Thesis for Accreditation Page 10 and 11 Only
Transcript of Thesis for Accreditation Page 10 and 11 Only
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introducton
Accreditation is a way to rank institutions of learning
certifying that they provide a good education. In essence, it is
government-regulated quality control for schools, and weeds
out the quality institutions from diploma mills.
The concept of accreditation posits that if students
attend School A, they might not get the same level of
education as if they attend School B. Although one school
etter prepares them to work in their field, oth schools give
them a achelor!s degree, so employers have no way of
knowing which educational program was etter. To fi" this
prolem, accreditation was introduced. #hile School A still
might e etter than School B, to e accredited, all schools
have to at least meet minimum standards. This way,
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employers can e sure that all of their candidates have een
through a good educational program in their field, even if
they!ve never heard of the school.
In general, all educational institutions go through one
form of accreditation $ %recogni&ed y the government.'
Ph!ppne Schoo! Doha (Tagalog) Paaralang Pang-
Pilipino sa Doha* (Araic) "#$%&' "()%* "+,+-./&'*, also known as
+S for short, is a maor learning institution in ataras far as
providing asic education for the /ilipino is concerned. The
school has undergone numerous processes to gain its ep0d
recognition, finally receiving it in 1222 after 3 years of
ceaseless strive for e"cellence. The school also aims to e the
4/irst +hilippine Science School in the 5iddle 0ast4, as it says
in the school6s vision and mission.
The +hilippine School oha was estalished in 7ctoer
8991 to serve the educational needs of the children of the
/ilipino community in the State of atar. Its irth was the result
http://en.wikipedia.org/wiki/Tagalog_languagehttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Qatarhttp://en.wikipedia.org/wiki/Filipino_peoplehttp://en.wikipedia.org/wiki/Department_of_Education_(Philippines)http://en.wikipedia.org/wiki/Middle_Easthttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Qatarhttp://en.wikipedia.org/wiki/Filipino_peoplehttp://en.wikipedia.org/wiki/Department_of_Education_(Philippines)http://en.wikipedia.org/wiki/Middle_Easthttp://en.wikipedia.org/wiki/Tagalog_language -
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of the action of memers of the /ilipino community in oha
under the auspices of the +hilippine 0massy. As required
under the laws of the +hilippines, the school has een
incorporated as a non-stock, non-profit educational
corporation and is duly registered as the +hilippine School in
oha, Inc. with the Securities and 0"change :ommission. As
such, the school is governed y the :orporation :ode and
special laws and regulations of the +hilippines. A special set of
regulations for the operation of the +S as a private school is
the 57+A; (Manual of Policies and Regulations*. This was
drawn up y the IA: (Inter-Agency Committee* of regulatory
agencies of the +hilippine government, namely, the
epartment of of the year 8932 regarding organi&ation of
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private schools in the State of atar and y applicale
regulations of concerned local authorities. In accordance with
the general provisions of the said 7rdinance, +S was given
permission y the 5inistry of 0ducation and ?igher 0ducation
to operate as a private school of the /ilipino community in
atar, under the patronage of the +hilippine 0massy in
oha. The epartment of 0ducation :ulture and Sports,
granted the +S the permit to operate on 5arch @, 899>, per
overnment +ermit =o. 221, s. 899>. Susequently, on
/eruary 8, 1222, +hilippine School oha was granted
recognition y the 0:S per overnment ;ecognition =o.
228, s. 1222.
The +hilippine School oha offers complete programs
from +re-0lementary to ?igh School following the ;evitali&ed
:urriculum for +re-school and the nderstanding y esign
for 0lementary and ?igh School, respectively prescried y
the epartment of 0ducation, +hilippinesC acknowledged and
recogni&ed y the 5inistry of 0ducation, atar.
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Pr0ar Inter0edate Secondar0nglish 0nglish 0nglish
5athematics 5athematics 5athematics
Science and ?ealth Science and ?ealthScience andTechnology
/ilipino /ilipino /ilipino
5akaayan 5akaayan 5akaayan
:haracter 0ducation :haracter 0ducation0duk.+agpapahalaga(ValuesEd.*
Siika at Dultura E5S0+
5usika, Sining at 0dukasyong+agpapalakas ng Datawan (5S0+*
5A+0?E:AT (Fth Gear*
?eograpiyaEDasaysayanESiika (?DS*Araling+anlipunan(SocialStudies*
0duk. +antahanan at+angkauhayanE:omputer 0duc.
T
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+repare students for higher education opportunities in
atar and aroad.
/oster a generation of world leaders.
The practical assessment aspect of =SA involves two
parts)
Self-study review (y school*
School visit (y government evaluators*
nder the system, all schools are required to conduct
self-e"aminations and analyses to identify their strengths and
areas of growth. The schools are then evaluated y =SA
efore they can e accredited. =SA assessments are made
ased on the school6s)
5anagement and educational leadership
evelopment and care for students
0ducational and learning performance environment
;esource management
+arental and community partnerships
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7nce the evaluation process is complete, =SA
evaluators will provide a recommendation for accreditation. If
approved, an accreditation is valid for three or five years.
?owever, with all these facts as regards accreditation, it
is important to turn the attention to the other end of the suect
matter, the recipient, the end-user of the schools! status $
teachers and students. what do they enefit from thisH oes it
matter to themH oes it affect all school related decisions they
madeH The researcher ecame curious as regards this aspect.
It is the intention of the researcher to look into these facts
which ecame the oective of this study.
Theoretca! 2ra0e3or4
The present study is anchored on System Theory. A
system can e defined as %elements in interaction.' Systems!
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thinking is a theoretical approach to understanding
phenomena.
All systems have nput56 proce55e56 and output. By
identifying and mapping the cycles of inputs, processes and
outputs, we can define a system etter and learn a lot aout
how it ehaves. The present +hilippine educational system
functions in this manner. School status and performance is the
result of est-laid-planned inputs, continuous monitoring on
process, to e ale to produce top performing outputs
(graduates*.
Systems tend to e 7oa! 5ee4n7, that is, they move in
the direction of goal achievement. Systems without well-
defined goals often go in many different directions. Schools
aim to e recogni&ed and accredited for the main goal of
giving quality education and producing quality graduates.
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Re5earch Parad70
8atar Natona! Schoo! Accredtaton
Standard 1:
0ducational
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8UALIT9 EDUCATION
Source) +hilippine School 7verseas
http)EEwww.cfo-pso.org.ph
/igure 8. +aradigm of the Study
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State0ent O: The Pro;!e0
This study aimed to evaluate the level of accreditation
readiness of +hilippine School oha ased on the five (J*
standards of atar =ational School Accreditation (=SA*.
Specifically, it sought answers to the following questions)
8. #hat is the level of accreditation readiness of
+hilippine School oha ased on the five (J*
standards of atar =ational School Accreditation
(=SA* as accordingly evaluated y the four (F*
groups of respondents)
8NSA Standard5 Re5pondentE
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0ducational +erformance and
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Hpothe55
8. There is no significant difference etween the
evaluation of teachers and employees in terms of
Standard 8.
1. There is no significant difference etween the
evaluation of teachers and students in terms of
Standard $ Aspect and Aspect F.
S7n:cance o: the Stud
The result of the analysis of this study will e of great
help to the following)
8. The +rivate Schools in atar. /or those without
accreditation yet ut aiming for one in the future, they
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may use the analysis in their decision-making
regarding application for accreditation.1. The +rivate Schools in atar Accreditation
:ommittee. They may get an idea on what area and
degree program to focus on in their vie for higher
level of accreditation.. The Students. They are the direct recipient of
accredited schools. They will e assured of quality
education, which will e"pose them to innovative
methodology of teaching, gain more knowledge, and
e"perience possile improvement in their academic
performance.F. The +arents. The reali&ation of the result will help
them decide what school to enrol their children,
accredited or not accredited.
Scope and L0taton
This study on the level of accreditation readiness of
+hilippine School oha ased on the five (J* standards of
atar =ational School Accreditation (=SA* was conducted at
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+S with address at +.7. Bo" 89@@F, oha State of atar.
+S is classified as :ommunity 7wned.
/our (F* groups of respondents served as sources of
data of the study) the students, the employees, teachers, and
the parentsEguardians as source of data. They were given
%QNSAAccreditation Tool For Self-evaluation' to evaluate
the level of accreditation readiness of the +hilippine School
oha. The researcher decided to use the total population of
the students, the employees, and the teachers as respondents
of the study. ?owever, for the parents, only twenty (12* was
chosen as they were only those who were at the school and
agreed to e %distured' in their usy schedule during the time
of data gathering month of Kanuary, 128.
De:nton o: Ter05
The following terms are defined for clarification of use)
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Accredtaton= It is a concept of self-regulation which
focuses on self-study and evaluation and on the continuing
improvement of educational quality.
Readne55= It is the
Standard5= It refers to the
Chapter >
RE?IE@ O2 RELATED LITERATURE AND STUDIES
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This chapter presents the different online and printed
related articles, studies and literature that helped the author in
the interpretation of the findings.
2ore7n Lterature
The atar government Hu4oo0wesite provides a link
to a spreadsheet containing the details of all the country6s
international and independent schools with the +hilippine
School oha at =umer @J. +lease see Appendi" pages.
There are different school categories in atar (;etrieved
Kanuary 1J, 128*)
8. Independent Schools. The curriculum in these schools is
prescried y the Supreme 0ducation :ouncil.
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+reparatory - grades >-9, ages 81-8F
Secondary - grades 82-81, ages 8J-83
1. +rivate Schools. These schools are preferred for e"patriate
children. Larious international curricula are taught in these
schoolsC the school6s choice of curriculum usually reflects that
of its affiliated home country. Some schools also teach the
International Baccalaureate programme, or follow the
5ontessori method. The grades in international schools
usually relate to the standard grades of the curriculum used.
All private schools are monitored and assessed y a scheme
known as the atar =ational School Accreditation system. As
to school fees, All private and international schools are fee
paying and policies and prices vary. 7ther costs, such as
application, deposits and registration fees, re-enrolment fees,
uniforms, transport and school equipment, should also e
factored in. Some employers may cover part, ut not all, of the
fees.
http://qatar.angloinfo.com/r.asp?http://www.english.education.gov.qa/section/sec/evaluation_institute/http://qatar.angloinfo.com/r.asp?http://www.english.education.gov.qa/section/sec/evaluation_institute/ -
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. :ompany Schools. These are schools dedicated to some
maor energy companies employees! families living in
compounds outside oha.
According to The +eninsula (retrieved Kanuary 1J, 1o8*
community schools in atar will not e included in the atar
=ational Schools Accreditation (=SA* system for private
schools launched y the Supreme 0ducation :ouncil (S0:*
recently, a senior S0: official has said. :ommunity schools
catering to different e"patriate communities form a maor
portion of the private schools in atar.
7n the other hand, international schools will e
accredited under the new system. But schools with an
international accreditation will not have to go through the
elaorate procedures required y other private schools to
otain the national accreditation. ?amda Al Sulaiti, irector of
the 0valuation Institute at S0:, said that 83 private schools
had already applied for accreditation. It is e"pected that only
those schools meeting the =SA standards will e accredited.
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?owever, a good numer of private schools, especially
those targeting atari and Ara communities follow the atari
curriculum, international curricula or some other independent
systems. =SA is asically targeting such schools. The S0:
has already started the accreditation process and plans to
accredit all the schools y 128J.
The same as in the +hilippines, there is a ig difference
etween accreditation and licensing. A licence is an official
document that allows a private school to operate ased on
certain standards and requirements while accreditation is a
recognition of their educational performance.
=SA assess the performance of schools in the areas of
academic, educational and administrative standards.
Accreditation is done in accordance with specific criteria set y
=SA.
0very school goes through four phases for otaining
accreditation. After the school applies for accreditation) 8*
achieving school candidacy and now the schools will egin for
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the accreditation process with =SA at evaluation Institute of
Supreme 0ducation :ouncil. 1* school!s self-study for a period
of 83 months, *. implement recommendations y the =SA.
F* A =SA team will then visit the school to inspect whether it
had met the required criteria and standards and then sumit
its report to the 0valuation Institute. Accreditation will e
granted or denied ased on this report. Schools that will e
rated %e"cellent' in educational performance will e granted
accreditation for five years in the first instance, while those
rated %good' will get three years! accreditation. Those who fail
to meet the required criteria and show a poor educational
performance will e denied accreditation.
=SA look into different aspects of the school such as
learning environment, resource management and social
participation.
The Supreme 0ducation :ouncil presented 8J private
schools with the candidacy certificate for atar =ational
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School Accreditation (=SA*, ensuring the quality level of
these schools. It was specifically mentioned during the event
held to hand over the candidacy certificates that %the
participation of the private sector in the educational process is
one of the principles of educational reform initiative.'
A total of 18 schools and kindergartens applied for the
accreditation candidacy and 8J were selected after an
evaluation on several areas. The awarded schools were
International Shouiefat School, ulf 0nglish School, oha
British 5ontessori School, Al Arqam Academy for irls, Al
/orqan School :omple", oha :ollege, :ompass
International School, :amridge School, Al 5aha Academy for
Boys, Iqra 0nglish School for irls, Al ?ekma International
School, :amridge International School for irls, =ewton
International School, oha 5odern Indian School and Al 5aha
Academy for irls. The schools which were not nominated for
accreditation are also good schools and will e ale in the ne"t
accreditation round to e nominated ust like other schools
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after addressing those aspects that need improvement and
which will e included in the report of the office of the =ational
Accreditation.
=SA has relieved areas including the mission of the
school, governance and school leadership, teacher
qualification and professional development, school and
classroom learning environment, curriculum oectives and
admission procedure.
The =ational School Accreditation was introduced y the
0valuation Institute of the Supreme 0ducation council,
focusing on unifying the visions, goals and strategies in the
educational community and emphasi&ing continuous quality
improvement. It also aims to move from static performance to
continuous improvement of performance reaching to
e"cellence, in partnership with schools.
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#hat Is AccreditationH Accreditation is defined as any of
the following (http)EEwww.ched.gov.phE ;etrieved Kanuary1J,
128*)
a concept ased on self-regulation which focuses
on evaluation and the continuing improvement of
educational quality.
a process y which institutions or programs
continuously upgrade their educational quality and
services through self-evaluation and the udgment
of peers.
a status granted to an educational institution or
program which meets commonly accepted
standards of quality or e"cellence.
#hat Are The Basic :haracteristics 7f AccreditationH
The asic characteristics of accreditation are)
its prevailing sense of volunteerismC
its strong tradition of self-regulationC
its reliance on evaluation techniquesC
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its primary concern with quality.
#hy +rivate, Loluntary AccreditationH In general, all
educational institutions in the +hilippines go through one form
of accreditation $ %recogni&ed y the government.'
overnment recognition is, however, inadequate for purposes
of identifying and determining educational quality. Thus,
private voluntary accreditation provides the opportunity for an
educational institution to attain standards aove those
prescried as minimum requirements y the government.
Loca! Lterature
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non-profit and non- stock corporation which was registered
with the Securities and 0"change :ommission on =ovemer
J, 89J>.
+AAS: is a service organi&ation that accredits
academic programs which meet standards of quality
education.
In =ovemer 89@>, the Bureau of 0ducation and :ulture
(now the epartment of 0ducation* officially recogni&ed
+AAS: and endorsed its work as an accrediting agency.
+AAS: is also one of the three founding memers of
the /ederation of Accrediting Agencies of the +hilippines
(/AA+*, which was estalished in 89>> and is authori&ed y
the :ommission on ?igher 0ducation (:?0* to certify the
levels of accredited programs for the purpose of granting
progressive deregulation and other enefits.
Is +AAS: Affiliated #ith Any International
7rgani&ationsEAgenciesH
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Ges. Since 8998, +AAS: has een a full memer of
the International =etwork for uality Assurance Agencies in
?igher 0ducation (I=AA?0*. As of 122J, I=AA?0 is
composed of 8J2 accrediting agencies coming from over @2
different countries. These agencies have also created regional
networks, one of which is the Asia-+acific uality =etwork
(A+=*, with +AAS: eing one of its active memers.
+AAS: also has linkages with the :ouncil for ?igher
0ducation Accreditation (:?0A*, which is a private, nonprofit
national organi&ation that coordinates accreditation activity in
the nited States, as well as with the =ational :ommittee on
/oreign 5edical 0ducation and Accreditation (=:/50A*,
which is ased in #ashington, .:.
#hat Are Its 7ectivesH +AAS:!s oectives are as
follows)
8. To stimulate and integrate the efforts of institutions to
elevate the standards of education in the +hilippines
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1. To strengthen the capailities of educational
institutions for service to the nation.
. To identify educational institutions which meet or
e"ceed stated criteria of educational quality.
F. To encourage and assist institutions which have the
potential and interest to improve themselves through
continuing evaluation and self-surveys.
J. To provide counsel and assistance to estalished and
developing institutions and programs.
@. To provide a asis for institutional relationships,
particularly in the transfer of students.
>. To provide guidance to students and parents in the
choice of institutions and programs.
3. To attract financial aid from government and other
sources for accredited programs and schools
applying for accreditation.
9. To assist schools in their quest for regional and
international recognition of their academic programs
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82. To network with national and international
organi&ation involved in quality assurance.
#hat Are +AAS:!s StandardsH The Association does
not impose aritrary standards. The survey forms developed
y +AAS: identify principles and practices which are found
in e"cellent institutions. The statements in the survey forms
are more qualitative rather than quantitative. The Association
does not have specific formulas to apply or particular patterns
of organi&ation to follow. The criteria and survey instruments
are merely tools to help the school measure educational
quality. They are intended to serve as a guide for institutions
as they strive for e"cellence and for accreditors as they
assess institutional achievement.
The standards reflect a realistic appraisal of the school!s
resources and their efficient utili&ation to help the institution
achieve its goals.
?ow Are These Standards 5easuredH 5uch emphasis
is placed on the formulation of the school!s purposes and
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oectives. 7nly when its goals are clear can the school
discover the e"tent to which such purposes and oectives are
eing achieved.
0ssential in the accreditation process is the self-survey
made y an institution applying for accreditation. The self-
survey is an analysis y its own staff of the institution!s
educational resources and effectiveness in relation to its own
purposes and oectives.
+AAS: udges an institution not y comparison with
other institutions ut primarily y the degree to which each
institution!s own avowed purposes are matched y actual
practice in the various areas eing evaluated. Thus, a school
is udged on the asis of the %total pattern' presented y it.
#hat Areas Are 0valuated uring The SurveyH uring
the survey visits, the following areas are evaluated)
8. :ollegeESchool :ommunity Involvement
1. /aculty
. :urriculum and Instruction
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F.
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%+rogram accreditation' refers to the accreditation of
academic courses such as lieral arts, sciences, education or
commerce. +AAS:!s policy e"tends accreditation y
program. This means that individual courses of study, such as
lieral arts, sciences, commerce and education are evaluated
y +AAS: and given proper accreditation. +AAS:
accreditation of a high school or a grade school is considered
program accreditation.
In contrast, %institutional accreditation' refers to the
accreditation of the higher education as a whole. This focuses
on the overall quality of the higher education institution ased
on the quality of its core program offerings, namely Arts and
Sciences, 0ducation and Business. Institutional accreditation
is anchored on program accreditation.
The +hilippine Association of :olleges and niversities
:ommission on Accreditation (+A::7A*
(http://www.pacucoa.ph, ;etrieved Kanuary 1J, 128* is a
private accrediting agency which gives formal recognition to
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an educational institution y attesting that its academic
program maintains e"cellent standards in its educational
operations, in the conte"t of its aims and oectives.
7ectives )
8. To identify schools whose competence and performance
in a particular field warrant pulic and professional recognition.
1. To guide students in the choice of quality schools,
colleges and universities that will meet their individual needs.
. To help institutions of learning achieve ma"imum
educational effectiveness through self-evaluation and self-
discipline.
F. To enlist the cooperation of institutions of learning and
professional associations in the mission of advancing the
interest of education.
+A::7A Accreditation consists of eight phases)
/irst The consultancy visit
Second The self-survey activities
Third The preliminary visit (for :andidate Status*
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/ourth The formal visit (for level I Accredited Status*
/ifthThe re-accreditation visit (for level IIreaccredited status*
Si"thThe level III phase (for level III reaccreditedstatus*
Sevent
h
The level IL phase
0ighth Institutional Accreditation phase
Since accreditation is a serious attempt to achieve a
high degree of quality in the operationsEadministration of a
program or a school, school heads administrators, faculty and
staff are advised to take note of the +A::7A policies and
accreditation procedure)
A. :onsultancy Lisit
+olicy Statements
8. Any schoolEprogram, including schools selected to try
out a new survey instrument, will have to undergo a
consultancy visit prior to undertaking the self-survey process.
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1. A consultancy visit may e scheduled any time during
the school year.
+rocedures
8. Applicant institutionEprogram sumits a written request
for consultancy visit, stating the date of the visit and the
program(s* seeking accreditation.
1. +A::7A schedules the visit and notifies the
institutionEprogram accordingly.
. The institutionEprogram convenes a representative
group of the school community during the consultancy visit.
The institutionEprogram is given a period of one year within
which to undergo a preliminary visit from the time the
consultancy visit shall have een done.
B. Self-Survey
+olicy Statements
8. =o visit shall e scheduled y +A::7A until a
report is sumitted on the compliance of the program with the
recommendations during the consultancy visit.
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1. Three (* copies of the self-survey report for every
program to e evaluated shall e sumitted to the +A::7A
office thirty (2* days efore the scheduled visit.
+rocedures
8. After the consultancy visit, the Survey 0"ecutive
:ommittee of the applicant institution is formed to take charge
of evaluating initially the program to e surveyed y e"amining
the nine (9* sectionsEareas of concern) philosophy and
oectives, faculty, instruction, lirary, laoratories, physical
plant and facilities, student services, social orientation and
community involvement, and organi&ation and administration.
1. sing the criteria and standards specified in the
appropriate Survey Instrument, the Survey 0"ecutive
:ommittee and areaEsections su-committees analy&e,
evaluate and rate the main areas of concern.
. A narrative report is prepared along with the
accomplished self-survey ratingsC these are sumitted to
+A::7A.
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:. +reliminary Survey Lisit
+olicy Statements
8. The sumission of the Self-Survey ;eport is not in
itself a go-signal for +A::7A to send a team of accreditors
for the preliminary survey visit. The applicant school is
e"pected to make a formal request for the visit, including
preferred dates of the visit.
1. uring the preliminary visit, as in all other
accreditation visits, the primary principle and premise under
which the visit is ased are the mission, philosophy and
oectives of the school, as these throw light on the operations
and implementation of the program(s* under survey.
. In all survey visits, the principle of strict confidentiality
and high level of professionalism is imposed on all accreditors.
F. All information aout the process and the results of
the survey visit shall e transmitted to the school concerned
only and officially y the +A::7A :hairE7ffice not later than
F months after the conclusion of the visit.
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+rocedures
8. pon approval of the dates of the survey visit, the
:hair of the Survey 0"ecutive :ommittee shall inform the
academic community of the visit to generate ma"imum
awareness and overall preparedness.
1. The Survey 0"ecutive :ommittee shall see to the
readiness and availaility of the following)
1.8 the accreditors6 work headquarters, with
adequate amenities and privacyC
1.1 the necessary e"hiits and other evidences in
support of the self-survey reportsC
1. call slips for interview schedulesC
1.F Schedule of classes , syllai, class registers
and seat plans.
. The team chair prepares the schedule of activities of
the survey visit in consultation with the Survey 0"ecutive
:ommittee chair upon arrival. The schedule usually includes
an orientation meeting with the memers of the Survey
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0"ecutive :ommittee, dialogues with students, faculty, and the
non-teaching staff, class oservations, e"amination of e"hiits,
ocular visits of facilities and outreach proects and interviews.
F. The team memers conduct verification activities
J. The team prepares the accrediting report
@. The team conducts e"it conference with the school
administrators
. /ormal visit
+olicy Statements
8. ;equest for this visit must e made si" months prior
to the e"piration of the accredited status.
1. A self-survey report with ratings on the nine (9*
areasEsections will have to e accomplished again and
sumitted along with the report on the actions taken on the
recommendations of the previous accrediting team.
0. ;e-Accreditation Survey Lisit
+olicy Statements
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8. ;equest for this visit must e made si" months prior
to the e"piration of the accredited status.
1. A self-survey report and ratings on the nine (9*
areasEsections will have to e accomplished again and
sumitted along with the report on the actions taken on the
recommendations of the previous accrediting team.
/.
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1. +A::7A Board of irectors reviews the school!s
reports and commissions a team to verify and evaluate the
merits of the level III application.
.
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Chapter
Re5earch Methodo!o7
This chapter presents the methodology of the conduct of
the study in terms of design, locale and population,
respondents, data gathering instruments and procedure and
the formula used to treat the gathered data.
Re5earch De57n
This study on the level of accreditation readiness of
+hilippine School oha ased on the five (J* standards of
atar =ational School Accreditation (=SA* utili&ed
quantitative research method.
The quantitative method part of the study required
descriptive statistical treatment.
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Loca!e and Popu!aton
The study was conducted at the +hilippine School oha
at atar with address at +.7. Bo" 89@@F, oha State of atar.
+S is classified as :ommunity 7wned.
There are a total of two thousand si" hundred ninety-si"
(1@9@* students currently enrolled for the school year 1281-
128.
Tale 8
istriution of Students
Categories Frequency Count
High School Leel 918!nter"e#iate Leel 714
$ri"ary Leel 692$re%School 372
&otal 2696
The tale elow presents the distriution of employees
and teachers of +S)
Tale 1istriution of +S 0mployees and Teachers
Categories Frequency Count
$rinci'al an# (nit Hea#s 12
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High School Leel &eachers 30!nter"e#iate Leel &eachers 27$ri"ary Leel &eachers 22
$re%School &eachers 15)on%&eaching *"'loyees
+#"inistratie Secretaries 3Classroo" +tten#ants 11
+ccounting ,e'art"ent 9-egistrar 2
Hu"an -esources ./ce 1ui#ance ./ce 3
Stu#ent +ctiity an# -esearch Center 2School Clinic 3
School Lirary 3School Canteen 6
aintenance an# Su''ort Serices 10./ce +ssistant 2
&otal 161
Tale showed the one hundred si"ty-one (8@8* total
numer of employees and teachers working for +hilippine
School oha.
Re5pondent5 o: the Stud
This study chooses four (F* groups of respondents) the
students, the employees, teachers, and the parentsEguardians
as source of data. They were given questionnaires to
determine the level of accreditation readiness of the +hilippine
School oha ased on the five (J* standards of atar =ational
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School Accreditation (=SA*. The researcher decided to use
the total population of the students, the employees, and the
teachers as respondents of the study.
Tale 1 presents the distriution of respondents.
Tale istriution of +S ;espondents
Categories Frequency
CountHigh School Secon#ary
Stu#ents
918
High School Leel &eachers 30)on%&eaching *"'loyees 55
+arentsEuardians 12
&otal 1023
/or the studentsErespondents, only the high school
(secondary students* were chosen as respondents. The
researcher elieves that of all the levels of students
(secondary, intermediate, primary, and pre-school* enrolled in
+S, the high school students can correctly evaluate the
school!s level of accreditation readiness in terms of Students
Discipline and Behavior,and Student Connectedness. It is
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assumed that these group of students are matured, old and
educated enough to understand the evaluation criteria of
=SA presented in the questionnaire even without in-depth
e"planation of the scope of the study eing conducted. A total
of nine hundred-eighteen (983* students participated.
/or alignment purposes with high school students, the
researcher chose high school (secondary* teachers to e the
teacherErespondents counterpart. A total of thirty (2* teachers
participated.
/or the employeesErespondents a total of fifty-five (JJ*
employees participated.
?owever, for the parents, only twenty (12* was chosen
as they were only those who were at the school and agreed to
e %distured' in their usy schedule during the time of data
gathering.
These result to a total of one thousand and three (822*
numer of respondents.
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Data Gathern7 In5tru0ent5
To evaluate the level of accreditation readiness of
+hilippine School oha ased on the five (J* standards of
atar =ational School Accreditation (=SA* the researcher
used the official %QNSA Accreditation Tool For Self-
evaluation'. The different standardsEcriteria are the following)
Standard 8) 0ducational
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o Aspect ) Infrastructure, 0quipment,5aterials istriution, ;esource Availailityand istriution
Standard J) +arental and :ommunity +artnership
o Aspect 8) +arental Involvement M
:ommunicationo Aspect 1) School :ommunity +artnership
Tale F presents the five (J* =SA standards and the
corresponding respondents who evaluated it.
Tale F=SA Standards and :orresponding ;espondent 0valuators
)S+ Stan#ar#s -es'on#ent
*aluators
Standard 8)
0ducational
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A
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#hen the questionnaires were retrieved, it was sorted,
and taulated ready for statistical treatment.
Stat5tca! Treat0ent
Since the study involved quantitative type of research, it
involved the asic statistical treatment.
To determine and descrie the the level of accreditation
readiness of +hilippine School oha ased on the five (J*
standards of atar =ational School Accreditation (=SA*,
weighted mean is used. The formula is)
#eighted 5ean N
n
Wx
#here)
W N weight" N mean
n N numer of oservations
To answer if there are significant differences on the
evaluated the level of accreditation readiness of +hilippine
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School oha ased on the five (J* standards of atar =ational
School Accreditation (=SA*, t-test is used.
Qatar National School Accreditation
Accreditation Tool For Self-evaluation
COMPLETE
ear ;espondents.
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This survey is intended to evaluate the level ofaccreditation readiness of +hilippine School oha ased on
the five (J* standards of atar =ational School Accreditation
(=SA*. +lease answer the questions as honestly as possile.
;est assured that any information which we will get from this
survey will e treated with utmost confidentiality.
Thank you.
Kulius 5analo 0drosolam
irection) Dindly rate each item y checking the
corresponding numer according to the legend elow.
LaluesStatistical
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aligned with the States guidelines and the S0:!s plans andprograms.
The school education mission, vision, and oectives are
realistic and attainale and are in the range of the school
capacity $ oth with human and financial resources.
The school management promotes the school mission,
oectives and its values to the students, staffs, parents and
community.
The school education mission, vision, and oectives have a
positive impact on student ehavior and its attainment.
The school education mission, vision, and oectives are
reflected through teaching quality and teachers! dedication.
The school has cutting-edge procedures to enale it tomeasure its own success in applying the mission, vision,
and oectives.
Aspect $! Planning and "anagement %rgani&ation,
'mpo(erment
The school is committed to the S0:!s regulations, and
follows-up the work instructions precisely.
The school priorities are identified and e"ecuted effectively
to improve and achieve its mission.
There are clear plans (strategic, e"ecutive, andEor
operational* which lead to the achievement of school
oectives.
There is a clear and announced organi&ational structure,which identifies the level of leadership, responsiility, and
instructional hierarchy.
There are clearly communicated regulations, y-laws, and
policies to operate school work.
There is a mechanism for assigning tasks, which contriute
in work improvement and quick accomplishment.
The school management involves all stakeholders in
decision-making.
There are mechanisms which facilitate communication
among staff.
The school atmosphere is positive, cooperative, and with a
sense of responsiility.The governing ody, while making policies and strategically
plans for school, authori&es the school administration to
implement its decisions.
Aspect )! Qualit* Assurance S*stem+ "onitoring and
Follo(-up of %perations
The quality and efficiency of the regulations of staff
accountaility.
The school applies an assessment system for management,
staff and school efficiency.
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The school monitors and follows-up on staff performance tocontriute to continuously improving their performance.
The school monitors and follows-up on student
performance.
The school follows-up and evaluates the programs, plans
and proects.
Standard 1. 0:ATI7=A< +0;/7;5A=:0 A=
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knowledge and skills.The curriculum meets the students! physical, social, and
psychological needs in the different educational levels,
including special needs students.
The school provides appropriate and necessary resources
to implement the curriculum.
Aspect )! earning 'nvironment
:lassrooms are organi&ed in a way that helps students to
learn and practice various activities.
Students! works are displayed in an organi&ed way and are
updated consistently, which stimulates and encourages
students towards achievement.
:lassroom and educational facilities are supplied withappropriate tools and resources to support teaching and
learning.
:lassrooms are well lit and ventilated.
:lassrooms have good quality furniture and are in a god
shape.
Aspect ! Assessments
Suects are regularly reviewed with the corresponding
learning materials to ensure that they are in line with
educational research and trends. School demonstrates that
curricular goals are eing met through student learning, and
varied forms of assessments are used to gauge student
performance.Analysis of various student work demonstrates that there is
evidence of accomplishment of learning outcomes.
Teachers use appropriate assessment methods to measure
students learning towards specific skills and knowledge.
Assessment informationEdata is collected and analy&ed and
drives changes towards lesson planning, curricular
modifications, instructional changes when necessary.
Standard . 0L0
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skills.Students! performance shows a clear and continuous
improvement in all suects over consecutive time span.
Students! results in international tests show continuous
improvement.
The school uses evaluation processes regularly to make
decisions and develop strategies to improve students!
learning.
The school uses evaluation results to improve teaching
methods and meet teachers! needs.
The school regularly analy&es data to evaluate students!
progress and makes informed decisions related to
continuous improvement.evelops clear reports on students! performance and
ehaviors, and send it to stakeholders regularly.
Aspect $! Care for Different Categories of Students
evelops plans and programs for each group (e.g. talented,
ifted, disaled, learning difficulties*.
The plans are e"ecuted and followed up in a way that
contriutes to improving students! performance.
Train and improve teachers! differentiation skills.
Students with disailities and learning difficulties make
evident progress.
The school rewards outstanding students and students with
various other accomplishments.Aspect )! Students Discipline and Behavior
The school has detailed and comprehensive ehavior
policies.
The students! ehavior policy is clear and well-known to
students, parents, and staff.
The school applies the ehavior policy to all students fairly
at all times.
;ewards and incentives for good ehavior are in place and
grante to students as they achieve them.
Students! negative ehavior is treated firmly and fairly to
prevent such repeated infractions of ehavior.
There is mutual respect etween students and teachers,and teachers are good role models for students.
evelop activities and programs to promote positive
ehavior and dealing with negative ehavior.
The school has a documentation system for student
ehavior (positive and negative*.
Aspect ! Students Connectedness
Support systems are in place to help students in need of
intervention, referral, and for students in general towards
career and personal guidance.
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Support services in school are adequate and includee"tracurricular activities, support for students with special
needs, that support student learning.
School has in place strategies to nurture self-esteem,
confidence, personal growth, and character development.
School provides personali&ed support for students to
support their achievement of curricular goals.
School regularly evaluates the level of student involvement
in various school events and e"tra-curricular activities and
student use of support services availale to students.
Student perceptions of school, events, and support services
are generally positive, and school regularly gauges students
for their perceptions of the school and its events.
Standard F. ;0S7;:0S 5A=A050=T 3 2 1 0 )+Aspect ! %versight and Staff Distri/ution
The school has a clear recruitment policy, which is
implemented properly assure human resources! efficiency.
Tasks are assigned to staff according to their qualifications,
aility and e"perience.
The school has a promotion policy for staff.
Sufficient numers of teachers are recruited tocommensurate with student numers.
Teachers! asenteeism is followed up rigorously.
+roper procedures are applied to make sure that students!
learning is not affected with staff asenteeism and
sustitution.
Aspect $! Staff Professional Development
The school prepares and e"ecutes a professional
development plan ased on staff individual plan and serves
the school!s orientation.
The school prepares and trains new employees.
The school follows up and measures the impact of
professional development.Aspect )! 0nfrascture, '1uipment, "aterials.
Distri/ution, 2esource Availa/ilit* and Distri/ution
The school location, yard, facilities, services, technical
supplies, and furniture are appropriate, adequate, and meet
the educational needs of the school.
The school has appropriate facilities to meet the students!
cultural, athletic and e"tracurricular activities! needs.
The school ensures maintaining the location facilities,
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services, and equipment and keeps it clean at all times.School lirary contains resources and references suitale
for teachers, students, and staff needs.
:lassrooms and lirary have computers, and internet
services.
Safety and security are maintained in school facilities.
?ealth unit is in the school to care for health matters during
the school day and e"tra-curricular activities.
Standard J. +A;0=TA< A= :755=ITG +A;T=0;S?I+ 3 2 1 0 )+Aspect ! Parental 0nvolvement and Communication
The school communicates regularly which parents and indifferent ways.
The school communicates its oectives, mission, and
policies with parents.
The school organi&es activities and programs to promote
parental participation in school life.
The school provides opportunities for parents to discuss
their opinions and suggestions efore making important
decisions.
The school responds quickly to parents complain.
The school encourages parents to follow up on their
children academic levels.
+arents participate in the different school activities andevents.
+arents! satisfaction on school efficiency and competency
are overall positive
Aspect $! School Communit* Partnership
The school has an effective strategy to encourage
community involvement.
The school promotes local community activities.
There is an effective communication etween school staff
and community institutions.
:ommunity institutions support the school in achieving the
educational oectives.
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ACCREDITATION READINESS OF PHILIPPINE SCHOOL
DOHA BASED ON THE FIVE STANDARDS OF QATAR
NATIONAL ACCREDITATION (QNSA)
A Thesis
Presented to
the Faculty of the Graduate School
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Philippine College Of Health and Sciencesanila
!n Partial Fulfil"ent
of the #e$uire"ents for the %egree
aster of Arts in &ducational anage"ent
'()!(S A*A)O &%#OSO)A
+,-