Typology Term Paper
TYPOLOGIES AND OUTCOMES-NASED QA FRAMEWORK
The 2011-2016 Strategic Plan
Is Typology in Higher Education Institutions is a sound program?
Notes on Quality Assurance and CHED’s Proposed Typologies
January 12, 2012
Ateneo De Davao
Catholic Educational Associations of the Philippines (CEAP)
Coordination Council of Private Educational Associations (COCOPEA)
“Quality Education for Filipinos in Globalized World: Towards and Outcomes and Typology Based Quality Assurance”
1. In its drive for promoting improved quality higher education in the global world, the relevance of the forced reclassification of HEIs into five (5) horizontal types to improved quality assurance is not apparent.
2. Poor quality delivery is not assured by renaming the HEIs.
a) Liberal Arts College
b) Professional College
c) University
d) Graduate Institute
e) Community College
However, the peremptory stipulation for each of the types place more demands on one type rather than another.
There are more demands on the university than on the community college, so that in terms of the objective contribution of the HEI to education in the country, one is presumably more valuable than the other.
There is a great excellence in the contribution of the well-performing university to the country than in that of the well-performing community college.
3. The market prefers the university
There is a premium in the global market and in society for university graduates – and this university premium should be allowed to be a normal part of the HEI positioning of itself in the market.
4. Inter – disciplinary dialogue is not supported by the typologies.
University that has a mix of liberal arts and professional courses is also a service to the student who may wish to complement professional training with more human growth in liberal arts vice versa.
5. An HEI that has painstakingly achieved university status and operates as a “university” would not wish to lose it.
6. Not all universities perform with the privileged
The 2011-2016 Strategic Plan
Is Typology in Higher Education Institutions is a sound program?
Notes on Quality Assurance and CHED’s Proposed Typologies
January 12, 2012
Ateneo De Davao
Catholic Educational Associations of the Philippines (CEAP)
Coordination Council of Private Educational Associations (COCOPEA)
“Quality Education for Filipinos in Globalized World: Towards and Outcomes and Typology Based Quality Assurance”
1. In its drive for promoting improved quality higher education in the global world, the relevance of the forced reclassification of HEIs into five (5) horizontal types to improved quality assurance is not apparent.
2. Poor quality delivery is not assured by renaming the HEIs.
a) Liberal Arts College
b) Professional College
c) University
d) Graduate Institute
e) Community College
However, the peremptory stipulation for each of the types place more demands on one type rather than another.
There are more demands on the university than on the community college, so that in terms of the objective contribution of the HEI to education in the country, one is presumably more valuable than the other.
There is a great excellence in the contribution of the well-performing university to the country than in that of the well-performing community college.
3. The market prefers the university
There is a premium in the global market and in society for university graduates – and this university premium should be allowed to be a normal part of the HEI positioning of itself in the market.
4. Inter – disciplinary dialogue is not supported by the typologies.
University that has a mix of liberal arts and professional courses is also a service to the student who may wish to complement professional training with more human growth in liberal arts vice versa.
5. An HEI that has painstakingly achieved university status and operates as a “university” would not wish to lose it.
6. Not all universities perform with the privileged