Quality Assurance Framework
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Purpose
To embed notions of quality into every aspect of school life in St. Edward School for effective and efficient delivery and improved student services and outcomes.
Quality Assurance Objectives
- To set agreed benchmarks that ensure optimal attainment in the domains of student attainment, teaching and learning, leadership and management, school climate and culture, and school infrastructure.
- To provide academic programs relevant to the needs of local and global communities and reflective of the vision-mission, philosophy of education and goals of St. Edward School;
- To deliver academic programs designed to achieve the learning outcomes or competencies including the development of 21st century skills;
- To provide academic support services towards the holistic development of Edwardian learners who are safe, healthy, engaged, supported, challenged, and values-oriented.
- To ensure quality processes through internal monitoring; certification; and accreditation by external agencies.
- To provide feedback and continuously support schools in achieving their set targets.
1. Introduction
Quality Assurance (QA) in education is a process of monitoring, assessing, evaluating and reporting objectively on all aspects of school life. QA processes and practices are dynamic and provide the needed guidance and support to schools for consistent improvement in learning outcomes.
The Quality Assurance Framework (QAF) sets down the domains and parameters to gauge the quality of education and serves as a guide to inform the quality assurance exercise. The QAF, is an essential tool that will ensure that the process of self and external evaluation of schools is conducted effectively.
2. Overview of the Quality Assurance Framework
The framework lays emphasis on the following:
(i) Quality Assurance (QA) practices of St. Edward School.
(ii)Key Result Areas (KRAs), Performance Indicators or Means of Verifications (MOVs)
(iii)Overall School Effectiveness (GOOD, ADEQUATE, REQUIRES IMPROVEMENT)
The Quality Assurance Framework aims at:
- Evaluating the overall effectiveness of the school in the following domains:
I. Student Attainment
II. Teaching and Learning
III. Leadership and Management
IV. School Climate and Culture, and
V. School
- Enabling assessment of how well the school is doing in providing education for the holistic development of every child.
- Catalyzing internal improvement by encouraging all the school units to identify their strengths and areas for enhancement through a process of self-evaluation in the five domains mentioned above.
- Promoting the implementation of self-improvement action plans which would bring internal and external benefits to the school.
- Reporting on the level of performance in the five.
- Providing a basis for creating and maintaining a quality culture within the school.
- Providing feedback and encouraging the school community to achieve individual and school.
- Giving greater transparency to the processes by which quality is assured and creating interaction among stakeholders.
3. Domains, Areas, and Performance Indicators
Domain | Area | Performance Indicators / Means of Verifications (MOVs) |
|---|---|---|
(i) Student Attainment / Achievement |
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(ii) Teaching and Learning |
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(iii) Leadership and Management |
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(iv) School Climate and Culture |
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(v) School Infrastructure |
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4. The Quality Assurance Exercise
The Quality Assurance Exercise is carried out through the following processes:
- School Self-Evaluation or Internal Evaluation
- External evaluation
4.1 SCHOOL SELF-EVALUATION or INTERNAL EVALUATION
The School Self-Evaluation is a collaborative, reflective and inclusive process of internal review which provides opportunities for all the units – academic, student services, and administrative service – to examine its own practices within their context.
Based on its own functions and mandates, each unit will engage in a process of self-evaluation, identifying and reporting on its strengths and areas for improvement and develop tailor-cut measures to address challenges it faces.
A strong evidence of performance indicators or means of verification (MOVs) shall be presented.
The School Self-Evaluation focuses on the five domains which directly impact on the quality of student achievement. From this perspective, the School Self-Evaluation is not an end in itself but the first step in the process of school improvement and quality enhancement which is an ongoing process in the quest for excellence.
This exercise will be carried out at least once a year.
4.3 FOCUS AREAS OF INTERNAL EVALUATION
The overall school effectiveness is carried out by focusing on the following focal points comprising the domains that are as follows:
- Student Attainment
- Monitoring and evaluating progress in the performance of learners
Student attainment refers to the students’ achievement and progress in all subjects (core and non-core).
- Active involvement of students in co/extra-curricular activities
Student participation in a wide range of co/extra-curricular activities which support their overall development.
- Display of soft skills, problem solving skills, analytical skills, reflecting skills and creativity.
- Teaching and Learning
Teaching and Learning being a core activity in a school, mechanisms comprising performance indicators to evaluate same.
The focus will be on the following:
- Teachers’ schemes of work, weekly plans of work and lesson plans to evaluate alignment of lesson delivery to curricular objectives
- Teachers’ knowledge of teaching practice and understanding of the subject matter as well as their ability to creative learning plans.
- Profiling of learners’ performance, monitoring of students’ progress through checking and marking of students’ activities and provision of quality feedback.
- Teachers’ ability to promote desirable student behaviour in line with school discipline, class management, teacher-student relationship and professional ethics
- Ability to take remedial action, reporting to supervisors and apprising parents about their child’s performance
- Equitable access to educational
- Teachers’ attendance and punctuality, continuous professional development and sharing of skills and good practices.
- Leadership and Management
School administrators are responsible of creating positive change in educational processes through effective leadership and management.
The quality assurance shall examine the impact of effective leadership and school management on teaching and learning.
The focus will be on the following:
- Leadership roles of the school administrators.
- School administrators’ managerial, communication, analytical, interpersonal and organisational
- School administrators’ approach towards embracing the vision-mission, educational philosophy, and the various school development plans and strategic directions.
- School administrators’ initiative to devise, implement and monitor ontinuous professional development of staff, and his ability to promote holistic development of learners
- Consistent evidence of school administrators’ management of teaching and learning, monitoring of curriculum implementation and assessment of learning.
- School administrators’ ability to resolve and mitigate conflicts, to build cordial relationships with stakeholders, manage crises and promote motivational interest at school.
- Implementation of the Performance Management System (PMS).
- School Climate and Culture
School climate and culture reflect the shared ideas, assumptions, values, and beliefs that give a school its identity and standard for expected behaviours. It supports the quality of intra and inter-personal relationships of the different stakeholders and highlights the relationship prevailing between the internal and the external community of the school.
The focus will be on the following:
- Prevalence of a strong sense of belonging that students and staff feel for the school and a culture of high expectations.
- Evidence of community collaboration whereby the school works in partnership with stakeholders.
- Collaborative learning culture with the community partners and even other other
- Students’ behaviour in and around the
- Sense of discipline which prevails: school’s discipline policy
- Equality and fairness in treatment of students and staff
- Establishment of effective complaints procedures
- Shared responsibilities whereby everyone works collaboratively
- Student commitment to learning.
- School Infrastructure
School infrastructure is the basis for effective teaching and learning. Proper school infrastructure contributes to students’ welfare, enhances staff motivation and improves both academic and non-academic achievements of students.
School infrastructure includes mainly classrooms, library, laboratories, special rooms, student services centers, administrative offices, open fields, sports equipment , play facilities, and sanitation facilities.
The focus will be on the following:
- Security and safety
- Health and wellness
- Maintenance of buildings, facilities, and equipment
4.2 DELIVERABLES
In School Self-Evaluation, every unit will reflect on the following:
- The achievements at each level as per targets laid down in the school development plans and strategic directions.
- The performance gaps revealed through the performance
- The opportunities and threats.
Such evaluation contributes, directly or indirectly, to periodic updating of the school development plans, which maps the priorities for action and sets out programs for implementing them.
4.3 FOCUS AREAS OF INTERNAL EVALUATION
The overall school effectiveness is carried out by focusing on the following focal points comprising the domains that are as follows:
- Student Attainment
- Monitoring and evaluating progress in the performance of learners
Student attainment refers to the students’ achievement and progress in all subjects (core and non-core).
- Active involvement of students in co/extra-curricular activities
Student participation in a wide range of co/extra-curricular activities which support their overall development.
- Display of soft skills, problem solving skills, analytical skills, reflecting skills and creativity.
- Teaching and Learning
Teaching and Learning being a core activity in a school, mechanisms comprising performance indicators to evaluate same.
The focus will be on the following:
- Teachers’ schemes of work, weekly plans of work and lesson plans to evaluate alignment of lesson delivery to curricular objectives
- Teachers’ knowledge of teaching practice and understanding of the subject matter as well as their ability to creative learning plans.
- Profiling of learners’ performance, monitoring of students’ progress through checking and marking of students’ activities and provision of quality feedback.
- Teachers’ ability to promote desirable student behaviour in line with school discipline, class management, teacher-student relationship and professional ethics
- Ability to take remedial action, reporting to supervisors and apprising parents about their child’s performance
- Equitable access to educational
- Teachers’ attendance and punctuality, continuous professional development and sharing of skills and good practices.
- Leadership and Management
School administrators are responsible of creating positive change in educational processes through effective leadership and management.
The quality assurance shall examine the impact of effective leadership and school management on teaching and learning.
The focus will be on the following:
- Leadership roles of the school administrators.
- School administrators’ managerial, communication, analytical, interpersonal and organisational
- School administrators’ approach towards embracing the vision-mission, educational philosophy, and the various school development plans and strategic directions.
- School administrators’ initiative to devise, implement and monitor ontinuous professional development of staff, and his ability to promote holistic development of learners
- Consistent evidence of school administrators’ management of teaching and learning, monitoring of curriculum implementation and assessment of learning.
- School administrators’ ability to resolve and mitigate conflicts, to build cordial relationships with stakeholders, manage crises and promote motivational interest at school.
- Implementation of the Performance Management System (PMS).
- School Climate and Culture
School climate and culture reflect the shared ideas, assumptions, values, and beliefs that give a school its identity and standard for expected behaviours. It supports the quality of intra and inter-personal relationships of the different stakeholders and highlights the relationship prevailing between the internal and the external community of the school.
The focus will be on the following:
- Prevalence of a strong sense of belonging that students and staff feel for the school and a culture of high expectations.
- Evidence of community collaboration whereby the school works in partnership with stakeholders.
- Collaborative learning culture with the community partners and even other other
- Students’ behaviour in and around the
- Sense of discipline which prevails: school’s discipline policy
- Equality and fairness in treatment of students and staff
- Establishment of effective complaints procedures
- Shared responsibilities whereby everyone works collaboratively
- Student commitment to learning.
- School Infrastructure
School infrastructure is the basis for effective teaching and learning. Proper school infrastructure contributes to students’ welfare, enhances staff motivation and improves both academic and non-academic achievements of students.
School infrastructure includes mainly classrooms, library, laboratories, special rooms, student services centers, administrative offices, open fields, sports equipment , play facilities, and sanitation facilities.
The focus will be on the following:
- Security and safety
- Health and wellness
- Maintenance of buildings, facilities, and equipment
5. The External Evaluation Process
5.1. Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU)
Source: https://paascu.org.ph/
About PAASCU
The Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) is a private, voluntary, non-profit, and non-stock corporation that was registered with the Securities and Exchange Commission on November 5, 1957. PAASCU is a service organization that accredits, or quality assures academic programs of its member schools and does institutional accreditation.
The purpose of PAASCU is to support member schools in their journey towards quality improvement that is grounded in the institution’s educational philosophy as well as its unique vision and mission. PAASCU envisions accreditation to be a continuous development process that provides opportunity to engage the entire school community and its stakeholders in a careful and thorough evaluation of its objectives, plans, programs, systems, resources, and results through self-survey as well as benefit from an external review done by peer educators.
Organization of PAASCU
The Association is governed by a 15-person Board of Trustees elected at large by members during the Annual General Assembly. It has eight (8) Commissions – Commission on Elementary Education, Secondary Education, Basic Education, Tertiary Education, Information Technology Education, Engineering and Architecture, Graduate Education, and on Medical Education, with at least seven (7) but not more than fifteen (15) members each.
The day-to-day operations of PAASCU are handled by a Secretariat headed by an Executive Director. The Secretariat manages the logistics of the survey visits, invites accreditors, prepares reports, and implements projects of the Board and different Commissions.
What is accreditation?
Accreditation is a concept, a process, and status. As a concept, accreditation is a means of self-regulation which focuses on the evaluation and the continuous improvement of educational quality. It provides a structure for public accountability and a way of ensuring that educational institutions will continuously seek ways to upgrade and enhance the quality of education and training they provide.
As a process, accreditation is voluntary based on the principles of academic self-governance. It is also a quality assurance and collegial process under which an institution’s and/or program’s quality, services, and operations are examined through self-evaluation and external review by one’s peers.
In terms of status, accreditation provides public notification that an institution or program meets commonly accepted standards of quality or excellence set forth by the accrediting organization granting the accreditation. It increases opportunities for public and private funding for the institution, faculty members, and students and enhances the institution’s credibility and reputation.
Importance of Accreditation
Accreditation provides the educational institution an opportunity for critical analysis leading to improvement in quality, services, and operations. It gives public certification that an institution or program has attained standards above those prescribed by government agencies. Accreditation also fosters educational excellence through the development of principles and guidelines for assessing educational effectiveness.
Features of Accreditation
The features of accreditation are:
- a prevailing sense of volunteerism
- a strong tradition of self-regulation
- reliance on evaluation/assessment techniques
- the primary concern with quality and excellence
- openness to outside examination/external scrutiny by educational evaluators (accreditors) familiar with accreditation requirements
Benefits of Accreditation and Membership in PAASCU
Being a member of PAASCU facilitates a clearer self-image for a member institution that gives the school community and its stakeholders a sense of direction. It affords the member school a high reputation founded on quality standards and also guides parents and students in the choice of excellent schools and facilitates the transfer of students.
PAASCU also provides its members Consultancy Services in the form of assistance towards strengthening areas needing improvement and guidance in the self-suravey process or preparation for survey visits. PAASCU also organizes relevant seminars, workshops, conferences, and other professional development sessions available to member schools.
Department of Education
STANDARDS & INSTRUMENTS
Standards
The PAASCU accreditation process promotes principles and practices which are found in excellent institutions. The Survey Forms used in the accreditation process are based on standards and good practice. The statements in the Survey Forms are more qualitative rather than quantitative. The PAASCU accreditation process does not have specific formulas to apply or particular patterns to require the institutions. The survey instruments and criteria for evaluation are tools to help the institution measure educational quality as they strive for excellence.
PAASCU’s Four-fold Definition of Quality
The fundamental concern of PAASCU is the quality of educational institutions and it upholds a definition of quality that has the following elements:
- Achievement of minimum standards based on learning outcomes
- Achievement of evidenced excellence based on learning outcomes
- Implementation of the vision, mission, and goals of the school
- Responsiveness to stakeholders
23 PAASCU Quality Standards
(Approved by the BOT August 28, 2020)
AREA 1. LEADERSHIP AND GOVERNANCE
STANDARD 1. Vision-Mission
The institution has clearly articulated and disseminated the vision and mission statements that reflect its educational philosophy, core values, and goals to key stakeholders.
STANDARD 2. Leadership and Management
The institution practices responsible management and models leadership that results in effective and efficient operations.
STANDARD 3. Strategic Management
A strategic planning activity participated in by key stakeholders is periodically conducted to formulate, implement and evaluate plans and programs toward achieving the institution’s vision, mission, and goals.
STANDARD 4. Policy Formulation and Implementation
The institution has a system for formulating and implementing policies that reflect institutional values, promote its unique culture, make operations efficient, and conform to government regulations and standards.
STANDARD 5. Risk Management
A risk management system is in place to ensure that the institution is aware of and manages present and future risks.
AREA 2. QUALITY ASSURANCE
STANDARD 6. Internal Quality Assurance System
The institution has an established internal quality assurance system with clearly defined policies, procedures, and activities that implement, evaluate, enhance, and ensure its educational programs and processes.
STANDARD 7. External Quality Assurance
The institution subjects itself to periodic external assessment designed to be fit for purpose and to validate the effectiveness of its IQA system in terms of regulatory requirements and quality standards.
AREA 3. RESOURCE MANAGEMENT
STANDARD 8. Human Resources
The institution has adequate and qualified human resources, both teaching and non-teaching, that enable it to perform its teaching, research, and community service functions. It has programs in place for the recruitment, selection, hiring, deployment, training, and retirement of personnel.
STANDARD 9. Financial Resources
A system is in place to manage the institution’s financial resources, including efficient sourcing, allocation, use, safeguarding, and accounting.
STANDARD 10. Learning, Physical and IT Resources
The institution has adequate, conducive, up-to-date, well-maintained, and safe facilities to support the functions of teaching-learning, research, and community service.
AREA 4. TEACHING-LEARNING
STANDARD 11. Curricular Programs
A system to design, develop, and review the program offerings is established, ensuring alignment with the institutional vision-mission and goals, with program objectives and learning outcomes, and relevant to meeting stakeholders’ needs.
STANDARD 12. Teaching and Learning Methods
A system to select, develop, and evaluate appropriate teaching and learning methods and activities is established to achieve the desired learning outcomes.
STANDARD 13. Assessment Methods
A system is in place to plan and select the most appropriate assessment types aligned to the achievement of the expected learning outcomes.
AREA 5. STUDENT SERVICES
STANDARD 14. Student Recruitment, Admission, and Placement
The institution has effective recruitment, admission, and placement of students with defined criteria that are valid and reliable.
STANDARD 15. Student Services Programs and Support
The institution ensures that student services and support are adequate and readily accessible to support students in their academic and non-academic pursuits and promote personal well-being.
AREA 6. EXTERNAL RELATIONS
STANDARD 16. Networks, Linkages, and Partnerships
The institution establishes networks, linkages, and partnerships with local, national, regional, and international agencies and groups to pursue its vision, mission, and goals.
STANDARD 17. Community Engagement and Service
The institution commits to conduct community engagements and service activities as part of its social responsibility and corporate citizenship.
AREA 7. RESEARCH
STANDARD 18. Research Management and Collaboration
The institution implements a research program aligned with its mission and vision, supports its teaching-learning and community engagement functions, and addresses local and national development needs.
STANDARD 19. Intellectual Property Rights and Ethics in Research
The institution has a policy on intellectual property rights and adherence to ethical norms in research.
AREA 8. RESULTS
STANDARD 20. Educational Results
The educational process results include the achievement of the expected learning outcomes, pass rates, dropout rates, the average time to graduate, employability of graduates, pass rates of graduates in board examinations of board-related program offerings, and the satisfaction levels of graduates, among others.
STANDARD 21. Community Engagement and Service Results
The institution’s community engagement and service programs produce results that impact the institution, its stakeholders, and society.
STANDARD 22. Research Results
The institution has produced research outputs as seen through new knowledge embodied in publications, citations, journals, research-informed teaching, technology transfers, innovations, inventions, creative works, etc.
STANDARD 23. Financial and Competitiveness Results
The institution’s financial performance and competitiveness are measured, monitored, and assessed for improvement and sustainability.
Accreditation Process
PAASCU accreditation is a voluntary process and does not prescribe any specific practice. As such, schools or institutions apply for PAASCU accreditation when they believe they are ready based on their compliance with PAASCU accreditation criteria and standards.
An institution or program seeking accreditation from PAASCU must complete these six (6) major steps in the accreditation process:
- The Institutional Self-Survey
This is a thorough, rigorous, and comprehensive self-assessment of the institution’s educational resources and effectiveness made by in-house members of the school. It is a major undertaking that takes at least six (6) months to two (2) years to complete where members of different area committees appointed by the administration, conduct a fair and objective assessment of how well the institution has achieved its philosophy and objectives for self-improvement, and how the school complies with PAASCU criteria, standards, and requirements. The documented results of the institution’s self-assessment are presented to PAASCU in the Self-Survey Report which records and describes the salient features. This Self-Survey Report is supported by institutional materials, evidence to substantiate the claims of the institution and will serve as the basis for evaluation by the Accreditation Team.
- The Consultancy Visit (only for those who will undertake a Preliminary Visit)
A school applying for a Preliminary Survey is not placed on the visit-ready list until PAASCU, through the relevant Commission, has reviewed the school’s application and the Self-Survey Report. The Commission will assign a consultant to assist the applicant school in properly accomplishing the survey forms and in determining whether or not the school has complied with PAASCU requirements and standards. The consultant also assists the school in identifying the documents that should be prepared and exhibited for the Accreditation Team. Based on the consultant’s assessment, PAASCU will be informed of the earliest time the school can be visited by the Accreditation Team for a Preliminary Survey.
- The Preliminary Survey Visit
A group of five (5) to eight (8) accreditors who have the expertise in the program or programs to be evaluated conduct the accreditation visit for two (2) days. Following PAASCU procedures, the evaluation done by the Accreditation Team seeks to assess the school, in light of the self-survey based on the standards for accreditation. The Team takes a general look at the school situation, validates the Self-Survey Report through interviews with school members and examination of school documents/exhibits, studies the recommendations presented in the Self-Survey Report, cites the best features of the different areas, and makes recommendations. Once a school or program is judged ready for a Formal Survey Visit, it is granted “Candidate” status for a two (2)-year period.
- The Formal Survey Visit
This is conducted by a Team of from six (6) to eight (8) accreditors one (1) year after the Preliminary Visit. The Visit usually lasts for two (2) days and follows the same process of interviewing school members and examining submitted documents and evidence. The Accreditation Team, however, now cite the action taken by the school on the recommendations given by the Preliminary Survey Team. As in the Preliminary Visit, the team also identifies the areas’ best features and makes its recommendations when necessary. A school or program granted formal accreditation is given Level I accredited status for three (3) years.
- Initial Accreditation Status Granted
Upon favorable evaluation and recommendation by the Accreditation Team and the relevant PAASCU Commission, the PAASCU Board of Trustees grants initial accreditation for three (3) years. Accreditation indicates overall excellence in the delivery of programs and services and has no major deficiencies that compromise its educational eff With this initial accreditation, the institution becomes a full member of PAASCU.
- Full Accreditation Status Granted
After the three (3)-year period, the institution/program undertakes another institutional self-evaluation and is visited by a Re-Survey Team. A favorable re-evaluation after the initial 3-year accreditation period merits for the institution/ program full accreditation for five (5) years. Full accreditation indicates optimal compliance with PAASCU criteria/standards and demonstrates the institution’s/program’s overall excellence in the delivery of programs and services. The institution or program is also granted Level II re-accredited status at this time.
5.2. Bawat Paaralan Edukampyon (BPE) – The Philippine Whole School Continuum
Bawat Paaralan Edukampyon (BPE) Theory of Change In the ecology of school improvement toward becoming an Edukampyon, Figure 2 depicts a theory of change that shows how the chances for long-term success are enhanced with conscientious and constant practice anchored on collective action with and from the community and eventually developing a culture of continuous improvement. The seven components of a BPE are at the core and must be evident in the school’s culture, policy, and practice. The components are like interlocking pieces of a puzzle that need to be fitted into the school’s efforts to make every learner healthy, safe, engaged, supported, challenged, and values oriented. Continuous achievements of the benchmarks and objectives of every facet require actions along seven components. Each benchmark may require smaller action steps to be implemented. The change process is depicted as a cycle with seven Bawat Paaralan Edukampyon (BPE) implementation steps that proceed from culture to practice to policy and so on. Note how the apex of each cycle is marked with continuously enhanced capacity of the school as manifested by achievement of higher tier benchmarks from Advocate to Actuator, then to being an Advancer. Situational Analysis (Step 1) in BPE implementation should involve community stakeholders as members of the School BPE Team in taking stock of the school’s efforts for every child’s meaningful and holistic development. The BPE Team is organized and provided a good understanding and internalization of the importance of the facets on learner success. It is through this lens that they must evaluate the impact of existing policies and the school’s capacity for implementing them. The BPE continuum assumes that there are already good programs and policies in place in every school. It is for the BPE Team to make sense on how these programs and policies benefit the learners, whether directly or indirectly. As part of the cyclical process, the school continuously identify good practices and ensure the institutionalization of the same through codification into school policies (Step 7).
A major output of the BPE Team after doing a situational analysis is an action plan for the implementation (or strengthening the implementation) of policies and programs with emphasis on the impact to the learners (Steps 2 and 3). The action plan must be developed in consideration of the school’s situation, capacities, and priorities in relation to the facet-objectives. The action plan is intended to seamlessly integrate with the School Improvement Plan or School Strategic Plan. To become an Edukampyon, a school should give equal emphasis on healthy, safe, engaged, supported, challenged, and values-oriented learners (Figure 1). However, initial assessment by the BPE Team may show limited capacity and resources by the school, enough for focusing on one or two facet-objectives only (‘Facet’ and ‘facet-objectives’ are the same. The use of ‘facet-objectives’ is to emphasize them as something that much be achieved). In such cases, the BPE Team may opt to prioritize particular facet-objectives to work on. Therefore, it is up to the BPE Team to design what action steps should be undertaken as long as the objectives or purposes are clearly understood and responsibly co-shared for implementation by all concerned.
The essence of all planning is the suitable implementation of action steps and practices toward the achievement of benchmarks. This needs to be accompanied with systematic monitoring and evaluation (Step 4), not only of the results but also of the process. It is crucial to ensure objectivity in assessment and adherence to the goal of becoming an Edukampyon! The whole process must be anchored on Evidence-Based Practice. Thus, action steps must be critically and objectively assessed for effectiveness (Step 5) if the school has achieved the Tier 1 benchmarks of the selected facet-objective. Finally, BPE implementation should not stop at this point since it is a cycle after all and the BPE is a continuum. Each cycle should culminate in an assessment to determine what worked and what worked better, in other words, with the identification of good and best practices. These practices should be further examined and if deemed meritoriously, should be institutionalized (Steps 6 and 7). Then the cycle begins again, to focus on another facet-objective or aim for higher tier benchmarks. It is very important to adhere to the concepts of ‘shared responsibility’, ‘objectivity’, ‘critical outlook’ and ‘appreciation of objectives’ and ‘conscientiousness’ in the BPE implementation. These are crucial elements in BPE implementation and should not diminish with each cycle. In fact, continuous implementation should give deeper meaning to these concepts.
Phases of BPE Implementation
Phases and Power Tools Several power tools have been developed for each phase of BPE implementation. The table below presents a quick run-down of the power tools for each phase:
The BPE Timeline of Activities:
5.3. PEAC – Educational Service Contracting (ESC)
Educational Service Contracting (ESC) is a partnership program by the Department of Education (DepEd) aimed at decongesting overcrowded public junior high schools. In ESC, the excess capacities of certified private junior high schools are “contracted” through slot allocations for students who would otherwise have gone to public schools. The slots come with subsidies called ESC grants, and program beneficiaries are called ESC grantees or, for the purposes of these guidelines, simply grantees.
Role of PEAC
The Private Education Assistance Committee (PEAC) has been contracted by the DepEd to administer the ESC and TSS programs. PEAC is the trustee of the Fund for Assistance to Private Education (FAPE), a perpetual fund created to provide assistance to private education in the country. PEAC is represented nationally by its National Secretariat (PEAC NS) and in each region by its Regional Secretariats (PEAC RS).
The PEAC NS has the following responsibilities:
- Provide the infrastructure, systems, coordination and controls required for the smooth implementation of the ESC and TSS programs
- Provide in-service training of teachers in ESC-participating JHSs and conduct pertinent research
The PEAC RSs shall be the first line of program support to ESC-participating JHSs in the regions.
The PEAC RS has the following responsibilities:
- Manage day-to-day implementation and coordinate its efforts with its efforts with its RPCom and the PEAC NS
- Advise, guide and/or assist schools in complying with the guidelines
- Conduct field audits and training and mentoring sessions as may be needed in their regions.
The Regional Program Committees (RPComs) shall oversee compliance of participating schools in their regions with the policies and guidelines of the GASTPE programs of assistance. It shall resolve problems that may occur and recommend measures to improve program implementation. The RPCom in each region is composed of representatives from DepEd and the PEAC RS with the DepEd Regional Director as Chair and the PEAC Regional Program Director as Co-Chair.
ESC-participating JHSs shall provide grantees with education that meets or exceeds the minimum standards set by DepEd. They shall orient grantees and their parents on the ESC, encode correct and complete information in the ESC IMS, prepare billing statement packages, undergo certification, and comply with these guidelines.
ESC (RE-) CERTIFICATION ASSESSMENT INSTRUMENT
SOURCE:
https://peac.org.ph/wp-content/uploads/2019/06/2018-2019-THE-FINAL-CAI-1.pdf
Background and Rationale
A Junior High School participating in the Educational Service Contracting (ESC) Program of the Department of Education (DepEd) is expected to fully comply with the minimum standards for secondary educational institutions. It must also be committed to become an effective school in delivering quality educational programs and services in line with the goals and objectives of the Kto12 curriculum program.
DepEd enjoins participating private schools to ensure that ESC student grantees are offered an academically challenging Junior High School education in an environment of values, trust and loyalty. ESC grantees, along with other private Junior High School students, will have acquired the knowledge and developed the skills necessary for success in higher educational pursuits and in a wide range of careers.
The Department of Education (DepEd) has commissioned the Private Education Assistance Committee (PEAC), through its National Secretariat, to establish a quality assurance certification mechanism that would confirm ESC participating private junior high schools’ compliance with DepEd’s standards for recognition.
A certified ESC school therefore is one which has complied with all DepEd standards, adheres to applicable DepEd policies and meets the requirements of the self-study procedure prescribed by the PEAC National Secretariat ESC Certification Unit. Through this assessment instrument, an ESC school is assisted to determine its strength and potentials for becoming a more effective educational institution.
The government, through the Department of Education, has looked into the facilities and physical resources of the school prior to the granting of recognition. Therefore, this assessment instrument focuses more on the functional use of these facilities and resources, rather than the provision thereof.
Standards in an Evidence-based Framework
A basic framework of a quality educational system is one that succeeds in meeting its own goals; relevant to the needs of students, communities and society; and fosters the ability of students to acquire knowledge and critical learning skills. Quality is not the only factor keeping students out of school but it is when effective learning is not taking place, that parents are more likely to withdraw their children from school early or not send them at all. Improving the school’s quality is therefore essential to achieving the goal of universal access to and completion of basic education.
This ESC School (Re-) Certification lnstrument is designed to basically assess the extent of compliance with the DepEd Minimum Quality Standards as well as to evaluate the school’s characteristics, its qualitative indicators of excellence, and its level of performance vis-à-vis the K to12 program. These standards contain specific criteria which ensure that the school is functional and engaged in self-assessment for continuous school improvement.
This is a quality assurance tool aimed at building effective and high performing Junior High Schools through continuous focused improvement efforts that are aligned with Kto12 standards.
Being so, evidence of compliance with standards and demonstration of quality needs to be gathered and examined throughout the certification process. Area items for evaluation as well as the rating scale prompt the school and certifiers to search for evidences in the school system that are in line with the standards for compliance. On the next page is a diagram of the role these evidences play in the entire certification process:
At the center of the diagram is the emphasis of obtaining evidence of the school’s compliance with the K12 standards. Schools applying for certification or re-certification prepare a report of their self-assessment of compliance with the standards in each area of the Certification Assessment Instrument or CAI.
The school’s assessment is based on their evidence for the items in these nine different areas, of which are found on the outer frame of the diagram above. Hence, the school also puts together the different evidences that support their selfrating. During the certification visit, the team of certifiers verify the school’s CAI report and examine the different evidences presented. Thus, instead of ascertaining the school’s level of meeting the standards based on their perception, this instrument prompts certifiers to verify in more concrete terms the extent of evidences the school actually has.
By shifting the focus to observable and tangible evidences, both school and certifiers have a common basis for evaluation. For the school and certifiers’ guidance, a section on Examples of Compliance Evidence is found at the end of every area. Decisions about the final certification status are made in line with the presentation and examination of evidences.
Instrument Areas
This instrument covers different areas of school operations that produce quality student performance and organizational effectiveness. These areas are:
- School Philosophy, Vision, Mission, Goals and Objectives
- Curriculum, Assessment and Instruction
- Instructional Leadership
- Faculty
- Academic Support and Student Development Services
- Physical Plant and Instructional Support Facilities
- Administration and Governance
- School Budget and Finances
- Institutional Planning and Development
- The above areas are clustered into two groups – Core and Support. The Core group of areas covers sections deemed essential to teaching and learning. These areas are Philosophy, Vision, Mission, Goals and Objectives; Curriculum, Assessment and Instruction; Instructional Leadership; Faculty; and Administration and Governance. The Support group of areas includes school operations that are undertaken in the context of and based on the direction of the Core group of areas. These areas are Academic Support and Student Development Services; Physical Plant and Instructional Support Facilities; School Budget and Finance; and Planning and Development. Observation of Classroom Instruction is a significant aspect in the area of Curriculum, Assessment and Instruction. Each area consists of a set of standards for compliance. The standards are drawn from various sources such as the Kto12 Curriculum Program Standards and the Philippine Professional Standards for Teachers. In the Core group of areas, certain items regarded as power standards are marked with an asterisk (*). These standards are critical to the effectiveness of a particular area as these illustrate its key characteristics. Other items that are not marked are regarded as support standards which contribute to or supplement the achievement of a power standard. These items are done in relation to the direction of the power standards. Schools are then rated according to their extent of showing evidence of compliance with the standards.
- Format of the Survey Instrument and the Rating Process Each Area is introduced by an explanatory paragraph presenting the basis of evaluation. The Area lists the standards for compliance. A list of Examples of Compliance Evidences is given for the school’s guidance during its self-assessment and preparation of exhibits and documents. With the exception of the area on “School Philosophy, Goals and Objectives”, standards in each area are accompanied by the following rating scale:
Basing on the evidences presented, individual standards are rated. Upon completion of the individual standard rating, the area rating is determined and recorded according to a decision rule that examines the school’s level of compliance. Details of the decision rule are found in Appendix A. A Comments Section is provided for observations and other remarks.
After all areas are rated, another decision rule is applied to determine the final general rating. Details of this decision rule are also found in Appendix A. The final rating then serves as basis of the school’s overall certification result. See Appendix A for the different possible certification results.
