ACCREDITATION: A CHALLENGE TO CHANGE

Delivered by:

Dr. Santiago M. Yabut, Jr.
TESDA Deputy Director General for Field Operations
15 August 2005
CPSC, Manila

Contents

• Change as a concept
  
  
• The "Why" of Accreditation
  
  
• The "How" of APACC Accreditation
  
  
• Sixteen (16) steps to implementing change occasioned by the accreditation initiative
  
  
• Journeying toward APACC Accreditation

Perspective of Managing Change

"We have to manage change deliberately in our environment or our environment will shape our circumstances where we will have no control of what will happen to us."

Concerns in Managing Change

Issues of context and uncertainty
Issues of content and scale
Issues of process
Issues of method

Why Accreditation

Current State

• Inability of the TVET system to provide adequate number of skilled workers and technicians to meet the demands of the labor market
  
  
• In most countries in the Asia-Pacific region, the TVET system is not fully geared to provide emerging market-oriented skills, leaving many graduates unemployed after completing their training sector
  
  
• The TVET sector is comprised of a diverse mix of planned and unplanned training courses promoted by Government, private sector and NGOs catering to a variety of students. There is insufficient standardization of TVET courses such that courses with the same titles have different contents, duration and training strategies and methodologies
  
  
• There is inadequacy, if not absence, of coordination between training institutions and the industries
  
  
• The integration of ‘employability competencies' in the curriculum and in the training courses is lacking
  
  
• In most countries, the level of industrial training or apprenticeship in the TVET courses is wanting
  
  
• Most of the industrial training is informal
  
  
• There is failure on the part of industries to recognize the importance of training within the new competitive environment and the need of training to be strategically integrated into their competitive strategies
  
  
• Artisan training has declined
  
  
• Training courses often take place outside of any clear employment framework
  
  
• Learning programs are not generally linked with work place requirements
  
  
• Some TVET programs are of too short a duration to impact meaningfully in the job market
  
  
• Basic education and training needs have not been linked to the development of applied employability competencies
  
  
• Entrepreneurship training is frequently divorced from TVET courses
  
  
• There is very little help provided to the learners to find employment after obtaining a qualification
  

Promise of TVI Benefits from APACC Accreditation

• The institution can identify its programs with excellence in TEVT
  
  
• The institution could be assured of conformity to good practices and benchmarks of global requirements
  
  
• The institution will be able to rate its programs on an international platform for better student intake
  
  
• The institution will be able to appraise itself of its own facilities and faculty vis-à-vis performance
  
  
• The institution can satisfy vendor or human capital to world-class employers and other stakeholders in the TEVT sector

APACC Accreditation: Benefits

• The institution can provide the public with a positive image and can validate that an institution meets or exceeds high standards of TEVT
  
  
• The institution can increase students’ knowledge of industry standards and professionalism to enhance the students’ credibility in obtaining employment within their own countries and across national border in Asia-Pacific region
  
  
• The institution can provide external peer-review to verify quality
  
  
• The institution can facilitate mobilization of the workforce and harmonization of its curricula and skills competency.
  

The Four Pillars of Change

Managing Change

Permits:

Planning to deliver early results of accreditation initiatives and publicizing successes to build momentum and support

Involving employees at every stage of developing and implementing the institution’s accreditation plan

Forbids:

Failure to appreciate the depth of resistance there may be to change brought about by the accreditation initiative. Plan for resistance and cast it in terms of additional training and communication.

Failure to appreciate the depth of resistance there may be to change brought about by the accreditation initiative. Plan for resistance and cast it in terms of additional trainiGetting lost in detail or losing sight of the vision

Skimping on the resources for training or communicationsng and communication.

16 Steps for Managing the Accreditation Journey

1. Appreciate the accreditation implementation strategy
   
   
2. Limit the time frame
   
   
3. Detail the accreditation implementation plan
   
   
4. Undertake a strong project management approach
   
   
5. Personalize the case for accreditation
   
   
6. Ensure participation of as many employees
   
   
7. Revise your performance index to include rewarding participation in accreditation initiatives
   
   
8. Be honest with every employee on the why, what, and how of accreditation
   
   
9. Sustain the motivation of people
   
   
10. Develop skills
    
    
11. Anticipate and reduce stress 
    
    
12. Constantly refresh the case for change due to accreditation
    
    
13. Align your initiatives
    
    
14. Remember that change is discontinuous
    
    
15. Monitor and evaluate progress
    
    
16. Take corrective action

Accreditation Procedure

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