ASSESSING STANDARDS IN THE CONTEXT OF
REGIONAL ACCREDITATION

Delivered by:

Dr. Shyamal Majumdar
Professor & Head
Computer Science & Engineering Department
National Institute of Technical Teachers’ Training & Research
Regional Vice President, IVETA
Email: dr_majumdar@yahoo.co.in

OVERVIEW

Accreditation is considered as a quality assurance measure and as a useful management tool for continuous improvement. It is one of the primary methods for maintaining and improving standards of education and training. It is a process whereby a professional organization or non-governmental agency grants recognition to an educational institution for demonstrated ability in a special area of practice or training. Through the accreditation process, respective organization evaluates and recognizes an institution or program of study as meeting certain predetermined qualification and standards.  Accreditation is a system for recognizing education and training institutions and professional programs affiliated with those institutions for a level of performance, integrity and quality which entitles them to the confidence of the educational community and the public they serve.

Accreditation is both status and a process. As a status, accreditation provides public notification that an institution or a program meets standards of quality set forth by an accrediting agency. As a process, accreditation reflects the fact that in achieving recognition by an accrediting agency, the institutions or programs are committed to self-assessment and external review and validation by one's peers in seeking not only to meet standards but also to continuously seek ways in which to enhance the quality of Technical, Vocational Education and Training (TVET). The accrediting process requires institutions and programmes to examine their own goals, operations, and achievements, followed by the expert criticism and suggestions of an evaluation team and later by the recommendations of the accrediting body. Since accreditation is reviewed periodically, institutions are encouraged toward continued self-study and improvement.

Both institutional and specialized bodies conduct the accreditation process using a common pattern. The pattern requires integral self-study of the institution or programme, followed by an on-site visit by an evaluation team and subsequent review and decision by a central governing group. Within this general pattern, various accrediting bodies have developed a variety of individual procedures adapted to their own circumstances. Institutional or specialized accreditation cannot guarantee the quality of individual graduates or of individual courses within an institution or programme but can give reasonable assurance of the content and quality of education/training offered.

PURPOSE AND FUNCTION OF ACCREDITATION

The major purpose of introducing accreditation of TVET will be to uphold high standard of quality and expectation to the various stakeholders of the TVET system. Some of the salient objectives may include the following:

• To certify institutions or programs that meet certain quality standards.
  
  
• To identify standard TVET institutions for meeting the needs of stakeholders including students, parents and employers
  
  
• To foster excellence in the TVET institution through the development of criteria and guidelines for assessing effectiveness of education and training
  
  
• To assist in determining transfer of credits between and among institutions
  
  
• To help to identify institutions and programs for the investment of public and private funds
  
  
• To serve as one of the several considerations used as a basis for determining eligibility for government assistance
  
  
• To protect an institution against harmful internal and external pressure
  
  
• Involve the faculty and staff comprehensively in institutional evaluation and planning
  
  
• To create goals for improvement and raising of standards among institutions
  
  
• To establish criteria for professional certification, licensure and for upgrading courses
  
  
• To provide basis for determining eligibility for assistance and investment of public funds for continuous improvement
  
  
• To assist prospective students in identifying acceptable institutions.
  
  

PRINCIPLES OF ACCREDITATION

The process of accreditation is based on the following premises.

• Accreditation is based on accepted standards. Each institution seeking accreditation will all be evaluated in terms of appropriateness and adequacy of its philosophy and objectives, and the degree and competence towards goal achievement.
  
  
• An accredited institute effectively organizes its human, financial and physical resources towards the accomplishment of its philosophy and objectives.
  
  
• Accreditation provides opportunities for an educational institution to attain the level above the prescribed minimum standards.
  
  
• Accreditation is less of a competitive effort among member institutions.
  
  
• Accreditation provides institutional growth through continuing self-evaluation and peer visitation.
  
  

TYPES OF ACCREDITATION

Educational accreditation can be classified into two types: one as institutional and the other as specialized or programme accreditation. Institutional accreditation normally applies to evaluation of the entire institution as a total operating unit. Specialized/program accreditation normally refers to evaluation of programmes, departments, units or schools, which usually are parts of a total college or university system.

Institutional and specialized accreditations are complementary. The focus of an institutional accrediting body on an institution as a total operating unit provides assurance that the general characteristics of the institution have been examined and found to be satisfactory. The focus of a specialized accrediting body on the specific programme provides assurance that the details of that particular programme meet external accreditation standards.

Institutional Accreditation

Institutional accreditation is a status accorded to an institution of technical and vocational education and training (TVET). It embraces the whole institution as it defines itself and, therefore, includes all areas, activities and programmes. Normally, institutional accreditation testifies to the appropriateness of the objectives of the institution, the adequacy of its organization and generally accepted accrediting standards, and evidence of the accomplishment of institutional objectives. However, accreditation of the institution as a whole is not equivalent to specialized accreditation of a part or programme of the institution and should not be represented as such.

Institutional improvement is encouraged by an institutional accrediting body through the requirement that the accredited institution conducts periodic self-evaluation seeking to identify what the institution does well, determining the areas in which improvement is needed, and developing plans to address needed improvements. It is also encouraged by the institutional accrediting body through the advice provided by the evaluation team, which should comprise experienced experts in TVET, and by the publications of the accrediting body.

Specialized accreditation

Specialized accreditation is a status accorded to a special unit within an institution, which may be a division, department, programme or curriculum. The focus of specialized accreditation is to ensure that the programme meets its objectives, those of the institution and also the accrediting standards of quality education/training. Normally, specialized accreditation reviews the relationship of the programme to the larger unit, the adequacy of the organization and resources for programme maintenance and development, and evidence of accomplishment of programme objectives. However, specialized accreditation does not make judgements on the institution, as a whole, except in the cases of single-purpose institutions.

A specialized accrediting body focuses its attention on a particular programme within an institution. Programme improvement is encouraged by the use of specific accreditation requirements as objective characteristics that must be attained; thus, for a non-accredited programme, the accreditation requirements serve as specific goals to be achieved. In addition to accrediting standards, assistance for programme improvement is provided through the advice of accreditation team members, which may include practitioners and experienced faculty members and administrators from other institutions.

 

THE ACCREDITATION PROCESS

Whether accreditation is institutional or limited to specialized programs, a number of steps are required to be followed as under.

Step1: Guidelines and Standards Preparation

The recognized accrediting body establishes a set of guidelines and standards that  serve as basis for measuring the performance of the TVET institutions or programs. These pre-set guidelines will aid the institution and will keep them informed of the evaluation basis. The performance indicators will thus be based on the set standards.

Step 2: The Application

The institution seeking to be accredited will be given the guidelines and standards to prepare them for the accreditation process. Based on the guidelines, the institution will submit an application for accreditation to the proper accrediting body together with the necessary supporting documents.

Step 3: Self-Study

This phase of the accreditation process involves internal evaluation of the organization's processes, strengths and weaknesses. The self-study involves an internal analysis of the institution's effectiveness and utilization of resources to fulfill its mission. The self-study phase would not only provide an opportunity for the institution to take a deeper look into its operation but will also serve them in good stead during on-site validation.

Step 4: On-Site Visit

A very important component of the accreditation process is the on-site validation. A committee consisting of experts selected by the accrediting agency performs the on-site validation. The committee usually observes the institution's operations, instructional delivery, and meet with institutional and student representatives, tour the facilities and examine documents.

Step 5: Reporting

After the site visit, the committee members meet and discuss their findings and evaluation results of the institution applying for accreditation. A detailed committee report is submitted to the accrediting agency.

Step 6: Granting Recognition

Based on the final evaluation report submitted by the committee, the accrediting agency may or may not grant recognition. Once accredited, an institution will be included in the accrediting agency's listing of accredited institution.

STANDARDS FOR ACCREDITATION

There are a variety of approaches to defining standards. Accreditation standards usually incorporate evidence-based technical norms and protocols. This may happen in a top-down process in which standards are defined at a central level by groups of experts in relevant fields. Standards, on the other hand, could also be developed based on client preferences and definitions of quality as explored through qualitative or quantitative market research methods. This latter approach helps set the stage for increased levels of community involvement and ownership in quality initiatives. Increasingly, however, accreditation standards are developed using a combination of both the approaches, with the addition of the front-line provider's perspective.

Some accreditation programs focus primarily on inputs and process standards, on outcome standards, or on a combination of both types of standards. Structure and process standards tend to be more detailed, whereas outcome standards are usually less detailed. However, outcome standards are frequently more difficult to assess and monitor, and might not accurately represent the actual quality of care provided. More detailed sets of standards for inputs and processes are typically required when basic infrastructure elements are not in place and the technical competence of the staff is substandard due to deficient pre-service training or introduction of new procedures.

 

NEED OF REGIONAL ACCREDITATION FRAMEWORK

In many countries of the Asia & Pacific region, the status of accreditation is not uniform. The absence of formal accreditation system at the national level makes it challenging to get a clear picture about how quality is assured at both the institutional and program levels. Therefore, the introduction of a regional accreditation system would promote cooperation in TVET in the countries of Asia & Pacific region. The regional system would provide a mechanism for improving the quality of training and facilitate the exchange of skilled personnel and instructors. Potential centres of excellence could be identified through the introduction of the regional accreditation system. These centres will be institutions of international standard, providers of instructor training and focal points in the region.

Widening wage differentials, fast expanding market economy and cross border trades, growing flows of foreign direct investment have accelerated a skilled labour force movements and cross border migration. However, there are often no avenues for employing skilled/semi skilled workforce legally for non-existence of mutual recognition of qualifications between different TVET institutions in the Asia & Pacific region. Lack of transparency and comparability in skill testing and certification arrangement also hampers effective cooperation in skill formation in the region. There is an urgent need to develop a regional accreditation and certification framework with the ultimate goal to facilitate the mobility of educated workforce among the countries of the Asia & Pacific region.

To introduce a regional accreditation system, it is recommended that a regional accreditation committee consisting of representatives of all participating countries be established. The committee would have the responsibility and authority of developing regional evaluation/accreditation criteria and implementing the process of evaluation/accreditation system. Some of the salient tasks of the regional committee are as follows:

• Develop a common unified approach or framework in formulating guidelines for regional accreditation and certification system while respecting the diversity and cultural background of the countries
  
  
• Evolve uniform accreditation criteria/standards for key occupational areas in the region
  
  
• To harmonize as Asia-Pacific TVET Institutional and Specialized Program Standards and establish a unified Regional TVET Model
  
  
• To generate support for member countries which have no local accreditation bodies for TEVT  from those who have strong national accreditation boards,  thereby promoting mutual benefits for global socio-economic development 
  
  
• To act as a bridge for local standards to attain international standards suited to Asia-Pacific resources, environment, values, tradition and culture
  
  
• To certify competent workforce and assure their qualification for mobility   while meeting the needs of other countries within and outside Asia and the Pacific Region
  
  
• Facilitate exchange of skilled personnel and mutual recognition of qualifications
  
  
• Encourage cooperation in employment promotion
  
  
• Establish a regional labor information network
  
  
• Encourage exchange of experiences and sharing of best practices in the region.
  
  

The mutual recognition of qualification between Japan and South Korea in the field of Information Technology is praise worthy initiatives in this regard.

ELEVEN POINTS ACCREDITATION STANDARDS: APACC REGIONAL MODEL

The eleven (11) principles or criteria of a quality assured institution which will be used by APACC as its Institutional Accreditation Standards are as follows.

Standard 1:  Vision, Mission & Goals

The institution has a statement of vision, mission, goals and objectives that defines the institution, its educational purposes, its students & stakeholders, and its place in industry, business, technical education and vocational training and community as a whole. This criterion includes factual approaches to policy and decision making through strategic policy and planning processes.

Standard 2:  Governance and Administration

The successful accomplishment of its vision, mission, goals and objectives rests on the institution's leadership, its system of governance and administration.

In the case of institutions authorized and operated by the Government, the APACC recognizes the responsibility of the Government through the concerned Ministry, for the legitimate authority of the institution.

Standard 3:  Curriculum and Instruction

The institution's task of developing curriculum & instructional designs utilizes innovative teaching and learning systems, reflecting business and industry standards, which fosters the active involvement of students & stakeholders in the learning process and provides them with sustained opportunities to learn essential knowledge, skills, and values for the work place. The program of studies is consistent with global, regional, national and institutional goals and the specific objectives of the course offerings/programs. 

Standard 4:  Human Resources

The institution has competent, committed and effective human resources composed of its Faculty, Personnel or Staff. The institution has a system of periodic evaluation of faculty and administration staff performance.

Standard 5:  Physical and Financial Resources

The institution has adequate physical and financial resources to support its growth and development:

• Physical Resources (Facility and Equipment)
  
  
• Laboratories
  
  
• Library and Information Resources
  
  
• Financial Resources (Budget Allocation).

Standard 6:  Information and Communication Technology

The institution has consistently provided facilities (hardware, software, people ware) for the effective use of information and communication technology in technical education and vocational training to adequately prepare the knowledge workers in the information age. The institution explores and encourages innovative delivery system such as interactive learning, web-based teaching and learning systems, and internet services.

Standard 7:  Institutional Effectiveness

The institution has a continuing strategic planning process to achieve its vision, mission, objectives and goals. The institution shall systematically review and modify the institutional plans and planning process to determine their utility for assessing institutional effectiveness.

This principle of institutional effectiveness covers the following:

• Organizational Performance
  
  
• Systems Approach to Management
  
  
• Performance Indicators 
  
  
• Quality Assurance and Enhancement
  
  
• Institutional Outcomes Assessment.

Standard 8:  Institution Industry Linkages

Linkages and networking are vital in the inter-play of the institution's programs management with community resources, including suppliers, agencies, organizations, business and industry for mutual benefits. The institution establishes linkages and network with other institutions, professional organizations, agencies and industry.

The institution adheres to the highest ethical standards in its representation to its constituencies and the public and in its relationships with regulatory and accrediting agencies.

Standard 9:   Outreach and Extension Services

The institution provides assistance through resource sharing to foster exchange, cooperation and understanding among communities in this borderless world   through skills standardization, project implementation and technical support among member countries in the region.

Standard 10:  Stakeholders' Satisfaction

The institution focuses on learners' and stakeholders' services and satisfaction by providing systematic admission, quality instruction, student health and recreational facilities, socio-cultural interaction, scholarship grants, and counseling and placement services.

Standard 11:  Continual Improvement and Research

The institution conducts relevant researches, utilizes continuous improvement strategies, reviews and validates feedback from stakeholders and undertakes corrective and preventive actions to improve quality continually.

Teachers, staff and students should be involved in Quality Improvement Program (QIP) to enhance teaching and learning processes.

 

EIGHT POINTS ACCREDITATION STANDARDS: INDIAN (NBA) NATIONAL MODEL

National Board of Accreditation (NBA) was set up in 1994 in order to access the qualitative competence of technical institutions in India. The NBA evaluation process is so designed as to facilitate identification of the strengths and weaknesses of the technical programs.  The evaluation process is based on a set of eight broad based criteria developed through a series of workshop involving 1000 delegates from technical education stakeholders.

Criterion 1: Organization and Governance

This criterion applies to Institutional Management, Organization and Governance. Every institution should have a mission and a set of goals. Every programme offered by the institution should also have its objectives and goals. The mission and goals should be articulated and made known to everyone in the institution.

The successful pursuit and realization of the mission and goals and the means adopted to accomplish them brings out the quality of the institution and its programmes. The goals should be concrete and realistic within the context of the committed resources. They should define the educational and other dimensions, including scholarship, research, public service and customer satisfaction. The effectiveness and extent of achievement of goals depend on the commitment, attitude, planning and monitoring capacity, incentives and self appraisal policies of the Management. Similarly, Organization and Governance depend on the qualities of leadership, motivation, transparency of the operation, decentralization and delegation of powers, participation of faculty in the management, planning, and general efficiency indices.

Criterion 2: Financial Resources, Allocation and Utilization

There is a need for the institution to be financially stable. The financial resources should be adequate to sustain not only the achievement of current educational objectives, but also provide for improvements in the foreseeable future. There should be a mechanism to ensure proper financial management and a well-organized process. Not only the allocation of adequate budget for capital (non-recurring) works (including infrastructure, and equipment ) and Operational (Maintenance) budget and development budget of recurring type are important, but also their utilization for institutional/departmental activities besides, generation/mobilization of finances are equally important for the future of institution/programmes.

Criterion 3: Physical Resources (Central Facilities)

There must be availability of adequate space and appropriate physical resources, including buildings, laboratories, equipment, material, library and other ancillary facilities. While examining the physical resources, there is a need to ensure provisions for safety, security, barrier free movement of the physically challenged and hygiene. Besides, the availability of language laboratory, counselling and guidance celll, medical facilities, canteen, transport and other units. will go a long way in gaining the confidence and respect of students and faculty/staff alike, leading to considerable improvements in the quality of the programmes.

Criterion 4: Human Resources : Faculty and Staff

The faculty strength, cadres, qualification and level of competence and performance should be adequate to accomplish the institutional mission and goals. The commitment, attitudes and communication skills of the faculty play an important and crucial role in successfully running the academic programmes. This, in turn, depends upon the recruitment procedures, incentives, exposure to industrial activities, faculty development programmes and workload of the faculty. Each institution should have self-appraisal and in-house performance -appraisal mechanisms to monitor and ensure their continued effectiveness.

Criterion 5 : Human Resources: Students

The administrative policies and procedures should be objective and transparent. The number of qualified candidates in national/state level tests, the number admitted and dropouts, their ranking in the overall merit list of candidates seeking admission, are some of the factors that reflect the institutional effectiveness. The evaluation procedures, academic results and time taken for completion of these requirements are important parameters. The graduation requirements should be made known to every student. Information with regard to employment of the graduates and feedback from the employers help the institution to reorient its goals so as to enhance effectiveness.

Criterion 6: Teaching-Learning Processes

The academic calendar, number of instructional days, contact hours per week, delivery of syllabus, student evaluation and feedback are some of the important aspects in evaluating the teaching-learning processes. Effective teaching-learning processes include the development of practical skills through laboratory experiments, workshop practice and operation of modern equipment. They also require the inculcation of computing skills which make the availability of extensive library, internet and educational technology facilities a major necessity. The budget provision to meet the expenditure for the consumables required in the laboratories and the workshops is one of the indicators of the extent of hands-on practice that can be provided. Implementation of the instructional programmes, lectures, tutorials, student-teacher interactions, group discussions, student centric learning initiatives, seminars and laboratory work have a direct bearing on the effectiveness of the teaching-learning processes. Maintenance of the course files by the teachers will also help in assessing the effectiveness of the teaching-learning processes.

Criterion 7 : Supplementary Processes

The institution should provide the environment, which fosters not only the intellectual upbringing,  but also the personality development of its students. It should have personality development opportunities provided through co-curricular and extra-curricular activities and student services. These opportunities are to enable the students to become responsible members of the society. The services and facilities should be readily accessible to the students. The students undergoing the programme should have access to facilities for career development, counselling and health education. Opportunities to develop leadership qualities and participation in seminars and group discussions should be created.

The institution offering the programme should ensure that individuals responsible for co-curricular activities are well trained with work experience and possess personal qualities required to deal with the needs of students effectively. Facilities and funding should be adequate to create and maintain these student services. Policies concerning student responsibilities and grievance-redressal procedures are to be clearly stated and publicized.

There should be a mechanism for regular and systematic evaluation to assess the fulfilment of the co-curricular goals and student needs. Counselling and Guidance, professional society activities and entrepreneurship development, business ethics are some of the supplementary processes, which need to be promoted. Substantial feedback from employers and alumni should be obtained to assess the effectiveness of the academic programmes.

Criterion 8 : Research & Development and Interaction Effort

Teachers should participate in projects and quality improvement programmes in research institutions/ University departments. Such an involvement will not only improve the teaching-learning processes, but also enhance the quality of project work. Publications, citations, patents and resource allocation are the other indicators of the effectiveness of research work relevant to the postgraduate programmes. Industry participation in curriculum planning, consultancy, project work and extension lectures are essential to achieve the professional goals of the academic programmes in Engineering and Technology. At the same time, the knowledge and experience of the teachers can be utilized by the industry for technical advice. This, in turn, will help the teachers to gain insight into the latest industrial practices.

The fast-changing technologies also call for Continuing Education Programmes for personnel from industry. Similarly, industrial-internship for faculty will give them a sound exposure to the industrial practices.

Industrial visits and industrial training are essential for creating professionalism among the students, and will help them in securing placement at appropriate levels in industries and other employment sectors. For all these activities, a strong linkage between institute and industry is very much essential.

 

ACCREDITATION PARAMETERS AND THEIR WEIGHTAGE

1. ORGANISATION AND GOVERNANCE
   
   
   • Planning & Monitoring (10)
     
     
   • Recruitment Procedure & its Effectiveness (15)
     
     
   • Promotional Policies/Procedure (10)
     
     
   • Leadership (05)
     
     
   • Motivational initiatives (10)
     
     
   • Transparency (10)
     
     
   • Decentralization and Delegation & Participation of faculty (15)
     
     
   • Constitution of GC/GB (05)
     
     
2. FINANCIAL RESOURCES, ALLOCATION AND UTILIZATION
   
   
   • Budget allocated to the Institution
     
     
     • Recurring Budget (allocated and % utilized) (20)
       
       
       • Non-Recurring Budget (allocated and % utilized) (15)
         
         
   • Budget allocated to the Department
     
     
     • Recurring Budget (allocated and % utilized) (20)
       
       
       • Non-Recurring Budget (allocated and % utilized) (15)
         
         
3. PHYSICAL RESOURCES (CENTRAL FACILITIES)
   
   
   • Hostels (Men students & Women students) (8)
     
     
   • Power back up provision at Institution and Hostels (4)
     
     
   • Reprographic facilities (3)
     
     
   • Banking facilities (3)
     
     
   • Post Office facilities (3)
     
     
   • Counseling and guidance (7)
     
     
   • Language laboratory (7)
     
     
   • Medical facilities (5)
     
     
   • Internet facilities (5)
     
     
   • Canteen facilities (5)
     
     
   • Transport facilities (5)
     
     
4. HUMAN RESOURCES : FACULTY AND STAFF
   
   
   • FACULTY
     
     
     • Numbers, Faculty Student Ratio, Cadre Ratio, Average Experience, Faculty Retention, Turnover (25)
       
       
     • Qualification (30)
       
       
     • Participation of faculty towards Institutional development/departmental development/academic matters/students development/self growth (20)
       
       
     • Implementation and Impact of faculty development programmes (40)
       
       
     • Analysis and follow up of performance appraisal (15)
       
       
     • Service rules, pay package, incentives (30)
       
       
   • SUPPORTING STAFF
     
     
     • Numbers (10)
       
       
     • Qualification/Skills (15)
       
       
     • Skill Up-gradation (15)
       
       
       

HUMAN RESOURCES : STUDENTS

1. Student admissions (25)
   
   
2. Academic results (45)
   
   
3. Performance in Competitive Examinations (10)
   
   
4. Placement (20)
   
   

TEACHING - LEARNING PROCESSES

1. Delivery of Syllabus contents (100)
   
   
2. Contents beyond the syllabus (30)
   
   
3. Academic Calendar (25)
   
   
4. Continuous evaluation procedure (40)
   
   
5. Utilization of Laboratories/Equipment (40)
   
   
6. Information access facilities (55)
   
   
7. Student centric learning initiatives (35)
   
   
8. Students' feedback (25)
   
   

SUPPLEMENTARY PROCESSES

1. Extra & co-curricular activities (10)
   
   
2. Personality Development initiatives (06)
   
   
3. Professional Society Activities (08)
   
   
4. Entrepreneurship Development (06)
   
   
5. Alumni Interaction (07)
   
   
6. Ethics (05)
   
   
7. Student Publications/Awards (08)
   
   

RESEARCH AND DEVELOPMENT AND INTERACTION EFFORT

1. Budget for in-house R&D activities and its utilization (10)
   
   
2. Academic/Sponsored/Industrial Research and Development (10)
   
   
3. Publications and Patents (20)
   
   
4. Industry participation in developmental and student related activities (20)
   
   
5. Continuing Education (organizing & attending) (10)
   
   
6. Consultancy and Testing (10)
   
   
7. Student Project Work (20)
   
   
   
   Grand Total            Total Marks Awarded
   
   

 

THE SEVEN POINT ACCREDITATION CRITERIA: PHILIPPINES TESDA MODEL

The unified TVET program registration and accreditation system being implemented by Technical Education and Skill Development Authority (TESDA) formulated seven point accreditation criteria to access the quantitative competence of TVET institutions. The Philippines TVET Quality Award (PTQA) is the highest level of national recognition for exemplary performance of TVET institutions.

Criterion 1 : Institutional Leadership

• Institutional leadership describes how senior leaders guide their institution, including how they review institutional performance.
  
  
• Public responsibility and citizenship describes how the institution addresses its responsibilities to the public and practices good citizenship.
  
  

Criterion 2 : Strategic Planning

• Strategy development describes how the institution establishes its strategic objectives, including addressing key student and stakeholder needs, enhancing its performance relative to competitors, comparable schools and/or appropriately selected institutions, and enhancing its overall performance.
  
  
• Strategy deployment describes how the institution converts its strategic objectives into action plan.
  
  

Criterion 3 : Student, Stakeholder and Market Focus

• Knowledge of student, stakeholder, and market needs and expectations describes how the institution determines requirements, expectations, and preferences of current and future students, stakeholders, and markets to ensure the continuing relevance of educational programs and support services, to develop new opportunities, and to create an overall climate conducive to learning and development for all students.
  
  
• Student and stakeholder relationships and satisfaction describe how the institution builds relationships to attract and retain students, enhance student learning and the institution's ability to deliver its services and develop new opportunities.
  
  

Criterion 4 : Information and Analysis

• Measurement and analysis of organizational performance indicates how the institution provides effective performance management systems for  measuring, analyzing, aligning and improving student and organizational performance.
  
  
• Information management is about ensuring the quality and availability of needed data and information for faculty and staff, students and stakeholders and suppliers and partners.
  
  

Criterion 5 : Faculty and Staff Focus

• Work Systems describe how the work and jobs, compensation, career progression and related workforce practices motivate and enable faculty, staff and the whole organization to achieve excellence.
  
  
• Faculty and staff education, training and development show how the faculty and staff education and training support the achievement of the institution's objectives.
  
  
• Faculty and staff well-being and satisfaction indicate a work environment and faculty and staff support climate that contribute to the well-being, satisfaction and motivation of all.
  
  

Criterion 6 : Process Management

• Education design and delivery processes describe how the institution manages key processes for design and delivery of educational programme and offering.
  
  
• Student services describe how the institution manages its key student services.
  
  
• Support services indicate the key processes that support the daily operations of the institution.
  
  

Criterion 7 : Institutional Performance Results

• Student learning results show the institution's achievement in key student learning indicators.
  
  
• Student and stakeholders-focused results show achievements in terms of student and stakeholder service delivery, including student and stakeholder satisfaction.
  
  
• Budgetary, financial and market results are indicators of institutional performance.
  
  
• Faculty and staff results summarize the key results including faculty and staff satisfaction, development and work performance.
  
  
• Organizational effectiveness results summarize the institution's key performance results that contribute to opportunities for enhanced learning and achievement of organizational effectiveness including comparative and benchmarking data.
  
  

REMARKS

Accreditation is basically intended to protect the interest of clients, beneficiaries and stake holders and to improve the quality of technical and vocational system. The goals of the regional accreditation is to ensure that education and training provided by the TVET institutions should meet acceptable levels of standards. The standards focus on assessing institutional effectiveness, both in terms of quality and quantity, and  encourage the institutions to continuously strive towards the attainment of excellence. Accreditation is a complex matter, especially when applied at the regional level, keeping the diversity and different stages of TVET development in the Asia & Pacific region. It would require a strong leadership skill to harmonize the accreditation standards.

REFERENCES

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3. Basu, C. K. "Standards and Norms for Technician Institution Relevant to Accreditation" Final Report, Singapore, CPSC, 1981.
   
   
4. "Criteria For Accrediting Programs in Engineering in the United States", ABET, November 1989.
   
   
5. Fisher, G, "Access Routes, Articulation and Transfer in South African Postsecondary Education", Paper presented at the UDUSA National Conference on Transforming South African Universities: The Search for New Policy and Strategic Directions, University of Durban-Westville, 1-3 July, 1992.
   
   
6. Guiang, A. M. "Leadership Challenges in Establishing Regional Accreditation Commission for TVET" International Conference on Accreditation and Certification for TET Institutions, 2-3rd December, 2004, SIVAT/HRD Services of Korea.
   
   
7. J. David Irwin,  "The IEEE Accreditation Structure", IEEE Education News, Vol. 2 No. 5, November 1989.
   
   
8. Marshall Kalra, "Practice what we preached: ISO 9000 for TET Institutions ", in "Leading Change in TET" , CPSC Publication, Manila, October 1999.
   
   
9. Orlans, Harold, "Private Accreditation and Public Eligibility", USA: D.C. Heath and Co., 1975.
   
   
10. Park, M.G., "CPSC as a Catalyst for regional Accreditation and Certification of TVET Institution. Prospects and Challenges" International Conference on Accreditation and Certification for TET Institutions, 2-3rd December, 2004, SIVAT/HRD Services of Korea.
    
    
11. Sharma, T. N. "Accreditation as a Process of Quality Assurance on Technical and Vocational Education" International Conference on Accreditation and Certification for TET Institutions, 2-3rd December, 2004, SIVAT/HRD Services of Korea.
    
    
12. Stufflebeam, Daniel, et. al., "Educational Evaluation and Decision-making", Illinois: F E Peacock Publishers, Inc., 1971.