement of the Problem

This “Assessment Study on the BSED and BEED Program of the JH Cerilles State
College Dumingag Campus” was conducted to seek answers to the following questions:
a. What are the major thrusts and profile of the BSED and BEED program?
c. What are the common problems meet in the implementation of BSED and BEED
program?

b. Objectives

This study aims to:

1. Identify the major thrusts of the BSED and BEED program of the JH Cerilles State
College – Dumingag campus.
2. To determine the profile of the college that help achieve school/national educational
goals.

46
 3. To establish the common problems met in the implementation of the BSED and
BEED programs.

c. Scope and limitations

The scope of the study is the assessment of the BSED and BEED degree offerings of
the JH Cerilles State College as to their thrust, profile, way of program implementation and
problems met in the implementation of the Curriculum. It is limited only to BSED and BEED
of the said school.
There are only ten (10) respondents that were selected by the researcher which comes
from four instructors/professors, two alumni, two nearby residents (knows about the school),
and two students.

d. Definition of terms
To give better understanding of the reader, the following terms are operationally
defined:
Assessment – is the act of making
Evaluation – Curriculum –Thrust –
V. RESULT AND DISCUSSION

Table 1 Show the profile of the college of education of JH Cerilles State College –
Dumingag Campus.
The Major thrust of the college is BSED mathematics and English and BEED general
education. There are 588 enrollees whose highest number comes from first year (190) which
is a common scenario of all schools, followed in descending order by the second year, third
year and fourth year with 159, 131, and 108 enrollees respectively.
The college performance indicator given were survival rate with a mean of 69.85%, a
graduation rate is 97.38% , and a dropout rate of 4.04%. This goes to show that there is still a
possibility of students to drop and or get failed in the class is college. The board exam rating
of school in education national level is 25.5%, at regional level is 59.5% while 58.5% at
school level. If we are to compare in a national standards of 75 to 100%, the level of board
performance is very low. Majority (11) teachers are not full fledged master that is the basic

47
requirements in teaching college even if 18 (85.71%) among 21 staff obtained license in
teaching.
The three top most problem met in the implementation of curriculum (in multiple
response) as we categorize was lack of reference with (11) 40.74%, lack of facilities with (9)
33.33%, unprepared for college students with (5) 18.52% and other problems with (2) 7.41%,
that they suggested solutions to “ask congress to pass a bill for free college education law” 15
or 53.57%, promote scholarship program of school 6 or 21.43%, subsidize state college &
universities for facilities and references procurement 4 or 14.29 and other suggestions like
solicitation with 3 or 10.71%.

Table 1. The JH Cerrilles State College-Dumingag Campus College of Education Profile

Responses to: Majors
1. What are the Major offerings of the BSED? Mathematics English
2. What are the major offerings of the BEED? General Education only
3. How many are enrollees of: 1st Year 2 Year 3rd
nd
4th Total
Year Year
BSED Day 51 45 39 29 164
BSED Night 23 21 18 12 74
BEED Day 84 68 54 46 252
BSED Night 32 25 20 21 98
Total 190 159 131 108 588
Course Survival Rate Drop Out Rate Graduation Rate
4a. Performance BSED 68.43% 3.07% 98.12%
Indicators BEED 71.26% 5.01% 96.64%
AY 2009-2010 Mean 69.85% 4.04% 97.38%
National Regional Level School Level
Course
Level
4b. Performance
BSED 25% 61% 68%
Indicators
BEED 26% 58% 49%

48
 AY 2009-2010 Total 25.5% 59.5% 58.5%
5. Educational Attainment Male Female Total Mean
Doctoral Degree Graduate 0 2 2 9.52
Faculty Doctoral Degree Units 1 3 4 19.05
Masters’ Degree Graduate 2 2 4 19.05
Profile Masters’ Degree Units 2 4 6 28.57
Bachelors Degree in 1 2 3 14.29
Education
Bachelors Degree & Units in 2 0 2 9.52
Education
TOTAL 8 13 21 100.00
6. No. of Teachers with Licensed: Male Female Total Mean
Teaching 6 12 18 85.71
Non-Teaching (Other Professional 2 1 3 14.29
Licensed)
TOTAL 8 13 21 100.00
7. Problems met in the Implementation of BSED & Frequency Mean
BEED Curriculum
a. Lack of References 11 40.74
b. Lack of facilities like ICT Related and Laboratory subjects 9 33.33
c. Unprepared for college students 5 18.52
d. Other Problems ( lack of parents support, can’t cope with college 2 7.41
education, etc)
TOTAL 27 100.00
8. Suggested Solutions to address problems enumerated Frequency Mean
a. Ask congress to pass a bill for free college education law 15 53.57
b. Promote scholarship program of school 6 21.43
c. Subsidize state college & universities for facilities and 4 14.29
references procurement/improvement
d. other suggestions (solicit for book & Facilities funding) 3 10.71
TOTAL 28 100.00
Table 2 determines how is the statement, dissemination and acceptability, congruency
of it to the implementation and the documentation of Vision, Mission, Goals and Objectives
of the JH Cerilles State College – Dumingag Campus.
The school uses the vision, mission of their main campus and is not crafted by the
school personnel themselves. Meaning it does not reflect their hopes totally and there were no
Goals and objectives stated. Only few among the faculty knew the Vision, Mission because it
is not yet disseminated nor printed in bulletins, etc. and is rated in this area as (1.58) fair.
The faculty does not have the change to accept or reject the Vision, mission used as
well as the students and the community or stakeholders. Moreover, they are not claiming it

49
because they do not take part in the crafting of it and so the dissemination and acceptability is
rated Poor (0.36).
The congruency is found lesser since it is not the schools’ own Vision, mission with
no goals and objectives stated. Yet their program (BSED and BEED) are having congruency
on the CHED educational mandate, while the curriculum is not crafted by the school, they just
follow from the main campus whose curriculum is just updated last 2004. This dimension is
rated fair (2.33).
The Documents they presented well was just the SUCs enabling act, Vision mission of
the school in the registrar’s office, and minutes only. The Overall mean is1.42 and it is very
poor condition of the school.
Table 2. The Assessment of the JH Cerilles State College Vision, Mission Goals and
Objectives Statement.
Provisi
on
Adjectival Numerical Rating of
Dimensions Check Rating Provision
M, NA, A E AE
E
A. Statement of Vision, Mission, Goals and Sub- 7 6 6
total Fair
Objectives
Section Mean 1.5 1.75 1.50 1.50
8
Sub-
B. Dissemination and Acceptability 4 4 4
total Poor
Section Mean 0.3 0.36 0.36 0.36
6
C. Congruency and Implementation Sub- 3 2 2
total Fair
Section Mean 2.3 3.00 2.00 2.00
3
GRAND TOTAL 4.2 POOR
7 Overall Adjectival Rating
MEAN 1.4
2

Table 3 shows the dimensions that measures the qualifications of the faculty in the
college of education of the JH Cerilles State College.
The college is headed by a dean who graduated of Doctor of Education, one faculty
also a Doctor of Education, almost all regular teachers are Master Graduate. Doctors and
Masteral teachers are having more than ten year of experience (see Appendix table 2b) while all
(six) instructors are baccalaureate graduate with masteral units. This goes to show that

50
academic qualifications and professional experiences of the faculty in the College of
Education are higher and is rated Good with 2.92 points.
Recruitment, selection and orientation, is also done with a proper selection criteria set,
screened with thorough dissemination with the in-charge, and has been based on criteria,
needs and with proper scrutinization of documents. Orientation is also done sometime that is
why this dimension obtains 3.01 points that falls on “good” adjectival rating.
Faculty is adequate enough with a regular loading based on the guidelines of teacher
loading system. Those that has special assignments are also deloaded while other extra
assignments are given honoraria or incentives. This dimension obtains a point of 3.80 that
also belong to “good” rating.
Promotion in rank and salary increase based on existing policies is also adhered. Yet
in my interview with some teachers, it depends on the closeness of the employee to the
administrator since there are among their companions who do not received just salary.
Probationary period is not adhered in the college of education while those that retires receives
a good and just receivables that this section obtains “good” rating with 2.89 points.
Faculty development is one among the lowest obtained points category. Their faculty
development program is not updated, with no faculty granted scholarship, lesser training, few
in-service training and attendance of symposia, workshops and few organizational inclination.
This is the scenario that I observe and see in their records and even obtained in the interview
although the category still rated “good” with 2.87 points.
Professional Performance is guaranteed among other professors that they are
knowledgeable in the subject they taught, good methods, and language, resourceful and
teaching with integration of values. Some uses ICT with instructional materials, no published
research or papers for the past 3 years that it is still at a “good” rating (3.04).
Salaries, bonuses, incentives are given regularly and almost all fringes benefits are
received by qualified recipients based papers presented, while professionalisms are adhered to
for the sake of better performance as revealed by some faculty respondents whose ratings are
both good with 3.89 and 2.8 points respectively.
Among documents that are not yet updated are Journal, Faculty Development
Program, and nor board resolutions on rank and tenure copy.
The overall mean is 3.15 points which falls under Good rating.

51
Table 3. The Assessment of the JH Cerilles State College – Dumingag Campus, College of
Education Faculty
Provisi
on
Adjectival Numerical Rating of
Dimensions Check Rating Provision
M,
NA,E A E AE
Sub- 13 11 11
A. Academic Qualifications and Professional total Good
Experience
Section Mean 2.92 3.25 2.75 2.75
Sub- 23 20 20
B. Recruitment, Selection and Orientation total Good
Section Mean 3.01 3.28 2.8 2.88
8
C. Faculty Adequacy and Loading Sub- 38 38 38
total Good
Section Mean 3.80 3.80 3.8 3.80
0
D. Rank and Tenure Sub- 10 8 8
Good
Section Mean 2.89 3.33 2.6 2.67

Sub- 15 14 14
E. Faculty Development Good
Section Mean 2.87 3.00 2.8 2.80

Sub- 25 20 20
F. Professional Performance & Scholarly Works Good
Section Mean 3.04 3.13 3.0 3.00

Sub- 25 22 23
G. Salaries, Fringe Benefits and Incentives Good
Section Mean 3.89 4.17 3.6 3.83

Sub- 14 14 14
H. Professionalism- The faculty members Good
Section Mean 2.80 2.80 2.8 2.80

GRAND TOTAL 22.25 GOOD

MEAN 3.15 Overall Adjectival Rating

Table 4 obtains a “good” rating in three dimensions and a very good in two
dimensions having an overall “Good” rating with a mean of 3.25 points in the curriculum and
instruction.
The BSED mathematics curriculum was patterned from WMSU while BSED English
and BEED is from JH Cerilles State College Main Campus. Both have met the standard of the
CHED and PRC that reflects the national educational goal since it improves the development
of knowledge in the field of Mathematics and English.

52
 There is a logical sequenced of its subjects yet there are still cross enrollees. This
prepares them students professionally, skillfully. It also develops them into better professional
based on customary laws and standards although it is not reviewed in the campus and not also
updated.
Syllabi are constructed by the teachers and these are found comprehensive, in good
content, updated references & techniques with the use of variety of methods. ICT is also used
sometime. Other instructional materials were also used with a good assessment practices.
The instructors are attending classes regularly, as found in the reports and logbook.
They are having good classroom management practices even though they have attended only
few training.
Graduates also passes board exams higher than the national passing rate for the past
three years yet, employment is of low percentage. Graduation requirements is just within the
standards and sometimes loosen or tighten rules and regulations due to poor program
development plan that quality assurance is less focused.
All documents are presented but some are very old like the approved grading system
except the system of accreditation that is not found.

Table 4. The Assessment of BSED and BEED Curriculum and Instruction in JH Cerilles State
College – Dumingag Campus.
Dimensions
Provisi
on
Adjectival Numerical Rating of
Provision
Check Rating
M,NA,E A E AE
A. Curriculum & Program of Studies Sub- 30 34 33
total Very Good
Section Mean 3.59 3.33 3.78 3.67
B. Instructional Processes with Sub- 58 53 52
total
Methodologies & Learning Opportunities Good
Section Mean 3.02 3.22 2.94 2.89
Sub-
C. Assessment of Academic Performance total Good
23 23 21
Section Mean 2.80 2.88 2.88 2.63
Sub-
D. Classroom Management total Very Good
15 20 19
Section Mean 3.60 3.0 4.0 3.8
Sub-
E. Graduation Requirement total Good
18 17 17
Section Mean 3.47 3.60 3.40 3.40
Sub-
F. Administrative Support for Effective total Good
25 23 24
Instruction
Section Mean 3.00 3.13 2.88 3.00
GRAND TOTAL 19.48 GOOD
MEAN 3.25 Overall Adjectival Rating

53
 The students Personnel service program is one among those poorly treated dimensions
of the school. Table 5 shows that school do not have enough personnel to cater students needs
and supports. The student personnel service unit is not properly emphasized, no
organizational structure and so poor system because of less administrative support in terms of
budget and allocation.
The enrollment, board passing rate and employability in the college of education
declines based on past three year data. More transferees were seen two ago. This was the time
when the school shifts from state University into state college. Retention policies never been
updated from WMSU to JH State College.
In the guidance program, orientation is done every semester with documentation
presented while the testing is very seldom.
Information service is best achieved when it is chika style but less if it would be done
purposively.
Having no guidance counselor item replaced from one resigned Guidance counselor,
someone was designated but due to its numerous students to be accommodated, counseling
records is few and even a follow-up services among need to be rescued clienteles.
Of many departments to attend to, only one school nurse is assigned without even
student assistant that poor medical / dental service is achieved.
Students’ sports development is not more focused in fact it has no Varsity. Student
publication is only once a year sometime. Only seldom or few cultural development,
scholarship and housing services and extra and intra-curricular programs is initiated because
of low budget.
To sum up with, students’ personnel service section, admission and retention, other
student services, scholarship grants and Guidance program, got “fair” rating, while, curricular
activities are rated “good” with 1.58, 2.21, 1.87, 2.48, 1.84 and 2.60 ratings respectively.

54
Table 5. The Assessment of Students’ Supports of the JH Cerilles State
College-Dumingag Campus
Provisi
on Adjectiva Numerical Rating of
Provision
Dimensions Check l Rating
M, NA, A E AE
E
Sub-
A. Student Personnel Services Program 22 17 18
total Fair
Section Mean 1.58 1.83 1.42 1.5
Sub- 20 15 18
B. Admission and Retention total Fair
Section Mean 2.21 2.5 1.88 2.25
Sub- 41 36 39
C. Guidance Program total Fair
Section Mean 2.27 2.41 2.12 2.29
Sub-
D. Other Student Services 56 52 52
total Fair
Section Mean 1.84 1.93 1.79 1.79
Sub-
E. Scholarships/Grants 29 19 19
total Fair
Section Mean 2.48 3.22 2.11 2.11
F. Co-curricular & Extra-curricular Programs Sub-
total Good
15 12 12
& Activities
Section Mean 2.60 3.00 2.40 2.40
GRAND TOTAL 12.98 FAIR
MEAN 2.16 Overall Adjectival Rating

Table 6 shows the research dimensions of the BSED and BEED curriculum of the JH
Cerilles State College-Dumingag Campus.
All the dimensions obtain “fair” rating which goes to show that research is less given
priorities. Only those that are obligatory mandated thrust are given attention by the school.
The college doesn’t have the records of how much is the fund allocated for the
research. In academic, research are still used by students in general education subjects and
that it is in this light that 1.84 mean points is obtained.
Only a handful number of research history has been in document which was two years
ago happened. Its monitoring and evaluation and even the sustainability is not clearly
apprehended as well as the practice of dissemination, publication and utilization of the
research results.
Research director of the school doesn’t have the file of records of the research of the
school.

55
Table 6. The Assessment on Research Dimensions of BSED and BEED of JH Cerilles State
College- Dumingag campus
Provisi Adjectival NUMERICAL RATING
on
Dimensions Check Rating
M, NA, A E AE
E
Sub-
A. Priorities and Relevance 6 4 4
total Fair
Section Mean 1.55 2.00 1.33 1.33
Sub-
B. Funding and other Resources 16 12 13
total Fair
Section Mean 2.28 2.67 2.00 2.17
Sub-
C. Implementation, Monitoring, Evaluation & total
17 12 12
Utilization of Research Results/Outputs Fair
Section Mean 1.52 1.89 1.33 1.3
3
Sub- 8 8 8
D. Publication, Dissemination & Utilization total Fair
Section Mean 2.00 2.00 2.00 2.0
0
GRAND TOTAL 7.35 FAIR
MEAN 1.84 Overall Adjectival Rating

College must diagnose what are the problems, needs and the resources available in the
community so that we can prepare what is to be produced. Table 7 shows the assessment of
the college on the priorities and relevance, funding and other sources, implementation and
monitoring and the involvement of the community in terms of extension programs.
Based on the records, college of education doesn’t have any data themselves on the
survey or whatever data gathering activities done, the extension programs implemented and
its monitoring and evaluation as well as the source of fund. In the college of agriculture, they
have records on it but it is not to be claimed by the college of education since it is majorly
participated and advocated by other. Although I provided points in the sense that they have
memo/order to conduct campaign, etc.

56
 There has been a program presented and they claim that was existing but the document
is not around. So I just give few points from many categories it has asked in the survey.
In the pictorials and written report or the accomplishment report of the teachers, they
show that community is involved in many school activities that I provided some bigger points
that make the certain category be rated as “Good” with 3.00 points. However, the overall
mean point is still a “Fair’ rating with 1.88 indicating little bit poorer extension services and
community involvement activities advocated.

Table 7. An Assessment on Extension Services and Community Involvement of the College

Provisi Adjectival NUMERICAL RATING
on
Dimensions Check Rating
M,NA, A E AE
E
A. Priorities and Relevance Sub- 12 9 10
total Fair
Section Mean 2.07 2.40 1.80 2.0
0
B. Planning, Implementation, Sub- 24 14 15
total Poor
Monitoring & Evaluation
Section Mean 1.11 1.50 0.88 0.9
4
C. Funding and Other Resources Sub- 6 5 5
total Poor
Section Mean 1.33 1.50 1.25 1.2
5
D. Community Involvement in the Sub- 4 2 3
total Good
Institution’s Activities
Section Mean 3.00 4.00 2.00 3.0
0
GRAND TOTAL 7.51 FAIR
MEAN 1.88 Overall Adjectival Rating

Table 8 reveals the assessment of library for the college of education particularly the
BSED and BEED course. Based on ocular inspection and assessment of records, the library
has only one librarian and two students assistant. Although it is a licensed librarian, and she
directs the supervision of the library, it has no board committee that formulates new policies
and she herself to make reports etc.

57
 It has simple organizational chart of course, it has sustainable development programs,
they receive due compensation, and even has its own collection policy, annual statistical
reports, but not at all organized, not all items are present, lesser collections and is not even
sufficient for its enrollment as the librarian reveals. She further added that she needs more
budgets to get more refined library and passing it into highly standard one.
There is also a cataloguing and separation of general circulation from Filipiniana and
local library holdings. Few magazines, news prints, no computer and Xerox machine, and
regular weeding is not even observed per regulations.
Education books are not even more enough or sufficient to cater the number of
enrollees as the student reveal when I ask them. They told me that they even not allowed to
borrow the books overnight for it is only a limited copy. And they added that sometimes they
cannot borrow books because the library is not open, meaning it is not open within the
standard hours and not accessible at all times. Many times, the new acquisitions are
announced but it is still of limited copy.

Table 8. The Assessment of Library for the BSED and BEED program of JH Cerilles State
College- Dumingag Campus.
Provisi Adjectival NUMERICAL RATING
on
Areas Check Rating
M,NA, A E AE
E
A. Administration Sub- Good 23 17 18
total
Section Mean 2.76 3.29 2.43 2.5
7
B. Staff/Personnel Sub- Good 13 10 11
total
Section Mean 2.83 3.25 2.50 2.7
5
C. Collection Development, Organization Sub- Fair 34 28 28
total
and Preservation
Section Mean 2.14 2.42 2.00 2.0
0
Sub-
D. Services and Utilization total
Good 22 19 19
S 3.34 3.67 3.17 3.1
ection Mean 7
F. Financial Support Sub-
total
Good 11 10 10
2.58 2.75 2.50 2.5
Section Mean 0
G. Linkages Sub- Poor 4 3 3
total
Section Mean 1.11 1.33 1.00 1.0

58
 0
GRAND TOTAL 17.26 FAIR
MEAN 2.47 Overall Adjectival Rating

Table 9 shows the assessment of physical plant facilities for the BSED and BEED
program of the JH Cerilles State College – Dumingag Campus.
The data reveal that site, campus, classrooms and offices and staff rooms has been
rated mean of 3.002, 2.62 and 2.60 respectively, which means it has good conducive learning
environment, can accommodate present school population, and accessible transportation.
However, there is no site plan displayed in the campus, fairly landscaped, some areas with
covered walks, area for outdoor activities, campus development program, traffic scheme and
fair system of ensuring cleanliness and orderliness. Some of its classrooms meets the standard
size and are sufficient in terms of numbers, some with marks and ventilation, only
chalkboards and tables around yet clean and student sometimes do cooperate cleaning. With
regards to offices and staffrooms, it is accessible to students, and located conveniently to
education students, well ventilated, function rooms are present and functional with minor
points gained in less functional unit like workplaces, furnishings, storeroom, communications
and rest room of students is not sufficient.
Buildings, Assembly and athletic facilities, medical and dental facilities, student
center, and food service are rated fair with 1.85, 1.88, 2.15, 1.72 and 2.16 respectively. All
these are present but of substandard and less functional unit.
There is a poor rating to accreditation center (0.00) and housing (1.4) since both are
not present for the college of education offering BSED and BEED course the student are just
staying outside cottages and relatives and faculty houses.

Table 9. The Assessment of Physical Plant Facilities for BSED and BEED of the JH Cerilles
State College- Dumingag Campus.
Provisio
n Check
Adjectival NUMERICAL RATING
Areas M,NA, Rating A E AE
E
A. Site Sub- Good 12 12 12
total
Section Mean 3.00 3.00 3.00 3.0
0
B. Campus Sub- Good 21 15 17
total
Section Mean 3.00 3.50 2.67 2.8
3

59
C. Buildings Sub- Fair 37 37 37
total
Section Mean 1.85 1.85 1.85 1.8
5
D. Classrooms Sub- Good 19 18 18
total
Section Mean 2.62 2.71 2.57 2.5
7
E. Offices and Staff rooms Sub- Good 26 26 26
total
Section Mean 2.60 2.60 2.60 2.6
0
F. Assembly & Athletic Facilities Sub- Fair 17 14 14
total
Section Mean 1.88 2.13 1.75 1.7
5
G. Medical and Dental Clinic Sub- Fair 25 23 23
total
Section Mean 2.15 2.77 2.09 2.0
9
H. Student Center Sub- Fair 11 10 10
total
Section Mean 1.72 1.83 1.67 1.6
7
I. Food Services/Canteen Sub- Fair 19 13 15
total
Section Mean 2.61 3.17 2.17 2.5
0
J. Accreditation Center Sub-
Poor 0 0 0
total
Section 0.00 0.00 0.00 0.0
Mean 0
K. Housing (Optional Sub- Poor 9 6 6
total
Section Mean 1.40 1.80 1.20 1.2
0
GRAND TOTAL 22.8 FAIR
3 Overall Adjectival Rating
MEAN 2.08

All four major items are rated fair under laboratories of the JH Cerilles Stat College

2.47 for Laboratories, shop and facilities, 1.67 for equipments and supplies, 1.75 for

maintenance, 2.33 for special provision as shown in table 10. There is little conformity

towards the standards in the laboratory, good ventilation with exit doors and few furniture.

First aid kit is mall and few, no lab manual and training and lesser access to media.

60
 The equipment supplies and Maintenance are still very poor with few provisions on

guidance and policies documented. There is a need for the school to improve these areas of

concern for better performance of each to the class.

Table 10. The Assessment on Laboratories Intended for BSED and BEED Course of the JH
Cerilles State College – Dumingag Campus.
Check Adjectival NUMERICAL RATING
Dimensions M,NA,E
Rating A E AE
Sub- 45 40 41
A. Laboratories, Shops and Facilities total
Fair
Section Mean 2.4 2.65 2.75 2.41
7
B. Equipment & Supplies Sub- Fair 4 3 3
total
Section Mean 1.6 2.00 1.50 1.50
7
C. Maintenance Sub- Fair 17 12 13
total
Section Mean 1.7 2.13 1.50 1.6
5 3
D. Special Provisions Sub- Fair 3 2 2
total
Section Mean 2.3 3.00 2.00 2.0
3 0
GRAND TOTAL 8.2 FAIR
2 Overall Adjectival Rating
MEAN 2.0
6

The administration is also assessed whether there is congruency of it towards

programs towards the offering of BSED and BEED.
Table 11 shows it relevance towards the thrust of the college with supply and Record
management garnered very good rating of 3.55 and 3.57 that performances records and
documents are well kept. The administration is also good in fiscal management with 2.76 and
organization whose structure is during WMSU time approved that is the reason why it downs
its point in effectiveness since I don’t think it would still work in JH Cerilles State College
thrust.
A fair rating is obtained under academic administration (2.46) and student personnel
administration because students and personnel are not included at all times in planning
activities and development plans. There are students and teacher who reveal they are just a

61
statue that is not consulted on their concerns. That is why under institutional planning
development it is rated poor with 1.44 points.

Table 11. The Assessment of Administration in its Programs / Participation for BSED and
BEED Curriculum under the JH Cerilles State College
Provisi
Adjectival NUMERICAL RATING
Dimensions on
Check Rating
M,NA,
E
A E AE
Sub- Good 29 13 19
A. Organization total
Section Mean 2.9 4.14 1.86 2.7
0 1
Sub- Fair 25 16 18
B. Academic Administration total
Section Mean 2.4 3.13 2.00 2.2
6 5
Sub- Fair 6 7 7
C. Student & Personnel Administration total
Section Mean 1.6 1.50 1.75 1.7
7 5
Sub- Good 23 17 18
D. Financial Management total
Section Mean 2.76 3.29 2.43 2.57
Sub- Very Good 27 17 20
E. Supply Management total
Section Mean 3.55 1.50 2.83 3.33
Sub- Very 28 23 24
F. Records Management total
Section Mean 3.57 Good 4.00 3.29 3.4
3
Sub- Poor 11 7 8
G. Institutional Planning & Development total
Section Mean 1.44 1.83 1.17 1.3
3
Sub- Good 28 20 22
H. Performance of personnel total
Section Mean 2.92 3.50 2.50 2.7
5
GRAND TOTAL 21.2 GOOD
7 Overall Adjectival Rating
MEAN 2.66

62
 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This Study is an assessment on the BSED and BEED Program of the JH Cerilles State
College - Dumingag Campus to seek answers of: What are the major thrusts and profile of the
BSED and BEED program?, and What are the common problems meet in the implementation
of BSED and BEED program? It is aimed to identify the major thrusts of the BSED and
BEED program of the JH Cerilles State College – Dumingag campus, to determine the profile
of the college that help achieve school/national educational goals; and to establish the
common problems met in the implementation of the BSED and BEED programs whose scope
and limitation is within the premise of the above-mentioned course and school.
The Major thrust of the college is BSED mathematics and English and BEED general
education. There are 588 enrollees whose survival rate is 69.85%, a graduation rate is
97.38% , and a dropout rate of 4.04%. This goes to show that there is still a possibility of
students to drop and or get failed in the class is college. The board exam rating of school in
education national level is 25.5%, at regional level is 59.5% while 58.5% at school level. If
we are to compare in a national standards of 75 to 100%, the level of board performance is
very low.
Majority (11) teachers are not full-fledged master and 85.71% among its staff obtained
license in teaching. The three top most problem met in the implementation of curriculum was
lack of reference 40.74%, lack of facilities 33.33%, unprepared for college students 18.52%

63
that their suggested solutions are to “ask congress to pass a bill for free college education
law” 53.57%, promote scholarship program of school 21.43%, subsidize state college &
universities for facilities and references procurement 14.29%.
The school uses the vision, mission of their main campus and is not crafted by the
school personnel themselves. Meaning it does not reflect their hopes totally and there were no
Goals and objectives stated. Only few among the faculty knew the Vision, Mission because it
is not yet disseminated nor printed in bulletins (1.58). The faculty does not have the change to
accept or reject the Vision, mission used as well as the students and the community or
stakeholders and is rated Poor (0.36). The Documents they presented well was just the SUCs
enabling act, Vision mission of the school in the registrar’s office, and minutes only. The
Overall mean is1.42 and it is very poor condition of the school.
The college is headed by a dean who graduated of Doctor of Education, one faculty
also a Doctor of Education, almost all regular teachers are Master Graduate. Doctors and
Masteral teachers are having more than ten year of experience while all (six) instructors are
baccalaureate graduate with masteral units. This goes to show that academic qualifications
and professional experiences of the faculty in the College of Education are higher and is rated
Good with 2.92 points. Recruitment, selection and orientation, is also done with a proper
selection criteria set, screened with thorough dissemination with the in-charge, and has been
based on criteria, needs and with proper scrutinization of documents. Orientation is also done
sometime that is why this dimension obtains 3.01 points that falls on “good” adjectival rating.
Faculty is adequate enough with a regular loading based on the guidelines of teacher
loading system. Those with special assignments are also deloaded while other extra
assignments are given honoraria or incentives. This dimension obtains a point of 3.80 that
also belong to “good” rating. They observe promotion in rank and salary increase based on
existing policies yet in my interview with some teachers, it depends on the closeness of the
employee to the administrator and probationary period is not adhered in the college of
education. Retires receives a good and just receivables that this section obtains “good” rating
with 2.89 points. Faculty development is one among the lowest obtained points category.
Their faculty development program is not updated, with no faculty granted scholarship, lesser
training, few in-service training and attendance of symposia, workshops and few

64
organizational inclination. This is the scenario that I observe and see in their records and even
obtained in the interview although the category still rated “good” with 2.87 points.
Professional Performance is guaranteed among other professors that they are
knowledgeable in the subject they taught, good methods, and language, resourceful and
teaching with integration of values. Some uses ICT with instructional materials, no published
research or papers for the past 3 years that it is still at a “good” rating (3.04).
Salaries, bonuses, incentives are given regularly and almost all fringes benefits are
received by qualified recipients based papers presented, while professionalisms are adhered to
for the sake of better performance as revealed by some faculty respondents whose ratings are
both good with 3.89 and 2.8 points respectively. Documents that are not yet updated are
Journal, Faculty Development Program, and nor board resolutions on rank and tenure copy.
The overall mean is 3.15 points which falls under Good rating.

Support to students obtains a “good” rating in three dimensions and a very good in two
dimensions having an overall “Good” rating with a mean of 3.25 points in the curriculum and
instruction. The BSED mathematics curriculum was patterned from WMSU while BSED
English and BEED is from JH Cerilles State College Main Campus. Both have met the
standard of the CHED and PRC that reflects the national educational goal since it improves
the development of knowledge in the field of Mathematics and English whose subjects are
logically sequenced.
Syllabi are constructed by the teachers and these are found comprehensive, in good
content, updated references & techniques with the use of variety of methods. ICT is also used
sometime. Other instructional materials were also used with a good assessment practices.
The instructors are attending classes regularly, as found in the reports and logbook.
They are having good classroom management practices even though they have attended only
few training.
Graduates also passes board exams higher than the national passing rate for the past
three years yet, employment is of low percentage. Graduation requirements is just within the
standards and sometimes loosen or tighten rules and regulations due to poor program
development plan that quality assurance is less focused.

65
 All documents are presented but some are very old like the approved grading system
except the system of accreditation that is not found.
The students Personnel service program is one among those poorly treated dimensions
of the school. It is not properly emphasized, no organizational structure and so poor system
because of less administrative support in terms of budget and allocation.
The enrollment, board passing rate and employability in the college of education
declines based on past three year data. More transferees were seen two ago. This was the time
when the school shifts from state University into state college. Retention policies never been
updated from WMSU to JH State College.
In the guidance program, orientation is done every semester with documentation
presented while the testing is very seldom. Information service is best achieved when it is
chika style but less if it would be done purposively.
Having no guidance counselor item replaced from one resigned Guidance counselor,
someone was designated but due to its numerous students to be accommodated, counseling
records is few and even a follow-up services among need to be rescued clienteles.
Of many departments to attend to, only one school nurse is assigned without even
student assistant that poor medical / dental service is achieved.
Students’ sports development is not more focused in fact it has no Varsity. Student
publication is only once a year sometime. Only seldom or few cultural development,
scholarship and housing services and extra and intra-curricular programs is initiated because
of low budget.
To sum up with, students’ personnel service section, admission and retention, other
student services, scholarship grants and Guidance program, got “fair” rating, while, curricular
activities are rated “good” with 1.58, 2.21, 1.87, 2.48, 1.84 and 2.60 ratings respectively.
All the dimensions in research obtain “fair” rating which goes to show that research is
less given priorities. Only those that are obligatory mandated thrust are given attention by the
school.
The college doesn’t have the records of how much is the fund allocated for the
research. In academic, research are still used by students in general education subjects and
that it is in this light that 1.84 mean points is obtained.

66
 Only a handful number of research history has been in document which was two years
ago happened. Its monitoring and evaluation and even the sustainability is not clearly
apprehended as well as the practice of dissemination, publication and utilization of the
research results. Research director of the school doesn’t have the file of records of the
research of the school.
College must diagnose what are the problems, needs and the resources available in the
community so that we can prepare what is to be produced. In the assessment of the college on
the priorities and relevance, funding and other sources, implementation and monitoring and
the involvement of the community in terms of extension programs, only one area rated good,
two with fair and one is poor.
Based on the records, college of education doesn’t have any data themselves on the
survey or whatever data gathering activities done, the extension programs implemented and
its monitoring and evaluation as well as the source of fund. There has been a program
presented and they claim that was existing but the document is not around. So I just give few
points from many categories it has asked in the survey.
In the pictorials and written report or the accomplishment report of the teachers, they
show that community is involved in many school activities that I provided some bigger points
that make the certain category be rated as “Good” with 3.00 points. However, the overall
mean point is still a “Fair’ rating with 1.88 indicating little bit poorer extension services and
community involvement activities advocated.
In the assessment of library for the college of education particularly the BSED and
BEED course. Based on ocular inspection and assessment of records, the library has only one
librarian and two students assistant. Although it is a licensed librarian, and she directs the
supervision of the library, it has no board committee that formulates new policies and she
herself to make reports etc.
It has simple organizational chart of course, it has sustainable development programs,
they receive due compensation, and even has its own collection policy, annual statistical
reports, but not at all organized, not all items are present, lesser collections and is not even
sufficient for its enrollment as the librarian reveals. She further added that she needs more
budgets to get more refined library and passing it into highly standard one.

67
 There is also a cataloguing and separation of general circulation from Filipiniana and
local library holdings. Few magazines, news prints, no computer and Xerox machine, and
regular weeding is not even observed per regulations.
Education books are not even more enough or sufficient to cater the number of
enrollees as the student reveal when I ask them. They told me that they even not allowed to
borrow the books overnight for it is only a limited copy. And they added that sometimes they
cannot borrow books because the library is not open, meaning it is not open within the
standard hours and not accessible at all times. Many times, the new acquisitions are
announced but it is still of limited copy.
The physical plant facilities like site, campus, classrooms and offices and staff rooms
has been rated mean of 3.002, 2.62 and 2.60 respectively, which means it has good conducive
learning environment, can accommodate present school population, and accessible
transportation. However, there is no site plan displayed in the campus.
Areas are fairly landscaped, some areas with covered walks, area for outdoor
activities, campus development program, traffic scheme and fair system of ensuring
cleanliness and orderliness. Some of its classrooms meets the standard size and are sufficient
in terms of numbers, some with marks and ventilation, only chalkboards and tables around yet
clean and student sometimes do cooperate cleaning. With regards to offices and staffrooms, it
is accessible to students, and located conveniently to education students, well ventilated,
function rooms are present and functional with minor points gained in less functional unit like
workplaces, furnishings, storeroom, communications and rest room of students is not
sufficient.
Buildings, Assembly and athletic facilities, medical and dental facilities, student
center, and food service are rated fair with 1.85, 1.88, 2.15, 1.72 and 2.16 respectively. All
these are present but of substandard and less functional unit. There is a poor rating to
accreditation center (0.00) and housing (1.4) since both are not present for the college of
education offering BSED and BEED course the student are just staying outside cottages and
relatives and faculty houses.
All four major items are rated fair under laboratories 2.47 for Laboratories, shop and

facilities, 1.67 for equipments and supplies, 1.75 for maintenance, 2.33 for special provision

68
as shown in table 10. There is little conformity towards the standards in the laboratory, good

ventilation with exit doors and few furniture. First aid kit is mall and few, no lab manual and

training and lesser access to media.

The equipment supplies and Maintenance are still very poor with few provisions on

guidance and policies documented. There is a need for the school to improve these areas of

concern for better performance of each to the class.

The administration is also assessed. Its relevance towards the thrust of the college with
supply and Record management garnered very good rating of 3.55 and 3.57 that performances
records and documents are well kept. The administration is also good in fiscal management
with 2.76 and organization whose structure is during WMSU time approved that is the reason
why it downs its point in effectiveness since I don’t think it would still work in JH Cerilles
State College thrust.
A fair rating is obtained under academic administration (2.46) and student personnel
administration because students and personnel are not included at all times in planning
activities and development plans. There are students and teacher who reveal they are just a
statue that is not consulted on their concerns. That is why under institutional planning
development it is rated poor with 1.44 points.

Conclusion

1. The major thrust of the college is BSED mathematics and English and BEED general
education.
2. A poor performance of school in terms of dropout, survival and and graduation rate and fair
of board passing rate.
3. Topmost problem identified is lack of reference and they suggested for free college
education as bill to subsidize school and resolve problems.
4. There is no Goals and Objectives stated for the school and even college to operate and poor
dissemination of its Vision and mission and Stakeholders are not included in the making of
school development plan.
5. Academic qualifications of teachers are good but a poor staff development strategy.

69
6. There is no accreditation center and poor research, community linkages, library, laboratory,
physical plant facilities and administration.

Recommendation:
1. Enhance school development plan to address problems and poor performance areas.
2. Put up a school accreditation center to check the weak points the school is need to look
into.
3. The school must create its own vision, mission, goals and objectives as it is a must for a
school campus.
4. Seek for more funding agencies especially in CHED education fund but be sure to make
proposal.

APPENDICES

A. Appendix Tables
Table 2a. Statement of Vision, Mission Goals and Objectives
Provisi Numerical
on
A. Statement of Vision, Mission, Goals and Objectives Check
Rating of
Provision
M, NA, A E AE
E
1. The Vision clearly reflects what the institution hopes to E 4 3 3
become in the future.
2. The Mission clearly reflects the SUC’s legal and educational E 3 3 3
mandate.
3. The Goals are clearly stated, and are consistent with the M 0 0 0
Mission of the SUC.
4. The Objectives clearly state the expected outcomes in the M 0 0 0
form of competencies (skills and knowledge) and other attributes
of the graduates
Sub-total 7 6 6
Section Mean 1.5 1.7 1.5 1.5
8 5 0 0
B. Dissemination and Acceptability
1. The Vision and Mission statements, Goals and Objectives M 0 0 0
printed in bulletins, catalogs/manuals and other forms of
Communication media are readily available.
2. The faculty members know the Vision and Mission of the E 2 2 2
SUC, and the goals of their College/Department
3. The faculty understand and accept the Objectives of the M 0 0 0
Program
4. There is faculty participation in the formulation, review, and/or M 0 0 0
revision of the VMGOs
5. The staff know the Vision and Mission of the SUC, & the Goals E 2 2 2
and Objectives of the College and the Program, respectively

70
 6. There is staff participation in the formulation, review, and/or M 0 0 0
revision of the VMGOs
7. The students are aware of the Vision and Mission of the SUC M 0 0 0
8. The students understand and accept the Objectives M 0 0 0
(Outcomes) of their Program
9. Cooperating agencies, linkages, alumni, industry M 0 0 0
representatives, and other concerned organizations/groups
participate in the formulation, review, and/or revision of the
VMGOs
10. The cooperating agencies, linkages, alumni, industry sector M 0 0 0
and other concerned groups know and appreciate the Vision,
Mission, Goals and Objectives
11. The VMGOs are widely disseminated to the different agencies, M 0 0 0
institutions, industry sector, and the community as a whole
Sub-total 4 4 4
Section Mean 0.3 0.3 0.3 0.3
6 6 6 6
C. Congruency and Implementation
1. There is congruency between actual educational practices E 3 2 2
and activities, in all of the following:
Sub-total 3 2 2
Section Mean 2.3 3 2 2
3
GRAND TOTAL 4.2 Adjectival
7 Rating
MEAN 1.4 POOR
2

Table 3a. Faculty

Provis Numerical
ion
Rating of
A. Academic Qualifications and Professional Experience Check
Provision
M,
NA,E A E AE
1. The required number of faculty members have earned graduate E 4 3 3
degrees appropriate and relevant to the program
2. Other educational qualifications such as the following are considered: E 4 3 3
related experience, licensure, specialization, technical skills &
competence, and special abilities
3. Faculty members demonstrate professional competence and are E 4 4 4
engaged in any or a combination of the following: instruction, research,
extension, production, consultancy and expert service publication,
creative & scholarly work
4. Faculty members have received academic recognition such as E 1 1 1

71
scholarships/fellowships grants and awards.
Sub-total 13 11 11
Section Mean 2.92 3.25 2.75 2.75
B. Recruitment, Selection and Orientation
1. The following criteria are considered in the recruitment and selection E 4 4 4
of faculty members: academic qualification, professional/relevant
experiences, personal qualities, psycho-social characteristics,
communication skills, teaching ability, previous record of employment (if
any), technical/special skills & abilities and performance rating; (if
applicable)
2. A Screening Committee selects and recommends the best and most E 3 2 2
qualified based on set criteria.
3. The hiring system adopts open competition, which is published and E 2 2 2
well disseminated through CSC and various media outlets.
4. Recruitment and selection is a participative process involving the E 3 3 3
dean, concerned chairperson, faculty representative and other
administrators concerned.
5. Faculty recruitment is based on an institutional Human Resource E 3 2 2
Development Plan/Program.
6. The institution requires the applicant to pass any of the following: E 5 5 5
medical, psychological examination
7. The institution conducts orientation to newly-hired faculty on the E 3 2 2
institutional vision, and objectives, CSC, PRC, DBM, and administration
policies on faculty promotion, responsibilities, and privileges.
Sub-total 23 20 20
Section Mean 3.01 3.2 2.8 2.8
8 8 8
C. Faculty Adequacy and Loading
1. The required number of specialized faculty members are assigned to E 5 4 4
teach the professional subject.
2. Faculty members are assigned to teach their major/minor fields of E 4 4 4
specialization.
3. Administrative arrangements are adopted when vacancies/leaves of E 3 2 2
absence occur during the school year.
4. Faculty schedule allows time for preparation, checking papers, record- E 4 4 4
keeping, evaluation and other instruction-related activities.
5. Faculty-student ratio meets the program requirements and standards. E 4 5 5
6. Workload assignments & number of preparations are in accordance with E 5 4 4
existing workload guidelines.
7. There is a provision to give incentives for overload teaching. E 3 4 4
8. Instruction-related assignments, such as consultation, tutorial, E 3 3 3
remedial classes expert services, are in consonance with faculty
workload guidelines.
9. There is equitable, measurable and fair distribution of teaching & other E 3 4 4
assignments.
10. Workload provides the faculty sufficient time for teaching and/or E 4 4 4
research, extension and other assigned tasks.
Sub-total 38 38 38
Section Mean 3.80 3.8 3.8 3.8
0 0 0

72
 Continuation of table 3a
Provi Numerical Rating
sion of Provision
D. Rank and Tenure Chec
k

M, NA, A E AE
E
1. The institution implements a system of promotion in rank and salary E 3 2 2
based on existing policies and issuances.
2. A probationary period or temporary status is required before a E 2 2 2
permanent status is granted to a faculty.
3. Retirement, separation or termination benefits are granted in E 5 4 4
accordance with government (CSC,GSIS/DBM) & institutional policies
& guidelines.
Sub-total 10 8 8
Section Mean 2.89 3.3 2.6 2.6

E. Faculty Development
1. The institution implements a sustainable Faculty Development E 3 2 2
Program based on identified priorities/needs.
2. The institution adopts an objective system of selecting deserving E 2 1 1
faculty to be granted scholarship, fellowship, and training grants.
3. The institution periodically conducts an in-service training for E 3 4 4
faculty.
4. The institution supports the professional growth of the faculty by E 3 3 3
encouraging attendance in lectures, symposia, conferences &
workshops, etc.
5. Every faculty member is an active member of at least one E 4 4 4
professional/scientific organization or honor society relevant to his
assignment and field of specialization.
Sub-total 15 14 14
Section Mean 2.87 3.0 2.8 2.8

F. Professional Performance & Scholarly Works

1. The faculty members demonstrate skills and competencies in all of E 4 4 4
the following: knowledge of the program outcome(s); defining the
course objectives clearly in the program outcomes;
knowledge/mastery of the content, issues, and methodologies in the
discipline; proficiency in the use of the language of instruction;
creative, analytical and other higher order thinking skills;
innovativeness and resourcefulness in different instructional
processes; integration of values and work ethic in the teaching-
learning process.
2. Utilize ICT resources in the enhancement of the teaching-learning E 4 3 3
process.
3. Produce instructional materials in the preparation of required reports E 4 4 4
and other academic output.
4. Prepare required reports and other academic outputs. E 4 4 4
5. Update lecture notes through an interface of relevant research E 4 3 3
findings and new knowledge.
6. Serve as resource person/lecturer/consultant in their fields of E 3 4 4
specialization.
7. Present/publish papers in regional/national for a and/or international E 1 1 1
magazines/journals.
8. Conduct outreach activities E 1 1 1

73
 Sub-total 25 20 20
Section Mean 3.04 3.1 3.0 3.0

Continuation Table 3a.

Provisi Numerical Rating
on of Provision
G. Salaries, Fringe Benefits and Incentives Check
M, NA,
E A E AE
1. Salaries are in accordance with existing policies and guidelines. E 5 5 5
2. Policies on salaries/benefits and other privileges are disseminated E 5 4 4
to the faculty.
3. Salaries are paid regularly and on time. E 4 4 4
4. Teaching assignments beyond the regular load are compensated E 4 3 3
(e.g. overload pay, service credits, etc.)
5. The following fringe benefits are granted: maternity leave/paternity E 4 5 5
leave with pay, sick leave, study leave (with or w/out pay), vacation
leave, tuition discount for faculty and dependents, clothing/uniform
allowance, productivity incentive bonus, anniversary bonus,
honoraria/incentives for the production of scholarly works, Sabbatical
leave, housing privilege, and Others,
6. Faculty members with outstanding performance are given E 3 1 2
recognition/awards and incentives.
Sub-total 25 22 23
Section Mean 3.89 4.1 3.6 3.8

H. Professionalism- The faculty members:

1. Show sense of responsibility through all of the following: regular E 3 4 4
and prompt attendance in classes, attendance & participation in
faculty meetings and college/university activities, completion of
assigned tasks on time, prompt submission of all required reports,
observance of proper decorum at all times
2. Follow the Code of Ethics of the Profession, including the Code of E 3 2 2
Ethical Standards for Government Officials and Employees.
3. Exercise academic freedom judiciously. E 4 3 3
4. Show commitment and loyalty to the mission of the Institution as E 2 2 2
evidenced by: observance of official time; productive use of official
time performance of assignment with or without compensation, and;
compliance with terms of agreement/contracts (e.g. scholarship and
training).
5. Demonstrate harmonious interpersonal relations with superiors, E 2 3 3
associates, students and the community.
Sub-total 14 14 14

74
 Section Mean 2.80 2.8 2.8 2.8

GRAND TOTAL 22.25 Adjectival

Rati
ng
MEAN 3.15 GOOD

Table 4a. The Curriculum and Instruction

A. Curriculum & Program of Studies Provisi Numerical Rating
on of Provision
Check
1. The curriculum/program of study meets the requirements & standards of E 4 4 4
CHED, PRC, Technical Panels, Professional Organizations or Societies and
other related agencies.
2. The curriculum reflects national, regional, and institutional goals. E 4 4 4
3. The curriculum provides for the development of the following professional E 3 5 4
competencies: acquisition of knowledge of the theory based on the field of
specialization, learning the conceptual application of the theory to real
problems in the field, and demonstrating the skills to carry out the
application or strategy in actual work setting.
4. The courses are logically sequenced and prerequisite courses are E 3 2 2
identified.
5. The curricular content responds to the needs of the country recent E 3 3 3
developments in the profession.
6. The curricular content reflects the depth and breadth of the professional E 3 4 4
and technical preparation required of its graduates.
7. The curriculum integrates values, reflective of national customs, culture and E 4 4 4
tradition in cases where applicable.
8. The curriculum provides opportunities for participation in co-curricular, E 4 5 5
immersion/practical activities.
9. Activities are undertaken to ensure quality in the planning, design, E 2 3 3
monitoring and review of the curriculum as follows: Periodic review,
assessment, and updating of the curriculum, Participation of following stakeholders in
the development and revision of the curriculum: (Faculty Students Alumni & Others),
Participation of the Academic Council in the review and approval of curricular
programs; and, Curricular revisions are officially approved by the Board of
Regents/Trustees.
Sub-total 30 34 33
Section Mean 3.59 3.33 3.78 3.67

75
B. Instructional Processes with Methodologies & Learning
Opportunities
1. There is an updated syllabus for each subject duly approved by the Dean E 3 4 4
or official concerned.
2. The syllabus is comprehensive and appropriate contents for the course E 4 3 3
are included.
3. The syllabus allows flexibility to accommodate revisions & adjustments E 3 4 4
while the course progresses
4. The syllabus includes a list of suggested reading and references of recent E 4 4 4
edition.
5. The faculty provides a copy of the syllabus to each student & discusses at E 2 1 1
the beginning of the course.
6. Classroom instruction is enrich through the following strategies: E 4 3 3
(symposia, seminars, workshops, professional lectures, field trips/learning
visits, peer teaching/cooperative learning, computer-assisted instruction
(CAI) & computer-assisted learning (CAL),
7. Instruction is enriched through the following strategies used: (Film showing; E 4 3 3
Projects; Group dynamics; Case study; Workshops; Simulations; Dimensional question
approach, Brainstorming; Buzz sessions; Informal creative groups; Interactive
learning; Team teaching; Micro & Macro teaching; Tandem/Pee teaching; Multi-media;
Experiments; Problem-solving; Type study methods, etc.)
8. The approaches, methods and techniques that develop analytical and E 4 3 3
critical thinking such as the ones mentioned above are widely used.
9. Course requirements that contribute to quality, and independent study E 3 3 3
such as the following are used: (Group/individual projects; Reports, Term Papers,
Performance activities, written and oral examinations, Learning contract, portfolio,
research study, etc.)
10. Teaching strategies stimulate the development of the students’ critical & E 4 3 3
analytical thinking, and independent learning.
11. Instructional strategies provide for students’ individual needs and E 3 3 3
multiple intelligences.
12. Instruction is conducted with the following: Submission of approved and E 3 2 2
updated syllabus per course, Regular classroom observation/supervision, Regular
faculty meetings with the Dean/Dept. Head, and Conduct of Faculty Performance
Evaluation
13. Instruction is enhanced through: attendance/participation of faculty to in- E 3 4 4
service training and conduct of experimental classes, and adoption of alternative
delivery modes, or use of current/updated instructional methodologies.
14. Varied, multi-sensory materials and computer programs are utilized for E 3 2 2
instruction.
15. Instructional materials are reviewed and recommended by an E 3 2 2
Instructional Materials Committee.
16. Faculty members are encouraged to produce their own instructional E 4 3 3
materials such as modules, softwares, visual aids, manuals & textbooks.
17. The academic unit maintains consortia and linkages with other learning E 2 3 3
institutions for academic exchange of instructional materials.
18. The prescribed textbook & other reference materials are of recent E 2 2 2
edition and reflect recent trends, issues and content related to the
subject/course.
Sub-total 58 53 52
Section Mean 3.02 3.2 2.9 2.89
2 4

Continuation Table 4a.

Provisi Numerical Rating of
on Provision
C. Assessment of Academic Performance Check

M, NA, A E AE
E
1. The program of studies provides for the evaluation of student E 4 3 3
performance through a combination of the following: Formative tests,

76
summative tests, project & term papers, practicum & performance tests, etc.
2. The summative tests administered are: comprehensive enough E 3 4 4
to test the different levels of cognitive skills & knowledge of
content, based on Table of Specification (TOS
3. Varied evaluation measures are used, such as: portfolio, rubric E 3 2 2
assessment, skills demonstration, paper and pencil tests, oral
examinations, group/individual reports, group/individual research
study, etc.
4. The academic unit encourages and supports assessment for E 3 2 2
individual differences & multiple intelligences.
5. Course and tests requirements are returned to students after E 2 3 3
results are checked, recorded, and analyzed
6. The system of student evaluation & grading is defined, E 3 3 3
understood, and disseminated to: academic administrators;
faculty; students; and parents/guardians
7. The percentage of passers in government examination of the E 3 2 2
concerned institution is higher/lower than the national passing
percentage.
8. Majority of the graduates succeed in gaining employment in E 2 2 2
jobs related to their education after graduation
Sub-total 23 23 21
Section Mean 2.80 2.8 2.8 2.63
8 8
D. Classroom Management
1. Records of students’ daily attendance are filed and used for E 3 3 3
monitoring and guidance/ counseling purposes.
2. The policy on students’ attendance in classroom and other E 3 4 4
instructional activities is enforced.
3. In a laboratory class, there is at least one assistant/ facilitator, for E 1 3 2
the requirements of students
4. Classroom discipline is maintained in consonance with E 4 5 5
democratic practices.
5. Class officers and assigned students assist in maintaining E 4 5 5
cleanliness of classroom, laboratories and corridors.
Sub-total 15 20 19
Section Mean 3.60 3.0 4.0 3.8
E. Graduation Requirement
1. The students are regularly informed of the academic E 3 4 4
requirements of their course.
2. The academic unit offering the program provides a system for E 3 2 2
student returnees & transferees to meet the residence & other
graduation requirements.
3. Graduating students conduct research and undergo E 4 4 4
practicum/OJT or other activities prescribed in their respective
curricula, for enhanced learning
4. The academic unit provides a system to assist graduating E 3 3 3
students with academic deficiencies, disciplinary cases, & other
requirements which hinder issuance of clearances
5. The students are required to accomplish clearance for E 5 4 4
accountabilities & responsibilities from the institution before
graduation.
Sub-total 18 17 17
Section Mean 3.47 3.6 3.4 3.40

77
 0 0

Continuation table 4a.

Provisi Numerical Rating
on of Provision
F. Administrative Support for Effective Instruction Check

M, NA, A E AE
E
1. The institution implements rules on the attendance of faculty in E 4 4 4
their respective classes
2. The institution has provisions for substitute or special arrangements E 4 2 3
whenever a teacher is on leave.
3. There is a periodic faculty performance evaluation in accordance with E 4 3 3
existing institutional policies.
4. Dialogues involving the administration, faculty and students are E 2 2 2
encouraged
5. There is a system of awards and recognition for outstanding E 3 2 2
achievement of faculty
6. Quality instruction is assured through the following strategies: E 2 3 3
requiring a syllabus for each subject/course duly approved by the appropriate
authority; requiring the submission of copies of the mid-term and final examination
questions, including corresponding table of specifications to the department head;
requiring the conduct of summative examinations (departmental examination,
having regular faculty meetings with the dean/dept. chairman;etc.); conducting
supervisory visits to the classes; requiring consultation between students and
faculty; encouraging the conduct of studies on academic performance of faculty and
students; providing for the participation/attendance of the faculty in in-service
activities
7. Supervision is designed to ensure sufficient class preparation by E 2 3 3
the faculty
8. Periodic faculty performance evaluation is done by the following: E 4 4 4
the academic head/department chairman; students; the faculty
member himself/herself
Sub-total 25 23 24
Section Mean 3.00 3.1 2.8 3.0
3 8 0
GRAND TOTAL 19.48 Adjectival
Rating
MEAN 3.25 GOOD

78
Table 5a. Support to Students
Provisi Numerical Rating of
on Provision
A. Student Personnel Services Program Check

M, NA, A E AE
E
1. The objective of the Student Personnel Services Program are E 3 2 2
focused on students’ welfare, growth and development.
2. The objectives are in consonance with the mission, goals, and E 2 2 2
objectives of the institution.
3. The objectives are clearly defined. E 2 2 2
4. The institute has a Student Personnel Services (SPS) unit. E 2 1 1
5. The SPS unit has an organizational structure which shows its E 1 2 2
relationship with other units.
6. The SPS unit is headed by a qualified staff. E 1 1 1
7. The SPS unit is staffed with qualified personnel. E 1 1 1
8. The SPS unit plans, implements, monitors, and coordinates E 2 1 1
student services.
9. There is a continuing and systematic evaluation on the E 2 1 1
effectiveness of the student services program.
10. The institution supports and approves the SPS programs. E 2 2 2
11. The institution provides budget allocation for the E 1 1 1
implementation of the SPS program.
12. The administration, students, faculty, staff and parents are E 3 1 2
supportive of the student services and activities in the SPS
Program.
Sub-total 22 17 18
Section Mean 1.58 1.8 1.4 1.5
3 2
B. Admission and Retention
1. There is an established system of student recruitment, selection E 4 3 3
and admission.
2. The policies and procedures on selection and admission of E 2 3 3
students are disseminated and implemented.

79
3. The institution’s selection and admission criteria/requirements E 2 1 1
conform with those prescribed by CHED.
4. Student admission records are available and filed: enrollment E 2 2 2
trends, drop-out rate, licensure examination results and passing
percentage, employability of graduates/ graduate tracer, student
transferees, and student categorization by specialization
5. A system of student retention policies are properly E 3 1 2
implemented.
6. Retention policies and procedures are clearly defined, widely E 2 1 1
disseminated and well-understood by faculty and students.
7. Retention policies are approved by the Academic Council and E 2 3 3
the Board of Regents of the concerned institution.
8. Retention policies are in consonance with CHED policies and E 3 3 3
standards.
Sub-total 20 15 18
Section Mean 2.21 2.5 1.8 2.2
8 5

Continuation of Table 5a. Provisi NUMERICAL

C. Guidance Program on RATING
Check
M, NA, A E AE
E
1. The orientation program is aimed at the students’ adjustment E 4 3 3
to college life.
2. It is conducted regularly at the start of the school year. E 5 3 4
3. Special orientation activities are arranged for transferees and E 3 2 2
returning students.
4. Every student has a profile updated regularly and filed at the E 4 4 4
guidance office.
5. The guidance counselor maintains confidentiality of the E 4 4 4
student’s individual records.
6. There is a systematic & continuing testing program. E 3 1 2
7. A variety of tests and evaluative tools are used in E 3 1 2
guidance/counseling services.
8. Results are readily available to the students to guide them in E 2 2 2
making decisions regarding their academic life.
9. Results are utilized in designing activities to meet students’ E 2 3 3
needs.
10. Relevant educational, occupational and social information E 2 3 3
are available
11. Information is up-to-date, organized & disseminated to the E 2 1 1

80
students.
12. Counselor-student ratio meets CHED requirements. E 1 2 2
13. The counseling office has adequate facilities for particular E 1 2 2
students.
14. The counseling service is coordinated with the faculty E 1 1 1
concerned
15. The school provides placement services to prospective E 1 1 1
graduates
16. The school maintains liaison with its alumni and involves E 1 1 1
them in school affairs.
17. Through the guidance office, the school links with industries E 2 2 2
and prospective employers of graduate
Sub-total 41 36 39
Section Mean 2.27 2.41 2.12 2.29

Continuation Table 5a. Provisi NUMERICAL

D. Other Student Services on RATING
Check
M, NA, A E AE
E
1. Health services and programs for the students are provided by E 2 2 2
professionally trained personnel
2. The medical/dental units are provided with supplies and E 2 1 1
equipment
3. Health services and programs for the students provide up-to- E 1 1 1
date information to parents or guardians whenever a student
has serious health problems.
4. There is a continuing medical/dental program designed for: E 1 1 1

81
Diagnostic purpose, First aid, Prevention and prophylaxis
5. A clean and comfortable place for serving meals is provided E 2 3 3
6. Nutritious and well-balanced meals are served. E 3 3 3
7. Food items are reasonably priced E 3 2 2
8. There is a sanitary and well-supervised kitchen. E 4 3 3
9. A sufficient department and health certified competent staff E 3 2 2
manage the canteen operation.
10. There are policies and procedures implemented in the E 4 3 3
selection of athletes
11. Financial support and/or scholarship is available for E 1 1 1
deserving athletes
12. The Sports Services Units is provided with necessary E 1 2 2
facilities, equipment, supplies and materials.
13. There is regular monitoring and evaluation of sports E 1 1 1
activities
14. There are policies and guidelines governing student E 2 1 1
publications.
15. Student publication is managed by competent advisers and E 4 3 3
editorial board.
16. The school paper is regularly published with at least one E 2 2 2
issue per semester.
17. There is a publication office provided with the necessary E 1 1 1
facilities, equipment, supplies and materials
18. The content of the publication reflect the students’ ideas, E 1 2 2
opinions and concerns
19. The publication highlights and documents the students’ E 1 2 2
achievements, activities and performance in both academic &
non-
academic endeavors
20. The performance of the Publication unit is regularly E 1 1 1
evaluated
21. The cultural program and activities are regularly and E 2 2 2
properly conducted
22. The activities develop and enhance the students’ creativity E 3 3 3
and skills
23. The socio-cultural activities are periodically monitored and E 3 2 2
evaluated
24. The financial assistance program includes the following: E 3 3 3
academic scholarship, educational loans, student assistantship,
assistance to students who attend workshops, seminars and
other training opportunities, grants-in-aid, varsity players’ and
athletes’ privileges, privileges to members of school bands and
cultural groups, and others
25. There are established policies in the operation of housing E 1 1 1
services.
26. Services are managed by committed, competent and full- E 1 1 1
time staff.
27. Dormitory rules and regulations are enforced. E 1 1 1
28. There is periodic monitoring & evaluation of dormitories and E 1 1 1
present boarding houses.
29. The school coordinates with private boarding house E 1 1 1
operators and owners for students’ housing needs and to
safeguard the student boarders’ welfare.

82
 Sub-total 56 52 52
Section Mean 1.84 1.93 1.79 1.79

Continuation of Table 5a. Provisi NUMERICAL

E. Scholarships/Grants on RATING
Check
M, NA, A E AE
E
1. There is a functional and continuing scholarship programs E 3 3 3
implemented in the institution
2. The college provides privileges such as: free or reduced E 3 2 2
school fees, monthly stipend/allowance, book allowance, housing
(optional), and others
3. There are policies and guidelines in the selection and E 4 3 3
retention of academic scholars
4. There are policies and guidelines in the selection and E 4 3 3
retention of grantees as follows: dependent children of faculty
and staff, dependent children of barangay officials, indigenous
groups, handicapped persons, and others, as mandated by law
5. There are policies and guidelines in the selection and E 4 4 4
retention of the members of: dance troupes, dramatic guild,
literary-musical groups, school band/drum corps, other cultural
groups
6. There are policies and guidelines in the selection and E 2 1 1
retention of athletes/varsity players
7. The scholars/grantees are informed of their responsibilities E 3 2 2
concerning: grade requirement, duration/time frame of
scholarships/grants, and Policies and regulations of the
scholarships/grants.
8. There is monitoring of scholars/grantees’ performance to E 4 4 4
enable them to complete their degrees/courses.
9. There is a scheme of fund generation from sponsors, E 2 2 2
benevolent individuals, institutions and/or organizations.
Sub-total 29 19 19
Section Mean 2.48 3.22 2.11 2.11
F. Co-curricular & Extra-curricular Programs & Activities
1. Activities are designed to enhance students’ total E 4 3 3
development.
2. There are qualified and competent faculty advisers for the E 2 2 2
different organizations & clubs
3. The following opportunities are offered at the Office of Student E 2 1 1
Services to provide for the varied interests/talents of the
students: Student councils and organizations, Cultural groups i.e,
dramatics, literary, musical, variety show, etc., Sports &
recreational, spiritual development activities, academic contest,
training/seminars/fora/conference
4. A system of incentives, recognition and awards for E 4 3 3
outstanding achievements in co-curricular and extra-curricular
activities is established.
5. A regular evaluation of students’ co-curricular activities is E 3 3 3

83
conducted
Sub-total 15 12 12
Section Mean 2.60 3.0 2.4 2.4
0 0 0
GRAND TOTAL 12.98 Adjectival
Rating
MEAN 2.16 FAIR

Table 6a. Research

Provisi NUMERICAL
on RATING
A. Priorities and Relevance Check
M, NA, A E AE
E
1. The institution’s research agenda is in consonance with the E 2 1 1
institutional, regional and national priorities of government
agencies such as DOST, CHED-National Higher Education
Research Agenda, NEDA, DA, etc.
2. The following stakeholders participate in the formulation of E 2 2 2
research agenda identified as institutional thrusts and priorities.
administrators; faculty; students; government agency
representatives (DOST, CHED, NEDA, etc.)
3. The research activities of the academic unit are in consonance E 2 1 1
with the research agenda of the institution.
Sub-total 6 4 4
Section Mean 1.55 2.00 1.33 1.33
B. Funding and other Resources
1. The institution allocates funds for faculty and student research E 2 1 1
activities.
2. The institution establishes linkages in the local/national/ E 1 1 1
international levels for funding support and assistance.
3. The Institution provides facilities and equipment such as E 4 2 3
Internet, statistical software, and other ICT resources, if
necessary.
4. The institution provides research personnel and other support E 2 3 3
services, if necessary.
5. The institution generates income from patents, licenses, and E 4 3 3
copyrights, and other research outputs, if applicable.
6. The institution provides conducive and well-equipped E 3 2 2
workplace including a research resource center/area.
Sub-total 16 12 13

84
 Section Mean 2.28 2.67 2.00 2.17
C. Implementation, Monitoring, Evaluation & Utilization of
Research Results/Outputs
1. The College/University has a Research & Development Unit E 3 2 2
managed by competent and capable faculty.
2. The institution has a Research Manual which provides specific E 2 1 1
guidelines and procedures for the internal
administration/operation and conduct of research activities.
3. Faculty members conduct applied research in line with their E 1 1 1
field of specialization, and operational researches to improve
operations, their teaching content and procedures.
4. The institution provides incentives for faculty researches such E 1 1 1
as honoraria, grant of service credits, deloading, and others.
5. The institution encourages and/or requires its students to E 3 2 2
conduct research activities, as a requirement of the course
and/or to test or generate new knowledge/technology.
6. The institution provides opportunities for advanced studies E 2 2 2
and training to develop faculty research competence.
7. Completed and ongoing research studies are periodically E 2 1 1
monitored and evaluated during local and regional in-house
reviews.
8. Research results and outputs are utilized as inputs to: E 2 1 1
Institutional development, Improvement of instructional
processes, Transfer of generated technology to the community
9. There is a mechanism to ensure that: Research outputs are E 1 1 1
protected by IPR laws; Faculty & students observe research ethic
and avoid malpractices like plagiarism, fabrication of data, etc.
Sub-total 17 12 12
Section Mean 1.52 1.8 1.3 1.3
9 3 3

Continuation of table 7a.

Provisi NUMERICAL
on RATING
D. Publication, Dissemination & Utilization Check
M, NA, A E AE
E
1. The institution provides an avenue for the dissemination of E 1 1 1
research results as fora, conferences, faculty seminars, and other
communication media.
2. The institution regularly publishes a research journal and E 1 1 1
maintains library exchange of research publication.
3. Research manuscripts/technical reports are well-edited, and E 3 3 3
written in proper style and in an institutionally established
format.
4. The institution encourages/supports the faculty in any of the E 3 3 3
following activities: Instructional materials development; Paper
presentation, classroom lectures, and other similar activities;
Editorship/writing in academic, scientific and professional journal;
Thesis/Dissertation Advising
Sub-total 8 8 8
Section Mean 2.00 2.0 2.0 2.0
0 0 0

85
 GRAND TOTAL 7.35 Adjectival
Rating
MEAN 1.84 FAIR

Table 7a. Extension and Community Involvement

Provis NUMERICAL
ion RATING
A. Priorities and Relevance Check
M,NA, A E AE
E
1. The school has a benchmark survey of problems, needs & E 2 1 1
resources of the community
2. The extension program & activities are based on E 3 1 2
needs/problems/resources of the community
3. The extension program considers local/regional/national E 3 2 2
development thrusts & priorities.
4. The extension program and activities reflect the vision, mission, E 2 3 3
goals and objectives of the institution and the unit being
evaluated.

86
5. The extension activities complement the curricular offerings of E 2 2 2
the institution and the program under review.
Sub-total 12 9 10
Section Mean 2.0 2.4 1.8 2.0
7 0 0 0
B. Planning, Implementation, Monitoring and Evaluation
1. Administration, faculty and students & other stakeholders are E 2 1 1
involve in the identification and planning of extension program
and activities.
2. Research outputs and stakeholders (administration, faculty and E 2 1 1
students) are utilized in the planning and organization of
extension programs & activities.
3. The extension program and activities serve varied clientele or E 2 1 1
groups.
4. There is distinct office or unit that oversees the implementation M 0 0 0
of the extension program.
5. The extension program is well-designed and disseminated. E 1 1 1
6. The administration, faculty & students are involved in extension E 1 1 1
activities implementation
7. The institution adopts a system to make the conduct of extension E 1 1 1
projects sustainable & continuing.
8. There is a pool of consultants/experts from various disciplines to serve M 0 0 0
in special extension projects.
9. The extension program transfers mature & appropriate technology to M 0 0 0
the target clientele as planned
10. The extension activities are documented E 1 1 1
11. Monitoring and evaluation instruments or processes are E 1 1 1
available on file.
12. Periodic monitoring and evaluation of extension activities are E 3 1 2
conducted to provide feedback on the program.
13. Results of monitoring and evaluation are disseminated and E 4 1 2
discussed with concerned stakeholders, faculty, and students.
14. Re-planning of activities based on feedbacks are conducted to E 2 2 2
improve delivery of services.
15. Accomplishment and terminal reports are submitted on time. E 1 1 1
16. Accomplishment reports are filed for reference purposes. E 1 1 1
Sub-total 24 14 15
Section Mean 1.1 1.5 0.8 0.9
1 0 8 4
C. Funding and Other Resources
1. There is a definite and approved budgetary allocation for the E 2 2 2
extension program.
2. The budget for the extension program is utilized as E 1 1 1
proposed/planned
3. The institution sources out additional funding from other E 1 1 1
agencies.
4. The Institution sources out technical assistance and service E 2 1 1
inputs from other agencies.
Sub-total 6 5 5
Section Mean 1.3 1.5 1.2 1.2
3 0 5 5
D. Community Involvement in the Institution’s Activities

87
1. There is community participation and involvement in extension E 4 2 3
activities along: Planning, Implementation, Monitoring &
evaluation, Sourcing of funds, materials and other service inputs,
and Utilization of technology learned or acquired from the
extension activities.
Sub-total 4 2 3
Section Mean 3.00 4 2 3
GRAND TOTAL 7.51 Adjectival
Rating
MEAN 1.88 FAIR
Table 8a. Library
Provisi NUMERICAL
on RATING
A. Administration Check
M,NA, A E AE
E
1. The organizational structure of the library is well-defined. E 3 3 3
2. The Library is managed by a licensed and competent librarian E 4 3 3
who possesses the required educational qualifications.
3. The Head Librarian directs and supervises the total E 4 2 3
operation of the library and is responsible for the administration
of its resources and services.
4. The head librarian has academic status and actively E 4 3 3
participates in academic and administrative matters.
5. There is a Library Board/Committee which sets library policies, E 2 1 1
rules and procedures and periodically reviews them.
6. Annual reports, accomplishment reports and other required E 4 3 3
reports are promptly submitted.
7. There is a duly approved Library Manual or written policies and E 2 2 2
procedures covering the library’s internal administration and
operational activities.
Sub-total 23 17 18
Section Mean 2.7 3.2 2.4 2.5
6 9 3 7
B. Staff/Personnel
1. The library is staffed with qualified personnel. E 4 4 4
2. The library meets the required number of qualified and E 3 1 2
licensed librarians and other support staff to meet the needs of
the school population, curricular offerings, teaching methods,
research & extension activities, size and scope of the collection and
rate of circulation.
3. There is a sustainable staff development program. E 2 1 1
4. Compensation, retirement, fringe benefits, and other E 4 4 4
privileges are granted.
Sub-total 13 10 11
Section Mean 2.8 3.2 2.5 2.7
3 5 0 5
C. Collection Development, Organization and Preservation
1. There is written Collection Development Policy which is E 2 1 1
regularly reviewed and evaluated by the Library
Board/Committee.
2. The Library Board/Committee participates in the selection & E 2 1 1
acquisition of library material resources

88
3. The library collection and services support the mission/vision and E 2 2 2
objectives of the institution.
4. There is a core collection of at least 5,000 titles for a college E 1 1 1
and 10,000 titles for a university library to support the educational
and research and other programs of the institution.
5. Thirty percent (30%) of the library holdings are of current edition, E 2 2 2
copyright within the last 10 years.
6. There is provision for non-print, digital and electronic resources E 2 2 2
made accessible through sufficient hardware/equipment.
7. The library provides sufficient research books and materials to E 3 3 3
supplement the curricular needs of the clients
8. The library maintains an extensive Filipiniana collection. E 1 1 1
9. The library provides 3-5 book/journal titles for professional E 4 3 3
subjects in the major fields of specialization.
10. The collection is organized according to an accepted scheme E 4 3 3
of classification and standard code of cataloging
11. There is an available integrated library system that facilitates E 2 1 1
the organization of library resources
12. Provisions are made for the preservation, general care, and E 2 2 2
upkeep of library resources.
13. Regular weeding out program is done to maintain a relevant E 3 3 3
and updated collection
14. The quality and quantity of library materials/ resources must E 4 3 3
conform with standards set for a particular academic program
Sub-total 34 28 28
Section Mean 2.1 2.4 2.0 2.0
4 2 0 0
Continuation Table.8a. Provi NUMERICAL
sionC
D. Services and Utilization heck
RATING
M,NA
E
A E AE
1. The library is open for at least 54 hours per week for college & 60 E 3 3 3
hours per week for university
2. The library adopts a system which can provide faculty, students E 2 3 3
& other users greater access to the collection and services
3. The library promotes and disseminates its program through a E 4 2 3
regular announcement of its new acquisitions, resources, facilities
& services.
4. Librarians/staff are available during library hours to assist & E 4 3 3
provide library services to users.
5. Provisions are made for other services/programs: Functional and E 1 1 1
interactive Library web page, Integrated library system which offers,
specifically: On-line Public Access (OPAC), Circulation on Internet
searching -line, Computerized cataloging, Inventory reporting, Serials
control, CDROM services, On-line Database, Photocopying and Bar coding
6. Statistical data on the utilization of various resources and E 2 2 2
services are compiled and used as a measure to improve library
collection and operations
Sub-total 16 14 15
E. Physical Set-up and Facilities 2.50 2.67 2.33 2.5
Section Mean
1. Location and Site: The library is strategically located and is E 4 3 3
accessible to students, faculty and all its end users and The library is
systematically planned to allow future expansion

89
2. Space Requirement: The size of the library meets standard requirements E 4 4 4
considering present enrolment & future expansion of the library, The reading room
accommodates at least 10% of the school enrolment at any given time, Space is
provided for print resources as well as workstations for electronic resources, Space
is provided for the librarians office, staff room, technical room, etc, Where feasible,
ramps for the physically disabled are provided
3. Furniture and Equipment: Library meets the required and standard E 4 4 4
size furniture and equipment, Provisions are made for the acquisition of the
following library furniture and equipment (indicate number),
Adjustable/removable Magazine display, shelves, Newspaper racks, Standard
tables and chairs, Carrels for individual study, Desks and chairs for staff, Charging
desk, Dictionary stand, Atlas stand Bulletin boards and display cabinets, Vertical
file cabinets, Book trucks, Map stands/cabinet Cardex/rotadex or any filing
equipment for periodical records, Typewriter, Computer with printer, others
4. Physical Provisions for Reading: The library is well-lighted and E 4 4 4
ventilated & the atmosphere is conducive to learning.
5. Security/Control: A fire extinguisher and local fire alarm system E 3 2 2
are available, the library adopts a system of security and control
of library resources,
6. There is a provision for the acquisition and utilization of the E 3 2 2
latest IT software and multi-media equipment
Sub-total 22 19 19
F. Financial Support 3.3 3.6 3.1 3.1
Section Mean 4 7 7 7
1. The institution allocates a regular and realistic budget for the E 3 3 3
library
2. The head Librarian and staff in coordination with other E 2 2 2
concerned officials prepare and manage an annual library budget.
3. All library fees and funds allocated for library resources and E 4 4 4
services are utilized solely for such purposes, & are properly
audited
4. Other sources of financial assistance are sought E 2 1 1
Sub-total 11 10 10
G. Linkages 2.5 2.7 2.5 2.5
Section Mean 8 5 0 0
1. Linkages with other institutions and funding agencies are E 1 1 1
explored and established for purposes of enhancing library
facilities and resources
2. The library is in mailing list of agencies, foundations, etc. for E 2 1 1
exchange program of publications & other books/journals
donations
3. Consortia, networking, library cooperative activities, and E 1 1 1
resource-sharing with other institutions are practiced
Sub-total 4 3 3
Section Mean 1.11 1.3 1.0 1.0
3 0 0
GRAND TOTAL 17.26 Adjectival
Rating
MEAN 2.47 FAIR
Table 9a. Physical Plant Facilities.
Provisi NUMERICAL
on
A. Site Check
RATING
M,NA, A E AE
E
1. The institution is located in an environment conducive to E 4 4 4

90
educational activities
2. The site can accommodate its present school population, & can E 4 4 4
handle expected future expansion.
3. The school is accessible by public transportation, and has E 4 4 4
satisfactory roads & pathways
4. There is a site plan displayed prominently in the campus M 0 0 0
indicating the location of the different buildings with their proper
identification, driveways, parking areas, etc.
Sub-total 12 12 12
B. Campus 3.00 3.00 3.0 3.00
Section Mean 0
1. It is well-planned, attractive, landscaped, and kept clean. E 3 3 3
2. Where needed, covered walks are provided to protect the E 3 3 3
students from inclement weather
3. There is an area for extensive outdoor educational activities, E 3 2 2
e.g. social, physical, athletic, cultural, and military
4. There is a campus development program E 4 3 3
5. There is a system/mechanism to ensure all of the following: E 4 3 3
traffic safety in and outside the campus, the implementation of a
waste management program, proper utilization, repair and
upkeep of school facilities and equipment
6. There is a system/mechanism to ensure the cleanliness & E 4 2 3
orderliness of the school campus
Sub-total 21 15 17
C. Buildings 3.00 3.50 2.6 2.83
Section Mean 7
1. The buildings are equipped with emergency fire escapes E 3 4 4
readily accessible from any point of the building
2. Well-planned entrance & exit points permit the use of the E 3 3 3
buildings for public and other functions with minimum
interference on school activities
3. The buildings are constructed in relation to their respective E 3 2 2
use. The buildings meet all requirements of the current Building
Code. A certificate of occupancy is conspicuously displayed.
4. The buildings are so planned and located to provide for future E 3 3 3
expansion
5. Emergency evacuation exits are provided and properly E 1 1 1
marked.
6. The corridors, doorways, and alleys are so constructedto E 3 3 3
facilitate movement
7. The buildings are well-ventilated E 3 3 3
8. There are well-maintained toilets & lavatories with separate E 3 3 3
facilities for men and women
9. The buildings are clean and well-maintained. No evidence of E 2 1 1
vandalism is observed
10. Electrical lines are safely installed and periodically checked. E 1 1 1
11. The buildings provide facilities for disabled persons as E 1 1 1
provided by law
12. There is a central signal and fire alarm system E 1 1 1
13. Water facilities are well-distributed in all buildings E 1 1 1
14. There is a periodic potability testing of the drinking water. E 4 3 3
15. There are readily accessible & functional fire E 1 1 1
extinguishers,other fire fighting equipments
16. Floor plans indicating fire exits & locations of fire fighting E 1 1 1

91
equipment, stand pipes, and of other water sources are
prominently displayed in each building
17. There is a periodic pest control inspection of all school E 1 1 1
facilities
18. Buildings are cleaned and maintained by a janitorial staff E 1 1 1
with proper washroom and equipment for cleaning, repairs and
maintenance
19. Bulletin boards, display boards, waste disposal containers and E 1 2 2
other facilities are strategically located inside building
20. Faculty rooms are adequately equipped E 1 1 1
Sub-total 37 37 37
Section Mean 1.85 1.8 1.8 1.8
5 5 5

Continuation of Table 9a.

Provisi NUMERICAL
on
D. Classrooms Check
RATING
M,NA, A E AE
E
1. Classroom size meets standard specifications for specific E 3 2 2
activities
2. Classrooms are sufficient E 3 3 3
3. The classrooms are clearly marked & arranged in relation to their E 2 2 2
relative functions
4. The classrooms are well-lighted and ventilated, and with good E 2 1 1
acoustic
5. Classrooms are provided with chairs, chalkboards/ whiteboards & E 1 2 2
other needed furniture & supplies
6. Classrooms are maintained and kept clean E 4 4 4
7. Students cooperate in maintaining the cleanliness of the classroom & E 4 4 4
its equipment
Sub-total 19 18 18
E. Offices and Staff rooms 2.62 2.71 2.5 2.57
Section Mean 7
1. The general office area is accessible to students and the public E 3 2 2
2. All offices are accessible & conveniently located with respect E 3 4 4
to their functions
3. Offices and staff rooms are clean, well-lighted and ventilated E 4 4 4
4. There are offices and workspaces for all officials, administrative E 2 2 2
staff, faculty & personnel
5. All offices are furnished with the necessary facilities, E 2 1 1
equipment and supplies
6. Function rooms, reception rooms and waiting areas are E 4 4 4
available and easily accessible
7. There is a storeroom which is strategically located E 2 3 3
8. A lounge is available for faculty and guests E 3 3 3
9. There is provision for inter-office communication systems E 1 1 1
(intercommunication systems) as well as external communication
(landline telephone)
10. Clean rest rooms for administrators, faculty, staff and E 2 2 2
students are available.

92
 Sub-total 26 26 26
F. Assembly & Athletic Facilities 2.6 2.6 2.6 2.6
Section Mean 0 0 0 0
1.Facilities are available for holding convocations or assemblies E 4 3 3
2. There are well-marked entrances and exits to these facilities E 2 1 1
3. Seating capacity adheres to standards E 1 1 1
4. Facilities are available for athletic and military training E 2 2 2
activities
5. There are storage facilities for athletic equipment E 3 3 3
6. Indoor facilities have: appropriate flooring, proper lighting & M 0 0 0
ventilation, safety measures, restrooms & lavatory, & proper
drinking facilities
7. Outdoor facilities are: free from hazards, suitably surfaced, E 3 3 3
guarded & drained appropriately laid out for a variety of
activities, & maintained
8. A variety of athletic facilities are provided to supply the E 2 1 1
standard requirements of the academic program.
Sub-total 17 14 14
Section Mean 1.88 2.1 1.7 1.7
3 5 5

Continuation of Table 9a. P Numerical Rating

check
G. Medical and Dental Clinic M,NA, A E AE
E
1. The institution provides for a medical and dental clinic E 2 1 1
2. The medical/dental clinic has the basic facilities such as E 2 2 2
reception area, filing/data section, examination/treatment room
3. The Medical/Dental Clinic/office is well-lighted and ventilated. E 2 3 3
4. Safe and clean water is available E 4 3 3
5. Medical and dental equipment are provided E 2 1 1
6. There are medical and dental supplies E 2 2 2
7. Storage facilities (refrigerator, steel cabinets, trays, etc.) are E 3 3 3
available
8. Medical/Dental supply are available and properly labeled. E 3 3 3
9. Distinct rooms and storage areas are properly labeled E 1 1 1
10.The following basic medical equipment and medicines are E 2 2 2
available: Emergency medicines; Ambobag; Oxygen tank; Intravenous fluid;
Sphygmomanometer(at least 2 sets) Thermometers (at least 10 pcs) Diagnostic sets
Stethoscope (at least 2 pcs) Treatment cart; and Nebulizer.
11.The dental section is equipped and properly maintained with the E 2 2 2
following facilities: Dental unit & chair, Autoclave (sterilize), Medical supplies,
Filling instruments, Basic instruments (forceps, mouth mirror, cotton, fliers, explorer,
etc.
Sub-total 25 23 23

93
H. Student Center 2.1 2.7 2.0 2.0
Section Mean 5 7 9 9
1. The institution provides for a Student Center for student E 2 2 2
activities
2. The Center is well-lighted and ventilated E 3 3 3
3. A conference/meeting room is available E 1 1 1
4. There are furnished offices for student leaders, editorial staff/ E 2 1 1
student publication, & student organizations.
5. There are rooms & facilities for table games, music appreciation & TV/ E 1 1 1
video viewing
6. Clean and sanitary toilets, separate for men & women are E 2 2 2
available.
Sub-total 11 10 10
I. Food Services/Canteen 1.7 1.8 1.6 1.6
Section Mean 2 3 7 7
1. The institution has a distinct Food Center/ Cafeteria/Canteen with E 4 4 4
sanitary permit
2. The cafeteria is well-lighted, ventilated, screened and with satisfactory E 4 4 4
water supply
3. There are enough dining tables and chairs E 2 1 1
4. Cleanliness and orderliness are enforced E 3 1 2
5. Prompt services are provided E 3 2 2
6. There is a sanitary and well-supervised canteen E 3 1 2
Sub-total 19 13 15
J. Accreditation Center Section 2.6 3.1 2.1 2.5
Mean 1 7 7 0
1-4 All items needed are not around M 0 0 0
Sub-total 0 0 0
K. Housing (Optional Section 0.0 0.0 0.0 0.0
Mean 0 0 0 0
1. There are available dormitories for students, & houses or E 2 1 1
apartments, etc. for personnel.
2. These structures are comfortably designed E 1 1 1
3. Entrances and exits are so placed to ensure safety and E 2 1 1
convenience
4. The surroundings and buildings are properly maintained & periodically E 2 1 1
checked for pest control
5. The buildings conform to Building Code standards E 2 2 2
Sub-total 9 6 6
Section Mean 1.40 1.8 1.2 1.2
0 0 0
GRAND TOTAL 22. Adjectival
83 Rating
MEAN 2.08 FAIR

Table 10a. Laboratories

Chec NUMERICAL
A. Laboratories, Shops and Facilities k RATING
M,NA,
E
A E AE
1. Laboratory layout conforms to acceptable standards and E 4 2 3
particular needs.

94
2. The laboratories are properly lighted & well-ventilated/air E 4 3 3
conditioned for conducive learning
3. Each laboratory room has at least two exit doors that open E 4 4 4
outward.
4. Furniture/equipment arrangement allows free flow of movement, E 4 4 4
and students can work comfortably without interference from
others.
5. Safety & precautionary measures are provided, posted & E 2 1 1
implemented/ followed.
6. Usable fire extinguisher is accessible to staff and students. E 2 2 2
7. A first aid kit, chart for antidotes, & neutralizing solutions are always E 2 2 2
accessible in all laboratory room
8. Laboratory/Operations manuals needed by faculty and students E 1 1 1
are readily provided in each laboratory
9. Training on the use of fire extinguishers, first aid kit and other E 1 1 1
emergency measures are periodically given.
10. There is a computer laboratory with at least 15 usable E 4 3 3
computer units.
11. The access of a student to a computer is at least 15 E 4 4 4
hours/semester.
12. An appropriate multimedia center is maintained. E 3 3 3
13. There are properly maintained and appropriate laboratories for E 3 3 3
general education subjects
14. Gas, water and electricity are available and utilized for class E 3 3 3
practicum/activities
15. There is a demonstration table equipped with sink, water and E 2 2 2
electrical & gas outlets, that is properly utilized
16. Separate storage space is provided for laboratory supplies & E 1 1 1
equipment
17. There is a laboratory for shop work that has adequate E 1 1 1
workspace for the specific technology
Sub-total 45 40 41
B. Equipment & Supplies 2.4 2.65 2.75 2.41
Section Mean 7
1. Apparatuses, tools and materials conform to the requirements E 3 2 2
specified in the list of equipment for each subject taught
2. There are equipment, instruments and supplies for classroom E 1 1 1
use.
Sub-total 4 3 3
C. Maintenance 1.6 2.00 1.50 1.50
Section Mean 7
1. The laboratories appear neat and orderly E 2 1 1
2. Restocking of perishable supplies is up-to-date E 2 3 3
3. The inventory of equipment/facilities is systematic and up-to- E 2 1 1
date
4. All equipment are coded and inventoried E 4 2 3
5. Instruments are in good working condition and are periodically E 2 1 1
calibrated
6. The school has a maintenance & repair department which M 0 0 0
provides services on direct call
7. Garbage containers for degradable and non-degradable E 3 2 2
materials are properly maintained.
8. The following are properly maintained by Trained/appropriate E 2 2 2

95
personnel/technicians: Natural science laboratory, Shops,
Computer laboratory, Multi-media Center, Research Facility, &
General education laboratory
Sub-total 17 12 13
D. Special Provisions Section Mean 1.7 2.1 1.5 1.6
5 3 0 3
1. Specific program requirements are in accordance with E 3 2 2
guidelines/ policies embodied in issuances, e.g. CMOs
Sub-total 3 2 2
Section Mean 2.3 3.0 2.0 2.0
3 0 0 0
GRAND TOTAL 8.2 Adjectival
2 Rating
MEAN 2.0 FAIR
6

Table 11a. Administration

Provi NUMERICAL
A. Organization sion
Chec
RATING
k
M,NA,
E
A E AE
1. The institution has an organizational structure showing the E 4 2 3
administrative offices, their functions and relationships, and the
lines of authority and responsibility
2. The Organizational Structure is approved by BOT/BOR E 4 2 3
3. The functions, duties and responsibilities of personnel in each E 2 1 1
unit/office are identified and carried out
4. The Board of Regents/Trustees is highly concerned with the E 5 2 3
growth and development of the institution as evidenced by its
support in its various programs
5. The Institution has Academic and Administrative Councils which E 5 2 3
exercise their powers and perform their functions objectively as
mandated in the University/College Charter
6. The Institution is subdivided into administrative units, such as E 5 2 3
departments/divisions/ sections according to specialization and
function
7. The channels of communication among and within units/ E 4 2 3
departments are open & observed
Sub-total 29 13 19
Section Mean 2.9 4.1 1.8 2.7
0 4 6 1
B. Academic Administration
1. The Dean/Director, possesses the required educational E 4 4 4
qualification and experience needed to administers the College or
Institute
2. The Dean is assisted by Department Chairs or equivalent with E 2 1 1
appropriate/relevant educational qualification and experience
3. The Dean implements supervisory program of management and E 4 3 3
supervision
4. The Dean plays a major role in the recruitment and promotion of E 4 2 3
faculty & support staff
5. The Dean and the faculty/staff work together for the E 3 1 2

96
improvement of the College, particularly on: setting standards and
targets; planning of programs; and other related activities; implementation and
monitoring of plans, programs and other related activities; establishing linkages,
partnerships & networking activities, professional growth and development of
faculty such as the conduct of in-service training, preparation of written policies and
guidelines in the internal administration and operation of unit/ institution;
preparation of guidelines in the proper use and maintenance of facilities,
equipment, etc.
6. Definite criteria and procedures in the recruitment and E 4 3 3
promotion of the most qualified faculty and support staff are
followed.
7. The Dean, faculty, staff, and students pursue collaborative E 2 1 1
activities in generating resources and income and in implementing
cost-efficiency measures
8. The institution implements written policies and procedures E 2 1 1
covering internal administration and operational activities
Sub-total 25 16 18
Section Mean 2.4 3.1 2.0 2.2
6 3 0 5
C. Student & Personnel Administration
1. There is a printed Bulletin of information containing policies and E 3 4 4
guidelines on the following aspects of student life which is
implemented by school officials concerned, Admission & retention
policies; Registration requirements, School Fees; Academic load; Transfer;
Residence, course work, scholastic & graduation requirements, Examination &
grading system, Scholarships, Shifting, adding, dropping of course, Code of conduct
& discipline.
2. Students are provided opportunities to participate in the E 1 1 1
planning and implementation of activities concerning their welfare
in coordination with school officials concerned
3. Concerned officials, faculty and staff act promptly on requests of E 1 1 1
the students
4. There is harmonious and good working relationship among E 1 1 1
administration, faculty, staff and students
Sub-total 6 7 7
Section Mean 1.6 1.5 1.7 1.7
7 0 5 5

Continuation of Table 11a.

Provisi NUMERICAL
on
D. Financial Management Check
RATING
M,NA, A E AE
E
1. The institution maintains a Financial Management Office run by E 4 3 3
qualified & competent personnel
2. The Financial Management personnel are responsible for the E 4 3 3
efficient management of financial resources/funds of the institution
3. Concerned students, faculty, staff and officials participate in the E 1 1 1
preparation of the budget and procurement program of the
institution
4. The institution adopts a fair and objective system of budgetary E 1 1 1
allocation
5.The institution provides specific budgetary allotment for the E 5 4 4
following: purchase of instructional, equipment, facilities, supplies & materials;
conduct of research activities, conduct of extension/ community service,

97
improvement of library holdings/services/ facilities, repair & maintenance of
physical facilities & laboratories, faculty/staff development; faculty/staff/incentives
& benefits; auxiliary services
6. The institution provides/allocates funds for the following student E 4 2 3
services &activities: cultural & sports development, medical/dental, library,
student body organization, guidance, counseling services, & others
7. There are evidences to show that the budget allotted for specific E 4 3 3
expenditures as indicated in D.5.and D.6. are decided in
consonance with existing policies and procedures.
Sub-total 23 17 18
Section Mean 2.76 3.29 2.43 2.57
E. Supply Management
1. The institution maintains a Supply Management Office E 4 3 3
composed of qualified staff with specific functions and
responsibilities
2. The institution has a system/scheme/mechanism of supply E 4 2 3
management
3. The supply management staffs are responsible for the E 5 2 3
procurement and delivery of needed supplies and materials.
4. The members of the Bids & Awards Committee are aware of E 4 2 3
their tasks, responsibilities & the latest policies & government
issuance on procurement of supplies, materials & equipment
5. The office has available store room to keep supplies, materials E 5 4 4
and equipment
6. The office prepares and submits an annual inventory of E 5 4 4
serviceable and non-serviceable facilities/equipment
Sub-total 27 17 20
Section Mean 3.55 1.50 2.83 3.33
F. Records Management
1. The institution maintains a Record Management Office E 4 4 4
2. A records system is installed in concerned offices which can E 4 3 3
access & provide needed information to concerned offices
3. The institution has a system of maintaining the confidentiality & E 4 4 4
security of official records
4. The following updated record compilations are available to E 4 3 3
authorized persons: minutes of the Board of Regents/Trustees
meetings; minutes of the faculty meetings, e.g. minutes of the academic
council meetings; faculty/non-teaching personnel individual files;
faculty/non-teaching personnel performance evaluation; and other records
such as: Student directory, Alumni directory, Permanent records of students,
Reports of Director/Dean, Annual Reports, Scholarship records, and Other statistical
data, Financial records of students
5. There are policies and procedures to ensure that tampering of E 4 4 4
records is not committed
6. There are policies and procedures on prompt release of records E 4 3 3
as requested.
7. The Human Resource Management Office maintains accurate, E 4 2 3
up-to-date and systematic personal records of faculty and non-
teaching personnel
Sub-total 28 23 24
Section Mean 3.57 4.0 3.2 3.4
0 9 3

98
Continuation of Table 11a.
Provisi NUMERICAL
on
G. Institutional Planning & Development Check
RATING
M,NA,
E
A E AE
1. The institution has a Planning unit which is responsible in the E 2 1 1
planning, monitoring and evaluation of planned activities/targets.
2. The development plan is congruent with the mission of the E 4 2 3
institution as well as with national, regional and local development
goals & agenda
3. The development plan is available in printed form, diskettes, etc E 2 1 1
4. The planning process is a cooperative and participative E 1 1 1
endeavor for administration, faculty, and students
5. The development plan is reviewed, evaluated & updated E 1 1 1
regularly
6. There is a system to monitor the implementation of E 1 1 1
development plan
Sub-total 11 7 8
Section Mean 1.44 1.8 1.1 1.3
3 7 3
H. Performance of personnel
1. Concerned officials are involved in decision-making & problem E 4 3 3
solving processes
2. The officers of the administration exhibit the ability to meet E 4 3 3
external and internal pressures
3. Administration officials/display social and civic consciousness in E 2 1 1
the discharge of duties
4. Concerned administration personnel participate in financial E 2 2 2
management
5. Administration personnel share inter-office resources and E 4 3 3
facilities
6. The functions and responsibilities are carried out and E 4 2 3
monitored/supervised by heads of offices concerned on the
following: Administrative Office, Financial Management Office, Security
Unit, Auxiliary/Janitorial Unit, HRMO, Records Office, Student Services
Office, Others
7. The performance of non-teaching personnel are regularly E 4 4 4
evaluated by concerned heads of offices
8. Results of performance evaluation of non-teaching personnel E 4 2 3
are disseminated and are used to improve performance
Sub-total 28 20 22
Section Mean 2.92 3.5 2.5 2.7
0 0 5
GRAND TOTAL 21. Adjectival
27 Rating
MEAN 2.66 GOOD

99
 Appendix B.
Questionnaire

Title: An Assessment Study of the BSED and BEED Programs of the JH Cerilles State
College-Dumingag Campus

Instruction: Please check or indicate your honest opinion that best suits for the questions
given.

A. College Profile:
1. What are the major offerings for BSED Program? a. ________________ b. ____________
c. __________________ d. ___________________ e. ___________________
2. What are the major offerings for BEED Program? a. ________________ b. ____________
c. __________________ d. ___________________ e. __________________
3. How many are enrollees of:
Course 1st Year 2nd Year 3rd Year 4th Year Total
BSED Day
BSED Night
BEED Day
BEED Night
Total

4. What is the college Performances based on selected Indicators?

a. Survival Rate__________ b. Drop out rate:___________ b. Graduation Rate:_____
d. Board Exam Passing rate: National Level:____________ b. Regional Level: ___________
School Level: ____________
5. Faculty Education profile (To be filled out by the Dean or any competent authority). How many
belongs to:
a. Graduate of Doctoral Degree: M___ F___ b. With Doctoral degree Units: M___ F___
c. Masters’ Degree Graduate: M___ F____ d. With Masters’ degree units: M___ F ___
e. Bachelors Degree in Education: M___ F___ f. Bachelors Degree education Units:
M___ F___

100
6. How many are licensed in teaching? _______ not licensed in Teaching (other licensure)? ____
Please indicate licensure if not teaching.___________________________________

7. What are the problems met in the implementation of BSED and BEED curriculum?(List top
3)
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________

8. What are your suggested solutions to address these problems? (List also topmost answer/solution
per problem)
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________

Appendix C
The AACCUP Assessment Tool
(To be filled out by the Assessor)

AREA I. VISION, MISSION, GOALS AND OBJECTIVES

A. Statement of the Vision, Mission, Goals and Objectives

A.1. The Vision of the Institution
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
A.2. The Mission of the Institution
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
A.3. The Goals of the College/Department
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

101
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

A.4. The Objectives (Outcomes) of the Program

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
EXISTENCE NUMERICAL
PROVISION RATING OF
(Check) (√ ) PROVISION
M NA E A E AE
A.5. The Vision clearly reflects what the institution
hopes to become in the future. __ ___ __ __ __ ___
A.6. The Mission clearly reflects the SUC’s legal and
educational mandate. __ ___ __ __ __ ___
A.7. The Goals are clearly stated, and are consistent
with the Mission of the SUC. __ ___ __ __ __ ___
A.8. The Objectives clearly state the expected
outcomes in the form of competencies (skills and
knowledge) and other attributes of the graduates __ ___ __ __ __ ___

SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Dissemination and Acceptability
B.1. The Vision and Mission statements, Goals and
Objectives printed in bulletins, catalogs/
manuals and other forms of Communication
media, are readily available. __ ___ __ __ __ ___

102
Faculty
B.2. The faculty members know the Vision and
Mission of the SUC, and the goals of their
College/Department. __ ___ __ __ __ ___
B.3. The faculty understand and accept the
Objectives of the Program. . __ ___ __ __ __ ___
B.4. There is faculty participation in the formulation,
review, and/or revision of the VMGOs. __ ___ __ __ __ ___
The Staff
B.5. The staff know the Vision and Mission of the SUC,
& the Goals and Objectives of the College and the
Program, respectively. __ ___ __ __ __ ___
B.6. There is staff participation in the formulation,
review, and/or revision of the VMGOs. __ ___ __ __ __ ___
The Students
B.7. The students are aware of the Vision and Mission,
of the SUC. __ ___ __ __ __ ___

B.8. The students understand and accept the

Objectives (Outcomes) of their Program. __ ___ __ __ __ ___
Other Stakeholders
B.9. Cooperating agencies, linkages, alumni, industry
representatives, and other concerned organizations/
groups participate in the formulation, review, and/or
revision of the VMGOs. __ ___ __ __ __ ___
B.10. The cooperating agencies, linkages, alumni,
industry sector and other concerned groups
know and appreciate the Vision, Mission, Goals
and Objectives. __ ___ __ __ __ ___
B.11. The VMGOs are widely disseminated to the
different agencies, institutions, industry sector,
and the community as a whole.

SECTION MEAN:___________

COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. Congruency and Implementation M A E A E AE
C.1 There is congruency between actual educational

103
 practices and activities, and all of the folowing: __ __ __ __ __ ___
m na e r
C.1.1. Mission of the SUC, __ __ __ ___
C.1.2. Goals of the College/Dept. __ __ __ ___
C.1.3. Objectives of the Program. __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

D. Documents and Additional Information/Exhibits

1. SUC Charter/Enabling Act
2. Documents/materials containing statements of VMGOs
3. University Code
4. Bulletins of Information
5. Research work/study conducted showing awareness and acceptance of the mission, goals
and objectives.
6. Programs or student activities showing their participation in the dissemination of the MGO.
7. Billboards installed for the purpose of disseminating information on mission, goals and
objectives.
8. Minutes of meetings conducted.
9. Bulletins, brochures, catalogue, manuals, print and media.
SUMMARY OF RATINGS
VISION, MISSION, GOALS & OBJECTIVES
Numerical Descriptive
Rating Rating

A Statement of Vision, Mission, Goals

and Objectives
B Dissemination and Acceptability
C Congruency & Implementation
Total _________
Mean _________ ____________
ACCREDITORS
_______________________________ ___________________________________
_______________________________ ___________________________________
_______________________________ ___________________________________
_______________________________ ___________________________________

104
 AREA II: FACULTY
PROVISION NUMERICAL
Check) RATING OF
(√) PROVISION

A. Academic Qualifications and Professional Experience M NA E A E AE

A.1. The required number of faculty members have
earned graduate degrees appropriate and
relevant to the program. __ ___ __ __ __ ___
A.2. Other educational qualifications such as the
following are considered: __ ___ __ __ __ ___
m na e
A.2.1. related experience, __ __ __
A.2.2. licensure, __ __ __
A.2.3. specialization, __ __ __
A.2.4. technical skills &
competence, and __ __ __
A.2.5. special abilities __ __ __
A.3. Faculty members demonstrate professional
competence and are engaged in any or a
combination of the following: __ ___ __ __ __ ___
m na e
A.3.1. instruction __ __ __
A.3.2. research __ __ __
A.3.3. extension __ __ __
A.3.4. production __ __ __
A.3.5. consultancy and expert
service __ __ __
A.3.6. publication,
creative & scholarly work __ __ __
A.4. Faculty members have received academic
recognition such as scholarships/fellowships/grants
and awards. __ ___ __ __ __ ___
SECTION MEAN:___________

COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Recruitment, Selection and Orientation M NA E A E AE
B.1. The following criteria are considered in the
recruitment and selection of faculty members. __ ___ __ __ __ ___

105
 m na e r
B.1.1. academic qualification, __ __ __ __
B.1.2. professional/relevant
experiences, __ __ __ __
B.1.3. personal qualities, __ __ __ __
B.1.4. psycho-social
characteristics, __ __ __ __
B.1.5. communication skills, __ __ __ __
B.1.6. teaching ability, and __ __ __ __
B.1.7. previous record of
employment (if any) __ __ __ __
B.1.8. technical/special skills
& abilities __ __ __ __
B.1.9. performance rating;
(if applicable) __ __ __ __
B.2. A Screening Committee selects and recommends
the best and most qualified based on set criteria. __ ___ __ __ __ ___
B.3. The hiring system adopts open competition,
which is published and well disseminated
through CSC and various media outlets. __ ___ __ __ __ ___
B. Recruitment, Selection and Orientation M NA E A E AE
B.4. Recruitment and selection is a participative
process involving the dean, concerned
chairperson, faculty representative
and other administrators concerned. __ ___ __ __ __ ___
B.5. Faculty recruitment is based on an institutional
Human Resource Development Plan/Program. __ ___ __ __ __ ___
B.6. The institution requires the applicant to pass
any of the following: __ ___ __ __ __ ___
m na e
a) medical __ __ __
b) psychological examination. __ __ __
B.7. The institution conducts orientation to newly-hired
faculty on the institutional vision, and objectives,
CSC, PRC, DBM, and administration policies on
faculty promotion, responsibilities, and privileges. __ ___ __ __ __ ___

SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
C. Faculty Adequacy and Loading
C.1. The required number of specialized faculty members
are assigned to teach the professional subjects. __ ___ __ __ __ ___
C.2. Faculty members are assigned to teach their

106
 major/minor fields of specialization. __ ___ __ __ __ ___
C.3. Administrative arrangements are adopted
when vacancies/leaves of absence occur
during the school year. __ ___ __ __ __ ___
C.4. Faculty schedule allows time for preparation,
checking papers, record-keeping, evaluation
and other instruction-related activities. __ ___ __ __ __ ___
C.5. Faculty-student ratio meets the program
requirements and standards. __ ___ __ __ __ ___
C.6. Workload assignments & number of
preparations are in accordance with existing
workload guidelines. __ ___ __ __ __ ___
C.7. There is a provision to give incentives for
overload teaching. __ ___ __ __ __ ___
C.8. Instruction-related assignments, such as
consultation, tutorial, remedial classes expert
services, are in consonance with faculty
workload guidelines. __ ___ __ __ __ ___
PROVISION NUMERICAL
Check) RATING OF
(√) PROVISION
M NA E A E AE
C.9. There is equitable, measurable and fair
distribution of teaching & other assignments. __ ___ __ __ __ ___
C.10. Workload provides the faculty sufficient time for
teaching and/or research, extension and other
assigned tasks. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
D. Rank and Tenure M NA E A E AE
D.1. The institution implements a system of
promotion in rank and salary based on existing
policies and issuances. __ ___ __ __ __ ___
D.2. A probationary period or temporary status is
required before a permanent status is granted
to a faculty. __ ___ __ __ __ ___
D.3. Retirement, separation or termination benefits
are granted in accordance with government (CSC,
GSIS/DBM) & institutional policies & guidelines. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________

107
___________________________________________________________________________
___________________________________________________________________________
E. Faculty Development M NA E A E AE
E.1. The institution implements a sustainable Faculty
Development Program based on identified
priorities/needs. __ ___ __ __ __ ___
E.2. The institution adopts an objective system of
selecting deserving faculty to be granted
scholarship, fellowship, and training grants. __ ___ __ __ __ ___
E.3. The institution periodically conducts an in-service
training for faculty. __ ___ __ __ __ ___
E.4. The institution supports the professional growth of
the faculty by encouraging attendance in lectures,
symposia, conferences & workshops, etc. __ ___ __ __ __ ___
E.5. Every faculty member is an active member of at
least one professional/scientific organization or
honor society relevant to his assignment and field
of specialization. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
PROVISION NUMERICAL
Check) RATING OF
(√) PROVISION
F. Professional Performance & Scholarly Works M NA E A E AE
F.1. The faculty members demonstrate skills and
competencies in all of the following: __ ___ __ __ __ ___
m na e r
F.1.1. knowledge of the program
outcome(s); __ __ __ __
F.1.2. defining the course
objectives clearly in the
program outcomes; __ __ __ __
F.1.3. knowledge/mastery of
the content, issues, and
methodologies in the
discipline; __ __ __ ___
F.1.4. proficiency in the use of
the language of instruction; __ __ __ ___
F.1.5. creative, analytical and
other higher order
thinking skills; __ __ __ ___
F.1.6. innovativeness and
resourcefulness in different

108
 instructional processes; __ __ __ ___
F.1.7. integration of values
and work ethic in the
teaching-learning process. __ __ __ ___
The Faculty
F.2. Utilize ICT resources in the enhancement of the
teaching-learning process. and __ ___ __ __ __ ___
F.3. Produce instructional materials in the preparation
of required reports and other academic outputs. __ ___ __ __ __ ___
F.4. Prepare required reports and other academic outputs.__ ___ __ __ __ ___
F.5. Update lecture notes through an interface of
relevant research findings and new knowledge. __ ___ __ __ __ ___
F.6. Serve as resource person/lecturer/consultant
in their fields of specialization. __ ___ __ __ __ ___
F.7. Present/publish papers in regional/national fora
and/or international magazines/journals. __ ___ __ __ __ ___
F.8. Conduct outreach activities. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
PROVISION NUMERICAL
Check) RATING OF
(√) PROVISION
G. Salaries, Fringe Benefits and Incentives M NA E A E AE
G.1. Salaries are in accordance with existing policies
and guidelines. __ ___ __ __ __ ___
G.2. Policies on salaries/benefits and other privileges
are disseminated to the faculty. __ ___ __ __ __ ___
G.3. Salaries are paid regularly and on time. __ ___ __ __ __ ___
G.4. Teaching assignments beyond the regular load
are compensated (e.g. overload pay, service
credits, etc.) __ ___ __ __ __ ___
G.5. The following fringe benefits are granted: __ ___ __ __ __ ___
m na e
G.5.1. maternity leave/paternity leave
with pay, __ __ __
G.5.2. sick leave, __ __ __
G.5.3. study leave (with or w/out pay) __ __ __
G.5.4. vacation leave, __ __ __
G.5.5. tuition discount for faculty
and dependents, __ __ __
G.5.6. clothing/uniform allowance, __ __ __
G.5.7. productivity incentive bonus, __ __ __

109
 G.5.8. anniversary bonus, __ __ __
G.5.9. honoraria/incentives for the
production of scholarly works, __ __ __
G.5.10. Sabbatical leave, __ __ __
G.5.11. housing privilege, __ __ __
G.5.12. Others, please identify __ __ __
G.6. Faculty members with outstanding performance are
given recognition/awards and incentives. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
PROVISION NUMERICAL
Check) RATING OF
(√) PROVISION
H. Professionalism M NA E A E AE
The faculty members:
H.1. Show sense of responsibility through all of the
following: m na e r
H.1.1. regular and prompt
attendance in classes __ __ __ ___
H.1.2. attendance & participation
in faculty meetings and
college/university activities __ __ __ ___
H.1.3. completion of assigned
tasks on time __ __ __ ___
H.1.4. prompt submission of all
required reports __ __ __ ___
H.1.5. observance of proper
decorum at all times __ __ __ ___
H.2. Follow the Code of Ethics of the Profession,
including the Code of Ethical Standards for
Government Officials and Employees. __ ___ __ __ __ ___
H.3. Exercise academic freedom judiciously. __ ___ __ __ __ ___
H.4. Show commitment and loyalty to the mission of
the Institution as evidenced by: __ ___ __ __ __ ___
m na e
H.4.1. observance of official time; __ __ __
H.4.2. productive use of official time; __ __ __
H.4.3. performance of assignment,
with or without

110
 compensation, and __ __ __
H.4.4. compliance with terms of
agreement/contracts (e.g.
scholarship and training). __ __ __
H.5. Demonstrate harmonious interpersonal relations
with superiors, associates, students and the
community. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I. Documents and Additional Information/Exhibits

1. Faculty Profile
2. Faculty Journal
3. Faculty Development Program
4. Faculty Performance & Rating System
5. Class Records
6. Code of Professional Ethics/R.A. 6713 & other pertinent CSC issuances
7. Minutes of faculty meetings with attendance record
8. Personnel records on disciplinary/administrative cases
9. Bulletins/display board where important legislations, memoranda, directives &
circular on fringe benefits are posted
10. Merit System & Promotion Plan
11. Minutes of the meetings of the Selection Board
12. Plantilla of personnel (for faculty)
13. Qualifications Standards
14. Class schedule for the current semester and for the two (2) preceding semesters
15. List of faculty & the training, seminars, and conferences they attended (indicate the
date and place)
16. General results of selection conducted showing the names of applicants
17. Records of termination cases, if any
18. Board resolutions on rank & tenure, and others that concern the faculty
SUMMARY OF RATINGS
VISION, MISSION, GOALS & OBJECTIVES
Numerical Descriptive
Rating Rating
A Academic Qualifications & Professional
Experience
B Recruitment, Selection & Orientation

111
 C Faculty Adequacy & Loading
D Rank & Tenure
E Faculty Development
F Professional Performance & Scholarly Works
G Salaries, Fringe Benefits and Incentives
H Professionalism
Total _________
Mean _________ ____________
ACCREDITORS
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________

AREA III
CURRICULUM & INSTRUCTION
EXISTENCE OF NUMERICAL
PROVISION RATING OF
Check) (√) PROVISION
A. Curriculum & Program of Studies M NA E A E AE
A.1. The curriculum/program of study meets the
requirements & standards of CHED, PRC,
Technical Panels, Professional Organizations
or Societies and other related agencies. __ ___ __ __ __ ___
A.2. The curriculum reflects national, regional, and
institutional goals. __ ___ __ __ __ ___
A.3. The curriculum provides for the development of
the following professional competencies:
m na e r
A.3.1. acquisition of knowledge of
the theory based on the
field of specialization. __ __ __ ___
A.3.2. learning the conceptual
application of the theory to
real problems in the field. __ __ __ ___
A.3.3. demonstrating the skills to
carry out the application or
strategy in actual work
setting. __ __ __ ___
A.4. The courses are logically sequenced and
prerequisite courses are identified. __ ___ __ __ __ ___

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A.5. The curricular content responds to the needs of
the country and recent developments in the
profession. __ ___ __ __ __ ___
A.6. The curricular content reflects the depth and
breadth of the professional and technical
preparation required of its graduates. __ ___ __ __ __ ___
A.7. The curriculum integrates values, reflective of
national customs, culture and tradition in cases
where applicable. __ ___ __ __ __ ___
A.8. The curriculum provides for opportunities for
participation in co-curricular, immersion/practical
activities. __ ___ __ __ __ ___
A.9. Activities are undertaken to ensure quality in the
planning, design, monitoring and review of the
curriculum as follows:
m na e r
A.9.1. Periodic review, assessment,
and updating of the
curriculum. __ __ __ ___
A.9.2. Participation of following
stakeholders in the
development and revision
of the curriculum. __ __ __ ___
A.9.2.1. Faculty
A.9.2.2. Students
A.9.2.3. Alumni
A.9.2.4. Others (pls.
specify)_____________________________
A.9.3. Participation of the
Academic Council in the
review and approval of
curricular programs. __ __ __ ___
A.9.4. Curricular revisions are
officially approved by the
Board of Regents/Trustees. __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EXISTENCE OF NUMERICAL
` PROVISION RATING OF
(Check) (√) PROVISION

B. Instructional Processes with Methodologies M NA E A E AE

113
 & Learning Opportunities
Syllabus
B.1. There is an updated syllabus for each subject
duly approved by the Dean or official concerned. __ ___ __ __ __ ___
B.2. The syllabus is comprehensive and appropriate
contents for the course are included. __ ___ __ __ __ ___
B.3. The syllabus allows flexibility to accommodate
revisions and adjustments while the
course progresses. __ ___ __ __ __ ___
B.4. The syllabus includes a list of suggested reading
and references of recent edition. __ ___ __ __ __ ___
B.5. The faculty provides a copy of the syllabus to
each student and discusses this at the
beginning of the course. __ ___ __ __ __ ___
Teaching Methods and Techniques
B.6. Classroom instruction is enrich through the
following strategies: m na e r
B.6.1. symposia, seminars,
workshops, professional
lectures __ __ __ __
B.6.2. field trips/learning visits __ __ __ __
B.6.3. peer teaching/cooperative
learning __ __ __ __
B.6.4. computer-assisted
instruction (CAI) &
computer-assisted
learning (CAL) __ __ __ __
Other Teaching Methods and Techniques
B.7. Instruction is enriched through, at least, ten (10) of the following strategies (Pls. check
if method/technique is used): m na e
B.7.1. Film showing; __ __ __
B.7.2 Projects; __ __ __
B.7.3 Group dynamics; __ __ __
B.7.4. Case study; __ __ __
B.7.5. Workshops; __ __ __
B.7.6. Simulations; __ __ __
B.7.7. Dimensional question;
approach __ __ __
B.7.8. Brainstorming; __ __ __
B.7.9. Buzz sessions; __ __ __
B.7.10. Informal creative groups; __ __ __
B.7.11. Interactive learning; __ __ __
B.7.12. Team teaching; __ __ __
B.7.13. Micro teaching; __ __ __
B.7.14. Macro teaching; __ __ __
B.7.15 .Tandem teaching; __ __ __

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 B.7.16. Peer teaching; __ __ __
B.7.17. Multi-media; __ __ __
B.7.18. Experiments; __ __ __
B.7.19. Problem-solving; __ __ __
B.7.20. Type study methods; __ __ __
B.7.21. Others (specify) __ __ __ ___________________
B.8. The approaches, methods and techniques that develop
analytical and critical thinking such as the ones
mentioned above are widely used . __ ___ __ __ __ ___
B.9. Course requirements (at least three) that contribute
to quality, and independent study such as the
following are used: m na e
B.9.1. Group/individual projects; __ __ __
B.9.2. Group/individual reports; __ __ __
B.9.3. Group/individual term
papers; __ __ __
B.9.4. Performance activities; __ __ __
B.9.5. Written & oral
examinations; __ __ __
B.9.6. Learning contract; __ __ __
B.9.7. Portfolio; __ __ __
B.9.8. Research study; __ __ __
B.9.9. Others (Please specify) __ __ __ __________________________
B.10. Teaching strategies stimulate the development of
the students’ critical & analytical thinking, and
independent learning. __ ___ __ __ __ ___
B.11. Instructional strategies provide for students’
individual needs and multiple intelligence. __ ___ __ __ __ ___
B.12. Instruction is conducted with the following:
B.12.1. Submission of approved m na e r
and updated syllabus
per course __ __ __ __
B.12.2. Regular classroom
observation/supervision __ __ __ __
B.12.3. Regular faculty meetings
with the Dean/Dept. Head __ __ __ __
B.12.4. Conduct of Faculty
Performance Evaluation __ __ __ __
B.13. Instruction is enhanced through:
B.13.1. attendance/participation
of faculty to in-service
training __ __ __ ___
B.13.2. conduct of experimental
classes, and adoption of
alternative delivery modes,
or use of current/updated

115
 instructional methodologies. __ __ __ __
B.14. Instructional Materials
B.14.1. Varied, multi-sensory materials
and computer programs are utilized
for instruction. __ ___ __ __ __ ___
B.14.2. Instructional materials are reviewed
and recommended by an Instructional
Materials Committee. __ ___ __ __ __ ___
B.14.3. Faculty members are encouraged to
produce their own instructional
materials such as modules, softwares,
visual aids, manuals & textbooks. __ ___ __ __ __ ___
B.14.4. The academic unit maintains
consortia and linkages with
other learning institutions for
academic exchange of
instructional materials. __ ___ __ __ __ ___
B.14.5. The prescribed textbook & other
reference materials are of recent
edition and reflect recent trends,
issues and content related to the
subject/course. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
C. Assessment of Academic Performance M NA E A E AE
C.1. The program of studies provides for the evaluation
of student performance through a combination
of the following: m na e
C.1.1. Formative tests such as
quizzes, unit tests __ __ __
C.1.2. summative tests such as
mid-term and final exam __ __ __
C.1.3. project and term papers __ __ __
C.1.4. practicum and
performance tests __ __ __
C.1.5. other course requirements __ __ __
C.2. The summative tests administered are: __ ___ __ __ __ ___
m na e r
C.2.1 comprehensive enough to

116
 test the different levels of
cognitive skills and
knowledge of content __ __ __ __
C.2.2 based on Table of
Specification (TOS) __ __ __ __
C.3. Varied evaluation measures are used, such as: __ ___ __ __ __ ___
portfolio, rubric assessment, skills
demonstration, paper and pencil tests ,
oral examinations, group/individual
reports, group/individual research
study, etc.
C.4. The academic unit encourages and supports
assessment for individual differences &
multiple intelligence. __ ___ __ __ __ ___
C.5. Course and tests requirements are returned to
students after results are checked, recorded,
and analyzed __ ___ __ __ __ ___
C.6. The system of student evaluation & grading is
defined, understood, and disseminated to: __ ___ __ __ __ ___
m na e r
C.6.1. academic administrators; __ __ __ __
C.6.2. faculty; __ __ __ __
C.6.3. students; and __ __ __ __
C.6.4. parents/guardians __ __ __ __
C.7. The percentage of passers in government
examination of the concerned institution is
higher/lower than the national
passing percentage. __ ___ __ __ __ ___
50% higher than the national passing percentage
25% higher than the national passing percentage
met the national passing percentage
25% lower than the national passing percentage
50% lower than the national passing percentage
C.8. Majority of the graduates succeed in gaining
employment in jobs related to their education
within the following periods after graduation: __ ___ __ __ __ ___
Rating
Below 1 year 5
One year to below 2 years 4
two years 3
two-four years 2
four years and above 1
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________

117
_____________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
D. Classroom Management M NA E A E AE
D.1. Records of students’ daily attendance are filed
and used for monitoring and guidance/
counseling purposes. __ ___ __ __ __ ___
D.2. The policy on students’ attendance in classroom
and other instructional activities is enforced. __ ___ __ __ __ ___
D.3. In a laboratory class, there is at least one assistant/
facilitator, for the requirements of students. __ ___ __ __ __ ___
D.4. Classroom discipline is maintained in consonance
with democratic practices. __ ___ __ __ __ ___
D.5. Class officers and assigned students assist in
maintaining cleanliness of classroom,
laboratories and corridors. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
E. Graduation Requirement
E.1. The students are regularly informed of the
academic requirements of their course. __ ___ __ __ __ ___
E.2. The academic unit offering the program provides
a system for student returnees & transferees to meet
the residence & other graduation requirements. __ ___ __ __ __ ___
E.3. Graduating students conduct research and undergo
practicum/OJT or other activities prescribed in
their respective curricula, for enhanced learning. __ ___ __ __ __ ___
E.4. The academic unit provides a system to assist
graduating students with academic deficiencies,
disciplinary cases, & other requirements which
hinder issuance of clearances. __ ___ __ __ __ ___
E.5. The students are required to accomplish
clearance for accountabilities & responsibilities
from the institution before graduation. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________

118
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
F. Administrative Support for Effective Instruction M NA E A E AE
F.1. The institution implements rules on the attendance
of faculty in their respective classes. __ ___ __ __ __ ___
F.2. The institution has provisions for substitute or
special arrangements whenever a teacher is
on leave. __ ___ __ __ __ ___
F.3. There is a periodic faculty performance
evaluation in accordance with existing
institutional policies. __ ___ __ __ __ ___
F.4. Dialogues involving the administration, faculty
and students are encouraged. __ ___ __ __ __ ___
F.5. There is a system of awards and recognition for
outstanding achievement of faculty. __ ___ __ __ __ ___
F.6. Quality instruction is assured through the
following strategies: m na e r
F.6.1. requiring a syllabus for each
subject/course duly approved
by the appropriate authority; __ __ __ __
F.6.2. requiring the submission of
copies of the mid-term and
final examination questions,
including corresponding
table of specifications to
the department head; __ __ __ __
F.6.3. requiring the conduct of
summative examinations
(departmental examination,
etc.) where applicable; __ __ __ __
F.6.4. conducting supervisory
visits to the classes.; __ __ __ __
F.6.5. having regular faculty
meetings with the dean/
dept. chairman; __ __ __ __
F.6.6. requiring consultation
between students and
faculty; __ __ __ __
F.6.7. encouraging the conduct of
studies on academic
performance of faculty
and students; __ __ __ __

119
 F.6.8. providing for the
participation/attendance of
the faculty in in-service
activities. __ __ __ __
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
M NA E A E AE
F.7. Supervision is designed to ensure sufficient class
preparation by the faculty. __ ___ __ __ __ ___
F.8. Periodic faculty performance evaluation is done
by the following: __ ___ __ __ __ ___
F.8.1 the academic head/ m na e r
department chairman; __ __ __ __
F.8.2. students; __ __ __ __
F.8.3. the faculty member
himself/herself __ __ __ __
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
G. Documents and Additional Information/Exhibits
1. Course Curriculum
2. CHED Policies and standards for the program under review
3. Course syllabi
4. Samples of old course syllabi used in the last five (5) years
5. System of accrediting, validating, substituting & determining equivalent of
courses/subjects taken in other institutions.
6. Records of class observations together with the evaluation criteria used.
7. Instructional materials
8. Student projects & term papers (samples)
9. Records on remedial/special or make-up classes
10. Record of faculty performance evaluation done by students, peers, superiors, etc.
11. Teacher-made tests (samples)
12. Approved grading system
13. System to insure quality in the formulation, monitoring and review of the curriculum.
SUMMARY OF RATINGS
CURRICULUM AND INSTRUCTION

120
 Numerical Descriptive
Rating Rating
A Curriculum & Program of Studies
B Instructional Processes/Methodologies and
Learning Enhancement Opportunities
C Assessment of Academic Performance
D Classroom Management
E Graduation Requirements
F Administrative Support for Effective Instruction
Total _________
Mean _________ ____________
ACCREDITORS
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________

AREA IV: SUPPORT TO STUDENTS

EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
A. Student Personnel Services Program M NA E A E AE
Organizational Structure
A.1. Objectives
A.1.1. The objective of the Student Personnel
Services Program are focused on students’
welfare, growth and development. __ ___ __ __ __ ___
A.1.2. The objectives are in consonance with the
mission, goals, and objectives of the
institution. __ ___ __ __ __ ___
A.1.3. The objectives are clearly defined. __ ___ __ __ __ ___
A.2. Student Personnel Services Program
A.2.1. The institute has a Student Personnel
Services (SPS) unit. __ ___ __ __ __ ___
A.2.2. The SPS unit has an organizational
structure which shows its relationship
with other units. __ ___ __ __ __ ___

A.2.3 The SPS unit is headed by a qualified

staff. __ ___ __ __ __ ___
A.2.4. The SPS unit is staffed with qualified
personnel. __ ___ __ __ __ ___
A.2.5. The SPS unit plans, implements, monitors,
and coordinates student services. __ ___ __ __ __ ___
A.2.6. There is a continuing and systematic
evaluation on the effectiveness of the

121
 student services program. __ ___ __ __ __ ___
A.3. Administrative Support
A.3.1. The institution supports and approves the
SPS programs. __ ___ __ __ __ ___
A.3.2. The institution provides budget allocation for
the implementation of the SPS program. __ ___ __ __ __ ___
A.3.3. The administration, students, faculty, staff
and parents are supportive of the student
services and activities in the SPS Program. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
B. Admission and Retention M NA E A E AE
Admission
B.1. There is an established system of student
recruitment, selection and admission. __ ___ __ __ __ ___
B.2. The policies and procedures on selection and
admission of students are disseminated and
implemented. __ ___ __ __ __ ___
B.3. The institution’s selection and admission
criteria/requirements conform with those
prescribed by CHED. __ ___ __ __ __ ___
B.4. Student admission records are available
and filed. __ ___ __ __ __ ___
m na e
B.4.1. enrollment trends ___ ___ ___
B.4.2. drop-out rate ___ ___ ___
B.4.3. licensure examination
results and passing
percentage ___ ___ ___
B.4.4. employability of graduates/
graduate tracer ___ ___ ___
B.4.5. student transferees ___ ___ ___
B.4.6. student categorization by
specialization ___ ___ ___
Retention
B.5. A system of student retention policies are properly
implemented. __ ___ __ __ __ ___

122
B.6. Retention policies and procedures are clearly
defined, widely disseminated and well-
understood by faculty and students. __ ___ __ __ __ ___
B.7. Retention policies are approved by the Academic
Council and the Board of Regents of the
concerned institution. __ ___ __ __ __ ___
B.8. Retention policies are in consonance with CHED
policies and standards. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISIONC.
C. Guidance Program M NA E A E AE
C.1. Orientation for Students
C.1.1. The orientation program is aimed at the
students’ adjustment to college life. __ ___ __ __ __ ___
C.1.2. It is conducted regularly at the start of the
school year. __ ___ __ __ __ ___
C.1.3. Special orientation activities are arranged
for transferees and returning students. __ ___ __ __ __ ___
C.2. Individual Inventory Service
C.2.1. Every student has a profile updated
regularly and filed at the guidance office. __ ___ __ __ __ ___
C.2.2. The guidance counselor maintains
confidentiality of the student’s individual
records. __ ___ __ __ __ ___
C.3. Testing Service
C.3.1. There is a systematic & continuing testing
program. __ ___ __ __ __ ___
C.3.2. A variety of tests and evaluative tools are
used in guidance/counseling services. __ ___ __ __ __ ___
C.3.3. Results are readily available to the
students to guide them in making
decisions regarding their academic life. __ ___ __ __ __ ___
C.3.4. Results are utilized in designing activities
to meet students’ needs. __ ___ __ __ __ ___
C.4. Information Service
C.4.1. Relevant educational, occupational and

123
 social information are available. __ ___ __ __ __ ___
C.4.2. Information is up-to-date, organized
& disseminated to the students. __ ___ __ __ __ ___
C.5. Counseling Service
C.5.1. Counselor-student ratio meets CHED
requirements. __ ___ __ __ __ ___
C.5.2. The counseling office has adequate
facilities for particular students. __ ___ __ __ __ ___
C.5.3. The counseling service is coordinated
with the faculty concerned. __ ___ __ __ __ ___
C.6. Placement and Follow-up Services
C.6.1. The school provides placement services to
prospective graduates. __ ___ __ __ __ ___
C.6.2. The school maintains liaison with its
alumni and involves them in school affairs. __ ___ __ __ __ ___
C.6.3. Through the guidance office, the school
links with industries and prospective
employers of graduate. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
D. Other Student Services M NA E A E AE
D.1. Health services and programs for the students
are provided by professionally trained personnel. __ ___ __ __ __ ___
D.2. The medical/dental units are provided with
supplies and equipment. __ ___ __ __ __ ___
D.3. Health services and programs for the students
provide up-to-date information to parents or
guardians whenever a student has serious
health problems. __ ___ __ __ __ ___
D. 4. There is a continuing medical/dental program
designed for: m na e
D.4.1. Diagnostic purpose ___ ___ ___
D.4.2. First aid ___ ___ ___
D.4.3. Prevention and prophylaxis ___ ___ ___
D.5. Food Services:
D.5.1. A clean and comfortable place for serving

124
 meals is provided. __ ___ __ __ __ ___
D.5.2. Nutritious and well-balanced meals are
served. __ ___ __ __ __ ___
D.5.3. Food items are reasonably priced. __ ___ __ __ __ ___
D.5.4. There is a sanitary and well-supervised
kitchen. __ ___ __ __ __ ___
D.5.5. A sufficient department and health-
certified competent staff manage the
canteen operation. __ ___ __ __ __ ___
D.6. Sports Development Program
D.6.1. There are policies and procedures
implemented in the selection of athletes. __ ___ __ __ __ ___
D.6.2. Financial support and/or scholarship is
available for deserving athletes. __ ___ __ __ __ ___
D.6.3. The Sports Services Units is provided with
necessary facilities, equipment,
supplies and materials. __ ___ __ __ __ ___
D.6.4. There is regular monitoring and evaluation
of sports activities. __ ___ __ __ __ ___
D.7. Student Publication.
D.7.1. There are policies and guidelines governing
student publications. __ ___ __ __ __ ___
D.7.2. Student publication is managed by
competent advisers and editorial board. __ ___ __ __ __ ___
D.7.3. The school paper is regularly published
with at least one issue per semester. __ ___ __ __ __ ___
D.7.4. There is a publication office provided
with the necessary facilities, equipment,
supplies and materials. __ ___ __ __ __ ___
D.7.5. The content of the publication reflect the
students’ ideas, opinions and concerns. __ ___ __ __ __ ___
D.7.6. The publication highlights and documents
the students’ achievements, activities and
performance in both academic & non-
academic endeavors. __ ___ __ __ __ ___
D.7.7. The performance of the Publication unit is
regularly evaluated. __ ___ __ __ __ ___
D.8. Socio-Cultural Development Program.
D.8.1. The cultural program and activities are
regularly and properly conducted. __ ___ __ __ __ ___
D.8.2. The activities develop and enhance the
students’ creativity and skills. __ ___ __ __ __ ___
D.8.3. The socio-cultural activities are
periodically monitored and evaluated. __ ___ __ __ __ ___
D.9. The financial assistance program
includes the following: __ ___ __ __ __ ___

125
 m na e
D.9.1. academic scholarship, __ __ __
D.9.2. educational loans, __ __ __
D.9.3. student assistantship, __ __ __
D.9.4. assistance to students
who attend workshops,
seminars and other
training opportunities, __ __ __
D.9.5. grants-in-aid, __ __ __
D.9.6. varsity players’ and
athletes’ privileges, __ __ __
D.9.7. privileges to members
of school bands and
cultural groups, __ __ __
D.9.8. others (please specify)___________________ __ __ __

EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
D.10. Housing Services (Optional) M NA E A E AE
D.10.1. There are established policies in the
operation of housing services. __ ___ __ __ __ ___
D.10.2. Services are managed by committed,
competent and full-time staff. __ ___ __ __ __ ___
D.10.3. Dormitory rules and regulations are
enforced. __ ___ __ __ __ ___
D.10.4. There is periodic monitoring &
evaluation of dormitories and present
boarding houses. __ ___ __ __ __ ___
D.10.5. The school coordinates with private
boarding house operators and
owners for students’ housing needs
and to safeguard the student
boarders’ welfare. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
E. Scholarships/Grants M NA E A E AE
E.1. There is a functional and continuing scholarship
programs implemented in the institution. __ ___ __ __ __ ___
E.2. The college provides privileges such as: __ ___ __ __ __ ___
m na e

126
 E.2.1. free or reduced school fees __ __ __
E.2.2. monthly stipend/allowance __ __ __
E.2.3. book allowance __ __ __
E.2.4. housing (optional) __ __ __
E.2.5. others (please specify) __ __ __ __________________
E.3. There are policies and guidelines in the selection
and retention of academic scholars. __ ___ __ __ __ ___
E.4. There are policies and guidelines in the selection
and retention of grantees as follows: __ ___ __ __ __ ___
E.4.1. dependent children of
faculty and staff __ __ __
E.4.2. dependent children of
barangay officials __ __ __
E.4.3. indigenous groups __ __ __
E.4.4. handicapped persons __ __ __
E.4.5. others, as mandated by law
(please specify)___________ __ __ __
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
M NA E A E AE
E.5. There are policies and guidelines in the selection
and retention of the members of: __ ___ __ __ __ ___
m na e
E.5.1. dance troupes, __ __ __
E.5.2. dramatic guild __ __ __
E.5.3. literary-musical groups __ __ __
E.5.4. school band/drum corps __ __ __
E.5.5. other cultural groups __ __ __
E.6. There are policies and guidelines in the selection
and retention of athletes/varsity players. __ ___ __ __ __ ___
E.7. The scholars/grantees are informed of their
responsibilities concerning: __ ___ __ __ __ ___
m na e r
E.7.1. grade requirement, __ __ __ ___
E.7.2. duration/time frame of

127
 scholarships/grants, and __ __ __ ___
E.7.3. Policies and regulations
of the scholarships/grants. __ __ __ ___
E.8. There is monitoring of scholars/grantees’
performance to enable them to complete
their degrees/courses. __ ___ __ __ __ ___

E.9. There is a scheme of fund generation from sponsors,

benevolent individuals, institutions and/or
organizations. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
F. Co-curricular & Extra-curricular Programs & Activities
F.1. Activities are designed to enhance students’
total development. __ ___ __ __ __ ___
F.2. There are qualified and competent faculty
advisers for the different organizations and
clubs. __ ___ __ __ __ ___
F.3. The following opportunities are offered at the
Office of Student Services to provide for the
varied interests/talents of the students: __ ___ __ __ __ ___
m na e
F.3.1. Student councils and
organizations __ __ __
F.3.2. Cultural groups __ __ __
F.3.2.1. Dramatics
F.3.2.2. Literary/musical
activities
F.3.2.3. Variety shows
F.3.2.4. Others (specify)_____________
F.3.3. Sports & recreational activities __ __ __
F.3.4. Spiritual development activities __ __ __
F.3.5. Academic contests __ __ __
F.3.6. Training/seminars/fora/
conferences __ __ __
F.4. A system of incentives, recognition and awards for
outstanding achievements in co-curricular and
extra-curricular activities is established. __ ___ __ __ __ ___
F.5. A regular evaluation of students’ co-curricular
activities is conducted. __ ___ __ __ __ ___
SECTION MEAN:___________

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COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

G. Documents and Additional Information/Exhibits

1. Student Handbook
2. Guidance Program
3. Guidance Manual
4. Organizational Chart of Student Affairs Office
5. Research Studies on student needs, problems, profile, etc.)
6. School organ
7. List of recognized student organizations & their programs
8. Student Personnel Services Budget
9. Testing Programs/Instruments
10. Updated Alumni Directory
11. Annual Reports
12. Student Personnel Services: staff, positions, & qualifications
SUMMARY OF RATINGS
SUPPORT TO STUDENTS
Numerical Descriptive
Rating Rating
A Administration and Organization
B Admission and Retention
C Guidance Program
D Other Student Services
E Schlarships/Grants
F Co-curricular and Extra-curricular Programs and
Activities
Total _________
Mean _________ ____________
ACCREDITORS
_____________________________________ __________________________________
___________________________________ ____________________________________

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___________________________________ ____________________________________
___________________________________ ____________________________________

AREA V: RESEARCH
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
A. Priorities and Relevance M NA E A E AE
A.1. The institution’s research agenda is in consonance
with the institutional, regional and national
priorities of government agencies such as DOST,
CHED-National Higher Education Research
Agenda, NEDA, DA, etc. __ ___ __ __ __ ___
A.2. The following stakeholders participate in the
formulation of research agenda identified as
as institutional thrusts and priorities. __ ___ __ __ __ ___
m na e r
A.2.1. administrators; __ __ __ __
A.2.2. faculty; __ __ __ __
A.2.3. students; __ __ __ __
A.2.4. government agency
representatives (DOST,
CHED, NEDA, etc.) __ __ __ __
A.3. The research activities of the academic unit are in
consonance with the research agenda of the
institution. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

130
B. Funding and other Resources M NA E A E AE
B.1. The institution allocates funds for faculty and
student research activities. __ ___ __ __ __ ___
B.2. The institution establishes linkages in the local/
national/international levels for funding support
and assistance. __ ___ __ __ __ ___
B.3. The Institution provides facilities and equipment
such as Internet, statistical software, and other
ICT resources, if necessary. __ ___ __ __ __ ___
B.4. The institution provides research personnel and
other support services, if necessary. __ ___ __ __ __ ___
B.5. The institution generates income from patents,
licenses, and copyrights, and other research
outputs, if applicable. __ ___ __ __ __ ___
B.6. The institution provides conducive and well-
equipped workplace including a research
resource center/area. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
C. Implementation, Monitoring, Evaluation M NA E A E AE
& Utilization of Research Results/Outputs
C.1. The College/University has a Research &
Development Unit managed by competent and
capable faculty. __ ___ __ __ __ ___
C.2. The institution has a Research Manual which
provides specific guidelines and procedures for the
internal administration/operation and conduct of
research activities. __ ___ __ __ __ ___
C.3. Faculty members conduct applied research in line
with their field of specialization, and operational
researches to improve operations, their teaching
content and procedures. __ ___ __ __ __ ___
C.4. The institution provides incentives for faculty
researches such as honoraria, grant of service
credits, deloading, and others. __ ___ __ __ __ ___
C.5. The institution encourages and/or requires its
students to conduct research activities, as a
requirement of the course and/or to test or
generate new knowledge/technology. __ ___ __ __ __ ___

131
C.6. The institution provides opportunities for
advanced studies and training to develop faculty
research competence. __ ___ __ __ __ ___
C.7. Completed and ongoing research studies are
periodically monitored and evaluated during
local and regional in-house reviews. __ ___ __ __ __ ___
C.8. Research results and outputs are utilized as
inputs to: __ ___ __ __ __ ___
m na e r
C.8.1. Institutional development __ __ __ __
C.8.2. Improvement of
instructional processes __ __ __ __
C.8.3. Transfer of generated
technology to the community __ __ __ __
C.9. There is a mechanism to ensure that: __ ___ __ __ __ ___
m na e r
C.9.1. Research outputs are
protected by IPR laws; __ __ __ __
C.9.2. Faculty & students observe
research ethic and avoid
malpractices like plagiarism,
fabrication of data, etc. __ __ __ __

SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

D. Publication, Dissemination & Utilization

D.1. The institution provides an avenue for the
dissemination of research results as fora,
conferences, faculty seminars, and other
communication media. __ ___ __ __ __ ___
D.2. The institution regularly publishes a research
journal and maintains library exchange
of research publication. __ ___ __ __ __ ___
D.3. Research manuscripts/technical reports are well-
edited, and written in proper style and in an
institutionally established format. __ ___ __ __ __ ___
D.4. The institution encourages/supports the faculty
in any of the following activities: __ ___ __ __ __ ___
m na e

132
 D.4.1. Instructional materials
development; __ __ __
D.4.2. Paper presentation, classroom
lectures, and other similar
activities; __ __ __
D.4.3. Editorship/writing in academic,
scientific and professional
journal; __ __ __
D.4.4. Thesis/Dissertation Advising __ __ __
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
E. Documents and Additional Information/Exhibits

1. Research Program, including researches of students.

2. Research Manual
3. List of researches completed during the last two (2) years (with samples)
4. List and samples of research outputs/reports for the last two (2) years
5. Research staff profile
6. Proceedings of research in-house reviews
7. Approved budget allocation indicating the source and amount of funds
8. Inventory of research facilities
9. List of technical support provided by administration
10. Published and unpublished researches in printed form
11. Research linkages
12. Memoranda of Agreement
13. Research Journal
SUMMARY OF RATINGS

RESEARCH
Numerical Descriptive
Rating Rating
A Priorities and Relevance
B Funding and Other Resources
C Implementation, Monitoring, Evaluation, and
Utilization of Research Results/Outputs
D Publication and Dissemination
Total _________
Mean _________ ____________
ACCREDITORS
___________________________________ ____________________________________

133
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________

AREA VI: EXTENSION AND COMMUNITY INVOLVEMENT

EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
A. Priorities and Relevance M NA E A E AE
A.1. The College/University has a benchmark survey
of the problems, needs and resources of the
community. __ ___ __ __ __ ___
A.2. The extension program and activities are based on
needs, problems and resources of the community. __ ___ __ __ __ ___
A.3. The extension program considers local, regional &
national development thrusts and priorities. __ ___ __ __ __ ___
A.4. The extension program and activities reflect the
vision, mission, goals and objectives of the
institution and the unit being evaluated. __ ___ __ __ __ ___
A.5. The extension activities complement the
curricular offerings of the institution and the
program under review. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Planning, Implementation, Monitoring and Evaluation
B.1. Planning
B.1.1. Administration, faculty and students &
other stakeholders are involved in the

134
 identification and planning of extension
program and activities. __ ___ __ __ __ ___
B.1.2. Research outputs and stakeholders
(administration, faculty and students) are
utilized in the planning and organization
of extension programs & activities. __ ___ __ __ __ ___
B.1.3. The extension program and activities
serve varied clientele or groups. __ ___ __ __ __ ___
B.2. Implementation
B.2.1. There is a distinct office or unit that
oversees the implementation
of the extension program. __ ___ __ __ __ ___
B.2.2. The extension program is well-
designed and disseminated. __ ___ __ __ __ ___
B.2.3. The administration, faculty and students
are involved in the implementation of
extension activities. __ ___ __ __ __ ___
B.2.4. The institution adopts a system to
make the conduct of extension projects
sustainable and continuing. __ ___ __ __ __ ___
B.2.5. There is a pool of consultants/experts
from various disciplines to serve in
special extension projects. __ ___ __ __ __ ___
B.2.6. The extension program transfers mature
and appropriate technology to the target
clientele as planned. __ ___ __ __ __ ___
B.2.7. The extension activities are
documented. __ ___ __ __ __ ___
B.3. Monitoring
B.3.1. Monitoring and evaluation
instruments or processes are available
on file. __ ___ __ __ __ ___
B.3.2. Periodic monitoring and evaluation of
extension activities are conducted
to provide feedback on the program. __ ___ __ __ __ ___
B.3.3. Results of monitoring and evaluation are
disseminated and discussed with concerned
stakeholders, faculty, and students. __ ___ __ __ __ ___
B.3.4. Re-planning of activities based
on feedbacks are conducted
to improve delivery of services. __ ___ __ __ __ ___
B.3.5. Accomplishment and terminal
reports are submitted on time. __ ___ __ __ __ ___
B.3.6. Accomplishment reports are
filed for reference purposes. __ ___ __ __ __ ___
SECTION MEAN:___________

135
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
C. Funding and Other Resources M NA E A E AE
C.1. There is a definite and approved budgetary
allocation for the extension program. __ ___ __ __ __ ___
C.2. The budget for the extension program is
utilized as proposed/planned. __ ___ __ __ __ ___
C.3. The institution sources out additional funding
from other agencies. __ ___ __ __ __ ___
C.4. The Institution sources out technical assistance
and service inputs from other agencies. __ ___ __ __ __ ___
SECTION MEAN:___________

COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
D. Community Involvement in the Institution’s Activities
D.1. There is community participation and
involvement in extension activities along: __ ___ __ __ __ ___
m na e r
D.1.1. Planning __ __ __ __
D.1.2. Implementation __ __ __ __
D.1.3. Monitoring & evaluation __ __ __ __
D.1.4. Sourcing of funds, materials
and other service inputs __ __ __ __
D.1.5. Utilization of technology
learned or acquired from the
extension activities. __ __ __ __
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
E. Documents and Additional Information and Exhibits
1. Organizational set-up of extension office/unit 7. Needs Assessment or Survey results
2. Extension program 8. Monitoring and evaluation reports
3. Budgetary allocation for extension 9. Roster of consultants/experts
4. Community linkages 10. Extension activity reports
5. Memoranda of Agreement 11. Annual Reports

136
6. Photos of extension activities 12. Samples of packaged technologies
SUMMARY OF RATINGS
EXTENSION AND COMMUNITY INVOLVEMENT
Numerical Descriptive
Rating Rating
A Priorities and Relevance
B Planning, Implementation, Monitoring &
Evaluation
C Funding and Other Resources
D Community Involvement and Participation
E Documents, Additional Information/Exhibits
Total _________
Mean _________ ____________
ACCREDITORS
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
AREA VII: LIBRARY
Existence of Numerical
Provision Rating of
(Check) (√) Provision
A. Administration M NA E A E AE
A.1. The organizational structure of the library is __ ___ __ __ __ ___
well-defined.
A.2. The Library is managed by a licensed and
competent librarian who possesses the
required educational qualifications. __ ___ __ __ __ ___
A.3. The Head Librarian directs and supervises
the total operation of the library and is
responsible for the administration of its
resources and services. __ ___ __ __ __ ___
A.4. The head librarian has academic status
and actively participates in academic and
administrative matters. __ ___ __ __ __ ___
A.5. There is a Library Board/Committee which sets
library policies, rules and procedures and
periodically reviews them. __ ___ __ __ __ ___
A.6. Annual reports, accomplishment reports and
other required reports are promptly submitted. __ ___ __ __ __ ___
A.7. There is a duly approved Library Manual or
written policies and procedures covering the
library’s internal administration and operational
activities. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
________________________________________________________________________

137
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. Staff/Personnel M NA E A E AE
B.1. The library is staffed with qualified personnel. __ ___ __ __ __ ___
B.2. The library meets the required number of qualified
and licensed librarians and other support staff to
meet the needs of the school population, curricular
offerings, teaching methods, research & extension
activities, size and scope of the collection and
rate of circulation. __ ___ __ __ __ ___
B.3. There is a sustainable staff development program. __ ___ __ __ __ ___
B.4. Compensation, retirement, fringe benefits, and
other privileges are granted. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
________________________________________________________________________
C. Collection Development, Organization and Preservation
C.1. There is written Collection Development Policy
which is regularly reviewed and evaluated by
the Library Board/Committee. __ ___ __ __ __ ___
C.2. The Library Board/Committee participates in the
selection and acquisition of library material
resources. __ ___ __ __ __ ___
C.3. The library collection and services support the
mission/vision and objectives of the institution. __ ___ __ __ __ ___
C.4. There is a core collection of at least 5,000 titles for
a college and 10,000 titles for a university library to
support the educational and research and other
programs of the institution. __ ___ __ __ __ ___
C.5. Thirty percent (30%) of the library holdings are of
current edition, i.e. copyright within the last
10 years. __ ___ __ __ __ ___
C.6. There is provision for non-print, digital and
electronic resources made accessible through
sufficient hardware/equipment. __ ___ __ __ __ ___
C.7. The library provides sufficient research books
and materials to supplement the curricular needs
of the clients. __ ___ __ __ __ ___
C.8. The library maintains an extensive Filipiniana
collection. __ ___ __ __ __ ___
C.9. The library provides 3-5 book/journal titles for
professional subjects in the major fields of
specialization. __ ___ __ __ __ ___
C.10. The collection is organized according to an
accepted scheme of classification and

138
 standard code of cataloging. __ ___ __ __ __ ___
C.11. There is an available integrated library system that
facilitates the organization of library resources. __ ___ __ __ __ ___
C.12. Provisions are made for the preservation,
general care, and upkeep of library resources. __ ___ __ __ __ ___
C.13. Regular weeding out program is done to
maintain a relevant and updated collection. __ ___ __ __ __ ___
C.14. The quality and quantity of library materials/
resources must conform with standards set
for a particular academic program. __ ___ __ __ __ ___

SECTION MEAN:___________
COMMENTS:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
D. Services and Utilization
D.1. The library is open for at least 54 hours per week
for a college & 60 hours per week for a university. __ ___ __ __ __ ___
D.2. The library adopts a system which can provide
faculty, students & other users greater access to
the collection and services. __ ___ __ __ __ ___
D.3. The library promotes and disseminates its
program through a regular announcement of its
new acquisitions, resources, facilities & services. __ ___ __ __ __ ___
D.4. Librarians/staff are available during library hours to
assist and provide library services to users. __ ___ __ __ __ ___
D.5. Provisions are made for other services/programs. __ ___ __ __ __ ___
m na e r
D.5.1. Functional and interactive
Library web page. __ __ __ ___
D.5.2. Integrated library system
which offers, specifically: __ __ __ ___
D.5.2.1. On-line Public Access (OPAC)
D.5.2.2. Circulation on-line
D.5.2.3. Computerized cataloging
D.5.2.4. Inventory reporting
D.5.2.5. Serials control
D.5.2.6. Internet searching
D.5.2.7. CDROM services
D.5.2.8. On-line Database
D.5.2.9. Photocopying
D.5.2.10. Bar coding
D.6. Statistical data on the utilization of various resources
and services are compiled and used as a measure to

139
 improve library collection and operations. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Existence of Numerical
Provision Rating of
(Check) (√) Provision
E. Physical Set-up and Facilities M NA E A E AE
E.1. Location and Site. __ ___ __ __ __ ___
m na e r
E.1.1. The library is strategically
located and is accessible to students
faculty and all its end users.__ __ __ ___
E.1.2. The library is systematically
planned to allow future
expansion. __ __ __ ___
E.2. Space Requirement. __ ___ __ __ __ ___
E.2.1. The size of the library meets
standard requirements
considering present
enrolment & future
expansion of the library. __ __ __ ___
E.2.2. The reading room
accommodates at least 10%
of the school enrolment
at any given time. __ __ __ ___
E.2.3. Space is provided for print
resources as well as
workstations for electronic
resources. __ __ __ ___
E.2.4. Space is provided for the
librarians office, staff room,
technical room, etc. __ __ __ ___
E.2.5. Where feasible, ramps for
the physically disabled are
provided. __ __ __ ___
E.3. Furniture and Equipment. __ ___ __ __ __ ___
m na e r
E.3.1. Library meets the required
and standard size furniture
and equipment. __ __ __ ___
E.3.2. Provisions are made for the

140
 acquisition of the following
library furniture and
equipment (indicate number) __ __ __ ___
Adjustable/removable
Magazine display
______shelves ______Newspaper racks ______Standard tables
______chairs ______Carrels for individual study ______ Desks and chairs for staff
______Charging desk ______Dictionary stand ______Atlas stand
______ Bulletin boards and display cabinets ______Vertical file cabinets
______Book trucks ______Map stands/cabinet ______ Computer with printer
______ Cardex/rotadex or any filing equipment for periodical records ______Typewriter
______others
E.4. Physical Provisions for Reading __ ___ __ __ __ ___
m na e r
E.4.1. The library is well-lighted
and ventilated. __ __ __ ___
E.4.2. The atmosphere is
conducive to learning. __ __ __ ___

Existence of Numerical
Provision Rating of
(Check) (√) Provision
M NA E A E AE
E.5. Security/Control. __ ___ __ __ __ ___
E.5.1. A fire extinguisher and local
fire alarm system are
available. __ __ __ ___
E.5.2. The library adopts a system
of security and control of
library resources. __ __ __ ___
E.6. There is a provision for the acquisition and
utilization of the latest IT software and
multi-media equipment. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
F. Financial Support
F.1. The institution allocates a regular and realistic
budget for the library. __ ___ __ __ __ ___
F.2. The head Librarian and staff in coordination with
other concerned officials prepare and manage an
annual library budget. __ ___ __ __ __ ___
F.3. All library fees and funds allocated for library
resources and services are utilized solely for

141
 such purposes, and are properly audited. __ ___ __ __ __ ___
F.4. Other sources of financial assistance are sought. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

G. Linkages
G.1. Linkages with other institutions and funding agencies
are explored and established for purposes of
enhancing library facilities and resources. __ ___ __ __ __ ___
G.2. The library is in mailing list of agencies,
foundations, etc. for exchange program of
publications & other books/journals donations __ ___ __ __ __ ___
G.3. Consortia, networking, library cooperative
activities, and resource-sharing with other
institutions are practiced. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
H. Documents and Additional Information/Exhibits
1. Basic collection – comparative figures of total volumes vis-à-vis enrolment.
2. Copy of library handbook, guide and internal procedures, etc.
3. Duties and responsibilities of library personnel.
4. Updated inventory of library furniture and equipment.
5. Library development plan for the next 3-5 years.
6. List of agencies with which the library has linkages (including copies of MOA’s,
letters of donations, etc.)
7. List of books discarded or weeded out.
8. List of electronic resources by names and descriptions.
9. List of classified library holdings other than books, journals and general references.
10. Memorandum circular or Board resolution on the establishment of Library
Advisory Board/Library Committee.
11. Composition and functions of the Library Committee
12. Library Organizational Chart.
13. List of professional books for specific major field by particular subject and titles.
14. Properly labeled floor plan of the library and its internal layout (pictorial).
15. List of Serials, including volume number and date of publication.
16. Statistical reports on the use of books and other library resources for the
last three (3) years.
17. Logbook of library users.
SUMMARY OF RATINGS

142
LIBRARY
Numerical Descriptive
Rating Rating
A Administration
B Personnel
C Collection, Development, Organization
and Preservation
D Services and Utilization of the Library
E Physical set-up and Facilities
F Financial Support
G Linkages
Total _________
Mean _________ ____________
ACCREDITORS
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________

AREA VIII: PHYSICAL PLANT AND FACILITIES

EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
A. Site M NA E A E AE
A.1. The institution is located in an environment
conducive to educational activities. __ ___ __ __ __ ___
A2. The site can accommodate its present school
population, and can handle expected future
expansion. __ ___ __ __ __ ___
A.3. The school is accessible by public transportation,
and has satisfactory roads and pathways. __ ___ __ __ __ ___
A.4. There is a site plan displayed prominently in
the campus indicating the location of the different
buildings with their proper identification,
driveways, parking areas, etc. __ ___ __ __ __ ___
SECTION MEAN:___________
COMMENTS:
_____________________________________________________________________
_____________________________________________________________________
B. Campus
B.1. It is well-planned, attractive, landscaped, and
kept clean. __ ___ __ __ __ ___
B.2. Where needed, covered walks are provided
to protect the students from inclement weather. __ ___ __ __ __ ___

143
B.3. There is an area for extensive outdoor
educational activities, e.g. social, physical,
athletic, cultural, and military. __ ___ __ __ __ ___
B.4. There is a campus development program. __ ___ __ __ __ ___
B.5. There is a system/mechanism to ensure all of the
following: m na e r
B.5.1. traffic safety in and
outside the campus. __ __ __ __
B.5.2. the implementation of a
waste management program __ __ __ __
B.5.3. proper utilization, repair and
upkeep of school facilities
and equipment __ __ __ __
B.6. There is a system/mechanism to ensure the
cleanliness & orderliness of the school campus. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. Buildings M NA E A E AE
C.1 The buildings are equipped with emergency
fire escapes readily accessible from any point
of the building. __ ___ __ __ __ ___
C.2 Well-planned entrance & exit points permit the use
of the buildings for public and other functions
with minimum interference on school activities. __ ___ __ __ __ ___
C.3. The buildings are constructed in relation to their
respective use. The buildings meet all requirements
of the current Building Code. A certificate of
occupancy is conspicuously displayed. __ ___ __ __ __ ___
C.4. The buildings are so planned and located to
provide for future expansion. __ ___ __ __ __ ___
C.5. Emergency evacuation exits are provided and
properly marked. __ ___ __ __ __ ___
C.6. The corridors, doorways, and alleys are so
constructed to facilitate movement. __ ___ __ __ __ ___
C.7. The buildings are well-ventilated. __ ___ __ __ __ ___
C.8. There are well-maintained toilets and lavatories
with separate facilities for men and women. __ ___ __ __ __ ___
C.9. The buildings are clean and well-maintained.
No evidence of vandalism is observed. __ ___ __ __ __ ___
C.10. Electrical lines are safely installed and
periodically checked. __ ___ __ __ __ ___
C.11. The buildings provide facilities for disabled

144
 persons as provided by law. __ ___ __ __ __ ___
C.12. There is a central signal and fire alarm system. __ ___ __ __ __ ___
C.13. Water facilities are well-distributed in all buildings __ ___ __ __ __ ___
C.14. There is a periodic potability testing of the
drinking water. __ ___ __ __ __ ___
C.15. There are readily accessible & functional fire
extinguishers & otherfire fighting equipments. __ ___ __ __ __ ___
C.16. Floor plans indicating fire exits & locations of fire
fighting equipment, stand pipes, and of other water
sources are prominently displayed in each building. __ ___ __ __ __ ___
C.17. There is a periodic pest control inspection of all
school facilities. __ ___ __ __ __ ___
C.18. Buildings are cleaned and maintained by a
janitorial staff with proper washroom and
equipment for cleaning, repairs and maintenance. __ ___ __ __ __ ___
C.19. Bulletin boards, display boards, waste disposal
containers and other facilities are strategically
located inside building. __ ___ __ __ __ ___
C.20. Faculty rooms are adequately equipped. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
D. Classrooms M NA E A E AE
D.1. Classroom size meets standard specifications for
specific activities. __ ___ __ __ __ ___
D.2. Classrooms are sufficient. __ ___ __ __ __ ___
D.3. The classrooms are clearly marked and arranged
in relation to their relative functions. __ ___ __ __ __ ___
D.4. The classrooms are well-lighted and ventilated,
and with good acoustic. __ ___ __ __ __ ___
D.5. Classrooms are provided with chairs, chalkboards/
whiteboards and other needed furniture & supplies. __ ___ __ __ __ ___
D.6. Classrooms are maintained and kept clean. __ ___ __ __ __ ___
D.7. Students cooperate in maintaining the cleanliness
of the classroom and its equipment. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

145
___________________________________________________________________________
E. Offices and Staff rooms M NA E A E AE
E.1. The general office area is accessible to students
and the public. __ ___ __ __ __ ___
E.2. All offices are accessible and conveniently located
with respect to their functions. __ ___ __ __ __ ___
E.3. Offices and staff rooms are clean, well-lighted and
ventilated. __ ___ __ __ __ ___
E.4. There are offices and workspaces for all officials,
administrative staff, faculty & personnel. __ ___ __ __ __ ___
E.5. All offices are furnished with the necessary
facilities, equipment and supplies. __ ___ __ __ __ ___
E.6. Function rooms, reception rooms and waiting
areas are available and easily accessible. __ ___ __ __ __ ___
E.7. There is a storeroom which is strategically
located. __ ___ __ __ __ ___
E.8. A lounge is available for faculty and guests. __ ___ __ __ __ ___
E.9. There is provision for inter-office communication
systems (intercommunication systems) as well as
external communication (landline telephone). __ ___ __ __ __ ___
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
M NA E A E AE
E.10. Clean rest rooms for administrators, faculty,
staff and students are available. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
F. Assembly & Athletic Facilities
F.1. Facilities are available for holding convocations
or assemblies. __ ___ __ __ __ ___
F.2. There are well-marked entrances and exits to
these facilities. __ ___ __ __ __ ___
F.3. Seating capacity adheres to standards. __ ___ __ __ __ ___
F.4. Facilities are available for athletic and military
training activities. __ ___ __ __ __ ___
F.5. There are storage facilities for athletic equipment. __ ___ __ __ __ ___
F.6. Indoor facilities have: __ ___ __ __ __ ___
m na e r
F.6.1. appropriate flooring __ __ __ ___
F.6.2. proper lighting &
ventilation, __ __ __ ___

146
 F.6.3. safety measures __ __ __ ___
F.6.4. restrooms and
lavatory, and __ __ __ ___
F.6..5. proper drinking
facilities __ __ __ ___
F.7. Outdoor facilities are: __ ___ __ __ __ ___
F.7.1. free from hazards, __ __ __ ___
F.7.2. suitably surfaced, guarded
and drained __ __ __ ___
F.7.3. appropriately laid out for
a variety of activities, and __ __ __ ___
F.7.4. maintained __ __ __ ___
F.8. A variety of athletic facilities are provided to
supply the standard requirements of the academic
program. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
M NA E A E AE
G. Medical and Dental Clinic
G.1. The institution provides for a medical and
dental clinic. __ ___ __ __ __ ___
G.2. The medical/dental clinic has the basic
facilities such as reception area, filing/data
section, examination/treatment room __ ___ __ __ __ ___
G.3. The Medical/Dental Clinic/office is well-lighted
and ventilated. __ ___ __ __ __ ___
G.4. Safe and clean water is available. __ ___ __ __ __ ___
G.5. Medical and dental equipment are provided. __ ___ __ __ __ ___
G.6. There are medical and dental supplies. __ ___ __ __ __ ___
G.7. Storage facilities (refrigerator, steel cabinets,
trays, etc.) are available. __ ___ __ __ __ ___
G.8. Medical/Dental supply are available and
properly labeled. __ ___ __ __ __ ___
G.9. Distinct rooms and storage areas are
properly labeled. __ ___ __ __ __ ___
G.10. The following basic medical equipment and
medicines are available: m na e r
G.10.1. Emergency medicines; __ __ __ ___
G.10.2. Ambobag; __ __ __ ___
G.10.3. Oxygen tank; __ __ __ ___

147
 G.10.4. Intravenous fluid; __ __ __ ___
G.10.5. Sphygmomanometer(at least 2 sets)__ __ __ ___
G.10.6. Thermometers (at least 10 pcs) __ __ __ ___
G.10.7. Diagnostic sets __ __ __ ___
G.10.8. Stethoscope (at least 2 pcs) __ __ __ ___
G.10.9. Treatment cart; and __ __ __ ___
G.10.10. Nebulizer. __ __ __ ___
G.11. The dental section is equipped and properly maintained
with the following facilities:
G.11.1. Dental unit & chair __ __ __ ___
G.11.2. Autoclave (sterilize) __ __ __ ___
G.11.3. Medical supplies __ __ __ ___
G.11.4. Filling instruments __ __ __ ___
G.11.5. Basic instruments (forceps, mouth
mirror, cotton, fliers, explorer, etc. __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
M NA E A E AE
H. Student Center
H.1. The institution provides for a Student Center
for student activities. __ ___ __ __ __ ___
H.2. The Center is well-lighted and ventilated. __ ___ __ __ __ ___
H.3. A conference/meeting room is available. __ ___ __ __ __ ___
H.4. There are furnished offices for student leaders,
editorial staff or student publication, and officers
of other student organizations. __ ___ __ __ __ ___
H.5. There are rooms & facilities for table games,
music appreciation & TV or video viewing. __ ___ __ __ __ ___
H.6. Clean and sanitary toilets, separate for men &
women are available. __ ___ __ __ __ ___
SECTION MEAN: _____________

COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I. Food Services/Canteen M NA E A E AE
I.1. The institution has a distinct Food Center/
Cafeteria/Canteen with a sanitary permit. __ ___ __ __ __ ___

148
I.2. The cafeteria is well-lighted, ventilated,
screened and with satisfactory water supply. __ ___ __ __ __ ___
I.3. There are enough dining tables and chairs __ ___ __ __ __ ___
I.4. Cleanliness and orderliness are enforced __ ___ __ __ __ ___
I.5. Prompt services are provided. __ ___ __ __ __ ___
I.6. There is a sanitary and well-supervised canteen __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
J. Accreditation Center
J.1. The College maintains an Accreditation Center
(AC) which can accommodate required
resources, furniture and documents. __ ___ __ __ __ ___
J.2. The AC is accessible and conveniently
located relative to its functions. __ ___ __ __ __ ___
J.3. The AC is equipped and properly maintained
with the following facilities: __ ___ __ __ __ ___
m na e r
J.3.1. working table and chairs, __ __ __ ___
J.3.2. cabinets for display and
filing needs, __ __ __ ___
J.3.3. good ventilation and
lighting facilities, and __ __ __ ___
J.3.4. computer unit, where
feasible. __ __ __ ___
J.4. Relevant documents, information and exhibits are
updated, properly arranged, labeled,
& readily available. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√)
PROVISION
K. Housing (Optional) M NA E A E AE
K.1. There are available dormitories for students, and
houses or apartments, etc. for personnel. __ ___ __ __ __ ___
K.2. These structures are comfortably designed. __ ___ __ __ __ ___
K.3. Entrances and exits are so placed to ensure
safety and convenience. __ ___ __ __ __ ___
K.4. The surroundings and buildings are properly

149
 maintained & periodically checked for pest control. __ ___ __ __ __ ___
K.5. The buildings conform to Building Code standards. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
L. Documents and Additional Information/Exhibits
Documents needed for campus/site
1. Certificate of ownership
2. Site development plan
3. Campus development plan
4. Vicinity plan
Documents needed for Offices and Staff Rooms
1. Physical plant map showing the location of administrative offices, faculty rooms,
conference rooms, classrooms, laboratory rooms and reception areas.
2. Photocopies of offices directly or indirectly used by the program under survey (indoor
and outdoor).
Documents needed for Classrooms and Buildings
1. Approved building plans showing the floor areas of classrooms and shops used by the
College under survey.
2. Building plans and approved permits.
3. Photocopies showing the functions, fixtures & equipment provided in the classrooms
and shops.
4. Physical plant map showing the location of classrooms and laboratory rooms/shops
used by the program under survey.
Documents needed for Assembly/Function Rooms
1. Approved building plan indicating the existence of function rooms used for group
assemblies by the program under survey.
2. Copies of procedural guidelines in the proper use of function rooms.
3. File copies of approved requests of students and personnel for the use of the function
rooms.
4. List of function rooms (such as audio-visual room, student hall, conference hall,
cafeteria, music room, office for the college organizations, college paper, faculty lounge and
comfort rooms).
Documents Needed for Accreditation Center
1. Sets of materials/documents by program.
Documents needed for Housing
1. Approved building plan for the dormitory/housing facilities indicating the function
rooms.
2. Housing rules/admission requirements.
3. List of dormitory staff.
4. List of physical facilities.
5. List of students and personnel presently accommodated.
SUMMARY OF RATINGS

150
 PHYSICAL PLANT AND FACILITIES
Numerical Descriptive
Rating Rating
A Site
B Campus
C Buildings
D Classrooms
E Offices, Staff and Function Rooms
F Assembly & Athletic Facilities
G Medical and Dental Clinic
H Student Center
I Food Services/Canteen
J Accreditation Center
K Housing
Total _________
Mean _________ ____________
ACCREDITORS
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
AREA IX: LABORATORIES
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√) PROVISION
A. Laboratories, Shops and Facilities M NA E A E AE
A.1 General (for all laboratories).
A.1.1. Laboratory layout conforms to acceptable
standards and particular needs. __ ___ __ __ __ ___
A.1.2. The laboratories are properly lighted and
well-ventilated/air conditioned
for conducive learning. __ ___ __ __ __ ___
A.1.3. Each laboratory room has at least two exit
doors that open outward. __ ___ __ __ __ ___
A.1.4. Furniture/equipment arrangement allows
free flow of movement, and students can
work comfortably without interference
from others. __ ___ __ __ __ ___
A.1.5. Safety & precautionary measures are
provided, posted & implemented/
followed. __ ___ __ __ __ ___
A.1.6. Usable fire extinguisher is accessible to
staff and students. __ ___ __ __ __ ___
A.1.7. A first aid kit, chart for antidotes, &
neutralizing solutions are always
accessible in each laboratory room. __ ___ __ __ __ ___

151
 A.1.8. Laboratory/Operations manuals needed by
faculty and students are readily provided
in each laboratory. __ ___ __ __ __ ___
A.1.9. Training on the use of fire extinguishers,
first aid kit and other emergency measures
are periodically given. __ ___ __ __ __ ___
A.2. Computer Laboratory, Multimedia Center and other
General Education Laboratory.
A.2.1. There is a computer laboratory with at
least 15 usable computer units. __ ___ __ __ __ ___
A.2.2. The access of a student to a computer is
at least 15 hours/semester. __ ___ __ __ __ ___
A.2.3. An appropriate multimedia center is
maintained. __ ___ __ __ __ ___
A.2.4. There are properly maintained and
appropriate laboratories for general
education subjects. __ ___ __ __ __ ___
A.3. Natural Sciences/Technology Shops/PE
A.3.1. Gas, water and electricity are available
and utilized for class practicum/activities. __ ___ __ __ __ ___
A.3.2. There is a demonstration table equipped
with sink, water and electrical & gas
outlets, that is properly utilized. __ ___ __ __ __ ___
A.3.3. Separate storage space is provided for
laboratory supplies & equipment. __ ___ __ __ __ ___
A.3.4. There is a laboratory for shop work that
has adequate workspace for
the specific technology. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
B. Equipment & Supplies
B.1. General.
B.1.1. Apparatuses, tools and materials conform
to the requirements specified in the list of
equipment for each subject taught. __ ___ __ __ __ ___
B.1.2. There are equipment, instruments and
supplies for classroom use. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________

152
___________________________________________________________________________
___________________________________________________________________________
EXISTENCE OF NUMERICAL
PROVISION RATING OF
(Check) (√)
PROVISION
C. Maintenance M NA E A E AE
C.1. General Laboratory
C.1.1. The laboratories appear neat and orderly. __ ___ __ __ __ ___
C.1.2. Restocking of perishable supplies is up-to-date. __ ___ __
__ __ ___
C.1.3. The inventory of equipment/facilities is
systematic and up-to-date. __ ___ __ __ __ ___
C.1.4. All equipment are coded and inventoried. __ ___ __ __ __ ___
C.1.5. Instruments are in good working condition
and are periodically calibrated. __ ___ __ __ __ ___
C.1.6. The school has a maintenance & repair
department which provides services on
direct call. __ ___ __ __ __ ___
C.1.7. Garbage containers for degradable and
non-degradable materials are properly
maintained. __ ___ __ __ __ ___
C.1.8. The following are properly maintained by
Trained/appropriate personnel/technicians __ ___ __ __ __ ___
m na e
C.1.8.1. Natural science
laboratory __ __ __
C.1.8.2. Shops __ __ __
C.1.8.3. Computer laboratory __ __ __
C.1.8.4. Multi-media Center __ __ __
C.1.8.5. Research Facility __ __ __
C.1.8.6. General education laboratory __ __ __
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
D. Special Provisions
D.1. Specific program requirements are in
accordance with guidelines/policies
embodied in issuances, e.g. CMOs. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

153
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

E. Documents and Additional Information /Exhibits

Laboratory rooms Documents needed:
1. List of laboratory rooms/shops utilized by the program under survey;
2. Approved building plans showing the location of laboratory rooms/shops utilized by
program under survey; and
3. Photocopies of laboratory rooms/shops (including the storeroom) showing the proper
arrangements of fixtures and equipment.
Equipment/Supplies Documents needed:
1. List of laboratory equipment (apparatus and tools) available for use by the program
under survey (indicate the models and specifications);
2. List of supplies and materials utilized by the program under survey;
3. List of safety equipment & devices which are available within easy reach in case of
emergency;
4. Photocopies of storeroom plans for chemicals and materials showing properly
labeled containers, shelves and cabinets;
5. Copies of procedural guidelines in the proper use of equipment and safety devices posted
in conspicuous places;
6. Maintenance system of the College to ensure that the equipment are in good working
condition at all times;
7. List of available standard equipment requirements of CHED, Technical Panel and other
concerned institutions;
8. List of experiment/projects by titles, required of the course/program; and
9. List of functional, locally improvised apparatus (supported with pictures and manuals of
operation).
SUMMARY OF RATINGS
LABORATORIES
Numerical Descriptive
Rating Rating
A Laboratories, Shops/facilities
B Equipment and Supplies
C Maintenance
D Special Provisions
Total _________
Mean _________ ____________
ACCREDITORS
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________

154
 AREA X: ADMINISTRATION
Existence of Numerical
Provision Rating of
(Check) (√) Provision
A. Organization M NA E A E AE
A.1. The institution has an organizational structure
showing the administrative offices, their
functions and relationships, and the lines of
authority and responsibility. __ ___ __ __ __ ___
A.2. The Organizational Structure is approved by
BOT/BOR. __ ___ __ __ __ ___
A.3. The functions, duties and responsibilities of
personnel in each unit/office are identified and
carried out. __ ___ __ __ __ ___
A.4. The Board of Regents/Trustees is highly
concerned with the growth and development
of the institution as evidenced by its support
in its various programs. __ ___ __ __ __ ___
A.5. The Institution has Academic and Administrative
Councils which exercise their powers and perform
their functions objectively as mandated in the
University/College Charter. __ ___ __ __ __ ___
A.6. The Institution is subdivided into administrative
units, such as departments/divisions/sections
according to specialization and function. __ ___ __ __ __ ___
A.7. The channels of communication among and within
units/ departments are open & observed. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Existence of Numerical
Provision Rating of
(Check) (√) Provision
B. Academic Administration M NA E A E AE
B.1. The Dean/Director, possesses the required
educational qualification and experience
needed to administers the College or Institute. __ ___ __ __ __ ___
B.2. The Dean is assisted by Department Chairs or
equivalent with appropriate/relevant
educational qualification and experience. __ ___ __ __ __ ___
B.3. The Dean implements supervisory program
of management and supervision. __ ___ __ __ __ ___

155
B.4. The Dean plays a major role in the recruitment
and promotion of faculty & support staff. __ ___ __ __ __ ___
B.5. The Dean and the faculty/staff work together for
the improvement of the College, particularly on:
m na e r
B.5.1. setting standards and targets;
planning of programs; and
other related activities; __ __ __ ___
B.5.2. implementation and
monitoring of plans, programs
and other related activities; __ __ __ ___
B.5.3. establishing linkages,
partnerships &
networking activities. __ __ __ ___
B.5.4. professional growth and
development of faculty such
as the conduct of in-service
training. __ __ __ ___
B.5.5. preparation of written
policies and guidelines in
the internal administration
and operation of unit/
institution; __ __ __ ___
B.5.6. preparation of guidelines in
the proper use and
maintenance of facilities,
equipment, etc. __ __ __ ___
Existence of Numerical
Provision Rating of
(Check) (√) Provision
M NA E A E AE
B.6. Definite criteria and procedures in the recruitment
and promotion of the most qualified faculty and
support staff are followed. __ ___ __ __ __ ___
B.7. The Dean, faculty, staff, and students pursue
collaborative activities in generating resources
and income and in implementing cost-efficiency
measures. __ ___ __ __ __ ___
B.8. The institution implements written policies and
procedures covering internal administration and
operational activities. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

156
___________________________________________________________________________
C. Student & Personnel Administration
C.1. There is a printed Bulletin of information
containing policies and guidelines on the following
aspects of student life which is implemented by
school officials concerned __ ___ __ __ __ ___
C.1.1. Admission & retention policies; __ __ __ ___
C.1.2. Registration requirements __ __ __ ___
C.1.3. School Fees; __ __ __ ___
C.1.4 Academic load; __ __ __ ___
C.1.5 Transfer; __ __ __ ___
C.1.6. Residence, course work, scholastic
& graduation requirements __ __ __ ___
C.1.7. Examination & grading system __ __ __ ___
C.1.8. Scholarships __ __ __ ___
C.1.9. Shifting, adding, dropping of course __ __ __ ___
C.1.10. Code of conduct & discipline __ __ __ ___
C.2 Students are provided opportunities to participate in
the planning and implementation of activities
concerning their welfare in coordination with school
officials concerned. __ ___ __ __ __ ___
C.3. Concerned officials, faculty and staff .act
promptly on requests of the students. __ ___ __ __ __ ___
C.4. There is harmonious and good working relationship
among administration, faculty, staff and students. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Existence of Numerical
Provision Rating of
(Check) (√) Provision
D. Financial Management M NA E A E AE
D.1. The institution maintains a Financial Management
Office run by qualified and competent personnel. __ ___ __ __ __ ___
D.2. The Financial Management personnel are
responsible for the efficient management of
financial resources/funds of the institution. __ ___ __ __ __ ___
D.3. Concerned students, faculty, staff and officials
participate in the preparation of the budget and
procurement program of the institution. __ ___ __ __ __ ___
D.4. The institution adopts a fair and objective system
of budgetary allocation. __ ___ __ __ __ ___
D.5. The institution provides specific budgetary
allotment for the following: __ ___ __ __ __ ___

157
 D.5.1. purchase of instructional, equipment, m na e r
facilities, supplies & materials; __ __ __ ___
D.5.2. conduct of research activities __ __ __ ___
D.5.3. conduct of extension/
community service __ __ __ ___
D.5.4 improvement of library
holdings/services/facilities __ __ __ ___
D.5.5. repair & maintenance of
physical facilities & laboratories__ __ __ ___
D.5.6. faculty/staff development; __ __ __ ___
D.5.7. faculty/staff/incentives & benefits;__ __ __ ___
D.5.8. auxiliary services __ __ __ ___
D.6. The institution provides/allocates funds for the
following student services and activities: __ ___ __ __ __ ___
D.6.1. cultural development __ __ __ ___
D.6.2. sports development __ __ __ ___
D.6.3. medical/dental __ __ __ ___
D.6.4. library __ __ __ ___
D.6.5. student body organization __ __ __ ___
D.6.6. guidance & counseling services__ __ __ ___
D.6.7. others, please specify __ __ __ ___
D.7. There are evidence to show that the budget allotted for
specific expenditures as indicated in D.5. and D.6. are
decided in consonance with existing policies and
procedures. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Existence of Numerical
Provision Rating of
(Check) (√) Provision
E. Supply Management M NA E A E AE
E.1. The institution maintains a Supply Management
Office composed of qualified staff with specific
functions and responsibilities. __ ___ __ __ __ ___
E.2. The institution has a system/scheme/mechanism of
supply management. __ ___ __ __ __ ___
E.3. The supply management staff are responsible for
the procurement and delivery of needed supplies
and materials. __ ___ __ __ __ ___
E.4. The members of the Bids and Awards
Committee are aware of their tasks,
responsibilities and the latest policies and
government issuances on procurement of

158
 supplies, materials & equipment. __ ___ __ __ __ ___
E.5. The office has available store room to keep
supplies, materials and equipment. __ ___ __ __ __ ___
E.6. The office prepares and submits an annual
inventory of serviceable and non-serviceable
facilities/equipment. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
F. Records Management
F.1. The institution maintains a Record Management Office. __ ___ __
__ __ ___
F.2. A records system is installed in concerned offices
which can access & provide needed information to
concerned offices. __ ___ __ __ __ ___
F.3. The institution has a system of maintaining the
confidentiality and security of official records. __ ___ __ __ __ ___
F.4 The following updated record compilations are
available to authorized persons: m na e r
F.4.1. minutes of the Board of
Regents/Trustees meetings; __ __ __ ___
F.4.2. minutes of the faculty
meetings, e.g. minutes
of the academic council
meetings; __ __ __ ___
F.4.3. faculty/non-teaching
personnel individual files; __ __ __ ___
F.4.4. faculty/non-teaching
personnel performance
evaluation; and __ __ __ ___
F.4.5. other records such as: __ __ __ ___
F.4.5.1 Student directory,
F.4.5.2. Alumni directory,
F.4.5.3. Permanent records of students,
F.4.5.4. Reports of Director/Dean
F.4.5.5. Annual Reports
F.4.5.6. Scholarship records, and
F.4.5.7. Other statistical data
F.4.5.8. Financial records of students
Existence of Numerical
Provision Rating of
(Check) (√) Provision
F.5. There are policies and procedures to ensure that M NA E A E AE

159
 tampering of records is not committed. __ ___ __ __ __ ___
F.6. There are policies and procedures on prompt
release of records as requested. __ ___ __ __ __ ___
F.7. The Human Resource Management Office maintains
accurate, up-to-date and systematic personal records
of faculty and non-teaching personnel. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
G. Institutional Planning & Development
G.1. The institution has a Planning unit which is
responsible in the planning, monitoring and
evaluation of planned activities/targets. __ ___ __ __ __ ___
G.2. The development plan is congruent with the
mission of the institution as well as with national,
regional and local development goals & agenda. __ ___ __ __ __ ___
G.3. The development plan is available in printed form, diskettes, etc. __ ___
__ __ __ ___
G.4. The planning process is a cooperative and participative
endeavor for administration, faculty, and students. __ ___ __
__ __ ___
G.5. The development plan is reviewed, evaluated & updated regularly. __ ___
__ __ __ ___
G.6. There is a system to monitor the implementation of development plan.

SECTION MEAN: _____________

COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Existence of Numerical
Provision Rating of
(Check) (√) Provision
H. Performance of personnel M NA E A E AE
H.1. Concerned officials are involved in decision-making
& problem solving processes. __ ___ __ __ __ ___
H.2. The officers of the administration exhibit the
ability to meet external and internal pressures. __ ___ __ __ __ ___
H.3. Administration officials/display social and civic

160
 consciousness in the discharge of duties. __ ___ __ __ __ ___
H.4. Concerned administration personnel participate
in financial management. __ ___ __ __ __ ___
H.5. Administration personnel share inter-office
resources and facilities. __ ___ __ __ __ ___
H.6. The functions and responsibilities are carried
out and monitored/supervised by heads of
offices concerned on the following: __ ___ __ __ __ ___
m na e r
H.6.1. Administrative Office __ __ __ ___
H.6.2. Financial Management
Office __ __ __ ___
H.6.3. Security Unit __ __ __ ___
H.6.4. Auxiliary/Janitorial Unit __ __ __ ___
H.6.5. HRMO __ __ __ ___
H.6.6. Records Office __ __ __ ___
H.6.7. Student Services Office __ __ __ ___
H.6.8. Others __ __ __ ___
H.7. The performance of non-teaching personnel are
regularly evaluated by concerned heads of offices. __ ___ __ __ __ ___
H.8 Results of performance evaluation of non-teaching
personnel are disseminated and are used to
improve performance. __ ___ __ __ __ ___
SECTION MEAN: _____________
COMMENTS:_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I. Documents, Additional Information/Exhibits

1. Administrative Manual
2. Board of Regents/Trustees resolutions
3. Budget priorities, approved budget and actual allocation for the past two (2) years.
4. College policies on the confidentiality/security of records
5. Copy of Supervisory Program of the Dean
6. Development Plans: Long-term and Operational
7. Guidelines/procedures in budget preparation
8. Personnel file
9. List of members of Administrative/Academic Council
10. List of personnel responsible for Planning & Devp’t. & their respective qualifications
11. Minutes of faculty meetings
12. Organizational Chart of the College
13. Performance Evaluation System for Faculty
14. Performance Evaluation System/Scheme for non-teaching staff
15. Plantilla of Personnel for Administrative/Academic staff

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16. Qualification Standards for Administrative/Academic Personnel
17. Minutes of meetings of Administrative/Academic Council
18. Annual Report

SUMMARY OF RATINGS

ADMINISTRATION

Numerical Descriptive
Rating Rating

A Organization
B Academic Administration
C Student & Personnel Administration
D Financial Management
E Supply Management
F Records Management
G Institutional Planning & Development
H Performance of Personnel
Total _________
Mean _________ ____________

ACCREDITORS
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________
___________________________________ ____________________________________

Appendix C.
References

Corpus, Manuel T. “Historical Perspectives of the Philippine Quality Assurance System,” Journal of
Philippine Higher Education: Quality assurance, Vol. 1, No. 1, AACCUP, January 2003.

Ordoñez, Gina and Victor Ordoñez citing Ramon del Rosario, Jr, President , Management
Association of the Philippines, in paper on “Philippine Business and Education.” May, 2007
and Reports of the Commission on Higher Education (CHEDbusines), 2007.

http://en.wikipedia.org/wiki/Education_in_the_Philippines

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