Academic journal article Researchers World

Level of Quality Assurance of the Teacher Education Program of State Universities of Region Ii: Basis for a Monitoring Scheme for Pnu Isabela Campus

Academic journal article Researchers World

Level of Quality Assurance of the Teacher Education Program of State Universities of Region Ii: Basis for a Monitoring Scheme for Pnu Isabela Campus

Article excerpt

ABSTRACT

This study determined the level of quality assurance of the teacher education program of state universities of Region II. The results were used as bases in designing a monitoring scheme for PNU - Isabela Campus, Alicia, Isabela.

It was conducted last school year 2004-2005. The participants composed of 55 deans, directors, academic chairs and faculty of the college of education of Cagayan State University (CSU), Tuguegarao City; Isabela State University (ISU), Cabagan, Isabela and Nueva Vizcaya State University (NVSU) in Bayombong, Nueva Vizcaya. Fourteen (14) alumni from CSU and NVSU were likewise included as participants. No random sampling technique was used because all the middle-level administrators and faculty of the college of education were taken as participants. The instrument used to gather data was the questionnaire used by Accrediting Agencies of Chartered Colleges and Universities of the Philippines (AACCUP). Employing the descriptive - survey method of research, the findings revealed that the level of quality assurance of the teacher education program was very good. Likewise, the level of performance and/or efficiency of the teacher education program in terms of average work competencies of middle-level administrators, faculty and alumni during the last three school years, number of graduates, and student achievement in the LET were very good. The best predictors of the perceived level of quality assurance of the teacher education program are involvement in extension/community service, work values, personality traits, length of administrative experience, performance rating, highest educational qualification, special talents, home atmosphere and age.

Keywords: Quality, Quality Assurance, Teacher Education Program.

INTRODUCTION:

The government has been consistently forwarding variety of challenges and demands to all higher education institutions to improve teaching-learning outcomes. The ultimate measure to achieve the end is consistent evaluation in areas or aspects surrounding the educational program. The national government laid down standards to achieve quality and excellence in the educational environment. A means to assess if educational institutions exceed the standards and requirements is through accreditation. Meeting the prescribed requirements for national recognition or going beyond the minimum requirements of competencies is a significant index that the goals and programs of the educational institutions carry relevance, quality and excellence.

The most widely accepted criterion of quality in higher education is "'fitness for purpose''. Quality is described as the totality of features and characteristics of a service that bear on its ability to satisfy stated or implied needs. Quality in higher education is a multi-dimensional concept which embraces all its functions and activities such as teaching and academic programs, research and scholarship, staffing, students, faculty, equipment, services of the community and the academic environment. Quality takes the form of internal self-evaluation and external review conducted by independent specialists with international expertise. Quality also requires that higher education be characterized by its international dimension, exchange of knowledge, interactive networking, mobility of teachers and students, and international research projects while taking into account the national cultural values and circumstances purpose'' (Friend-Pereira, J.C., Lutz, K. & Heerens, N. 2003).

In education, quality assurance is an approach which seeks to measure processes, conditions, and trends to produce the best desirable outcomes. Likewise, it refers to the means by which an institution can guarantee with confidence and certainty that the standards and quality of its educational provisions are maintained and enhanced.

Lewis and Smith (1994) cited four assumptions which reflect the environment higher education institutions operate now and in the future. …

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