Pingkian 2014 Volume 3 Number 1 Part 2

VOLUME 03 NUMBER 01 PART 2 of 2

Volume 3 Number 1 | September 2014

Congress of Teachers/Educators for Nationalism and Democracy (CONTEND) and Commission on Concern 11: Rights of Teachers, Researchers and Other Education Personnel, International League of Peoples’ Struggles (ILPS)

PINGKIAN Journal for Emancipatory and Anti-imperialist Education Volume 3 Number 1 ISSN-2244-3142 Copyright© 2014 CONTEND and ILPS All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, except for brief quotations for the purpose of research or private study, or criticism or review, without permission of the publisher.

Editors Gonzalo Campoamor II (University of the Philippines) Peter Chua (San Jose State University, USA) Gerry Lanuza (University of the Philippines) Roland Tolentino (University of the Philippines) Cover design Tilde Acuña International Advisory Board Delia Aguilar (University of Connecticut) Joi Barrios (University of California, Berkely) Jonathan Beller (Pratt Institute) Ramon Guillermo (University of the Philippines, Diliman) Caroline Hau (Kyoto University) Bienvenido Lumbera (University of the Philippines, Diliman) Elmer Ordonez Robyn Magalit Rodriguez (University of California, Davis) Epifanio San Juan, Jr. (University of Texas, Austin) Neferti Tadiar (Barnard College) Judy Taguiwalo (University of the Philippines, Diliman) Ed Villegas (University of the Philippines, Manila)

PINGKIAN , e-Journal for Emancipatory and Anti-imperialist Education, is published by the Congress of Teachers/Educators for Nationalism and Democracy (CONTEND) and the Commission on Concern 11: Rights of Teachers, Researchers and Other Education Personnel, International League of Peoples’ Struggle (ILPS). Papers submitted for consideration should be sent to the editors at pingkian.journal@yahoo.com.

TABLE OF CONTENTS

STATEMENTS The True Hooligans in Sheep’s Clothing: Uphold the Democratic Rights of Students, Stand Against Academic Repression Instigated by Bureaucrat Capitalists

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State Terrorism and Human Rights Violations Under USAquino Regime Intensify even if Gen. Jovito Palparan was Already Arrested

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Impeach Pres. Aquino, Prosecute and Jail the Plunderers of People’s Money, Expose the Hidden but Continuing Use of PDAF

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Arouse, Mobilize and Join the Swarm of Enraged Filipino People Protesting Against the Dececptive Report of Pres. Aquino in 5th State of the Nation Address

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Defend the Rights of All Educators Against State Terrorism, Free Prof. GN Saibaba of Ram Lal Anand College New Delhi

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Rationalizing Philippine Higher Education for Global Capitalism: How K+12 as a Solution Became the Problem

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Resist and Defeat the Continuing Assault of American Imperialism on Our People’s Sovereignty and Culture

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Walang Puwang sa Pagbubuo ng “Mapagkalingang Lugar” sa Unibersidaad ang Kontraktwalisasyon

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Pahayag ng Contend para sa Ika-Walong Taong Komemorasyon ng pagdukot kina Karen Empeno at Sherlyn Cadapan

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Statement of Solidarity of Congress of Teachers/Educators for Nationalism and Democracy on the Death of Andrea Rosal’s Newborn Child Diona Andrea

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Advance the Struggle for Working Class Emancipation From the Chains of Bureaucrat Capitalism and Moribund American Imperialism

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“Imperialism and All Reactionaries, Looked At In Essence...

Must be Seen for What They Are — Paper Tigers.” (Mao Tse Tung)

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University of the Philippines Iskolar ng Bayan Graduates 2014: Defy Corporatized and Commercialized Education, Serve the People

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Amidst the Worsening Economic Crisis, Support the Emancipation of Filipino Women, End All Forms of Oppression

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DOCUMENTS Internationalization of Higher Education Practices and Priorities: 2003 IAU Survey Report Commission on Higher Education Strategic Plan for 2011-2016 K to 12 and Higher Education CHED Memorandum No. 20 Series of 2013 General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies UP General Education Program (2013): A Proposal Academic Calendar and Philippine Higher Education Handbook on Typology, Outcomes-based Education and Institutional Sustainability and Assessment Statement of UP Diliman University Council on DAP Corruption deprives women of services--CWR State Universities and Colleges Expenditure Program Draft of the University of the Philippines Master Plan

Pingkian: Journal for Emancipatory and Anti-Imperialist Education

STATEMENTS

Pingkian 3, No. 1 (2014)

THE TRUE HOOLIGANS IN SHEEP’S CLOTHING: UPHOLD THE DEMOCRATIC RIGHTS OF STUDENTS, STAND AGAINST ACADEMIC REPRESSION INSTIGATED BY BUREAUCRAT CAPITALISTS Statement of Congress of Teachers/ Educators for Nationalism and Democracy, UP Diliman on Sec. Butch Abad and Malacanang’s Tirades against UP Student Activists 19 September 2014, Death Anniversary of Lean Alejandro, Student Leader Activist We, the members of CONTEND-UP Diliman, strongly register our counter-protest against Secretary Butch Abad’s denigration of UP students’ mass action last September 17 at the School of Economics. As educators, we are seriously concerned that the complaint of Sec. Abad may lead to escalation of campus repression. Ironically, this unfortunate altercation happened four days before the commemoration of the 42nd anniversary of the declaration of Martial Law. We must never forget that Martial Law was declared as a solution to the swelling social protests on the streets. The large number of students who swarmed the streets were described by Sec. Abad as “rowdy” “hooligans”. These were the same words used by the fascist dictatorship of Marcos to discredit and quell student rebellion. All members of the ruling class and their organic intellectuals use the same language to denigrate protests that undermine their powers and privileges.

We condemn the moralizing homily of his Holiness, President Benigno Aquino III, who upon learning about the incident spoke with authority through his minion, Communications Secretary Herminio Coloma Jr.: “…as the premier university, the UP is expected to promote responsibility in the exercise of the freedom of expression and civility while engaging in political discourse.” The President’s minion further added, “This may be an opportune time to reassess the implications to an institution of higher learning when a political forum degenerates into mob rule.” A social protest is not an amorphous mob. The protest was a sustained collective action informed by the knowledge of the malfeasance of the President and Sec. Abad rooted in political patronage and the rotten culture of bureaucrat capitalism.

The protest was guided by solid principles and scientific analysis of the issues at hand. It was the culmination of collective anger and frustration at the failure of this government to explain DAP, and the ditching of the impeachment complaints filed against a President who refuses to be accountable to the people.

As educators, we do not simply educate our students according to the liberal bourgeois values that Sec. Abad espouses when he says: “At the end of the day, if you cannot convince the other side with your ideas, then, resort to violence or to harm is not the way to go.” No. We educate our students and mold young people who will passionately challenge the system amidst social apathy, complacency, academic careerism, and diploma worship. We need a breed of students who “riot, who rebel, who attach life with all the youthful vim and vigor” for a “better world for tomorrow.” (William Allen White). We need to reinvigorate the spirit of student activism today just as, during Martial Law, students stood their ground fearlessly and fought toe-to-toe with the established order. Liberal tolerance in our campus, political or otherwise, must be deconstructed for what it truly is: the weapon of the ruling class to contain social unrest through sterile debates. Debates, while being part of activism, is not the terminus of activism. We should never be afraid of debates. We do, however, refuse to engage in talk that will only lend credence to the façade of democracy and academic freedom we currently have. The firebrand of UP activism goes beyond the liberal tradition of appreciating the multifarious many-sidedness of political issues. We protest. We go out on the streets. And we proudly “riot” if we must, to grant voice to the unheard. As

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Martin Luther King said “riot is the language of the unheard.” The Diliman Commune during Martial Law, the numerous protest actions against then-President FVR against the Commonwealth Development Plan (CPDP) in the 90s, and the multi-sectoral mob against GMA at the George Ty building in recent years, are part of our history as a university. The leniency of so-called “liberal tolerance” only serves the interests of those who would ride roughshod over our basic human rights. To silence the people, Martial Law was declared 42 years ago. Never again!

At the end of the day, we would be remiss in our duty as educators if we simply produced students with deep philosophical knowledge of our nation’s burning issues but take no responsibility for finding solutions outside the classroom. To paraphrase the dictum of the young German radical: “Liberals have only debated the issues of the world, the point however is to change it.”

We therefore urge our fellow educators, especially the administrators of our University, to exercise prudent judgment on the protests of the students, lest we allow state repression to cast its shadow on our campus in the name of respect and responsible behavior flaunted by government functionaries whose moral track records are highly dubious. It is time for us to collectively express our unity by protecting and cherishing the tradition of student radicalism in the University against the encroachment of bureaucrat capitalists. We, students and educators, would be irresponsible if we did not cherish the motto of student leader and activist Lean Alejandro, whose death anniversary we commemorate today: “The place of honor is the line of fire.”

Uphold campus freedom!

Uphold the rights of students to protests and assemblies!

No to campus repression!

Sec. Butch Abad resign now!

Oust Pres. Aquino!

Make all persons and parties involved in DAP and PDAF accountable!

Down with bureaucrat capitalism!

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STATE TERRORISM AND HUMAN RIGHTS VIOLATIONS UNDER US-AQUINO REGIME INTENSIFY EVEN IF GEN. JOVITO PALPARAN WAS ALREADY ARRESTED Statement of Congress of Teachers/Educators for Nationalism and Democracy on the Abduction of Two University of the Philippines (UP) Graduates Gerald Salonga and Guiller Cadano August 19, 2014 The members of the Congress of Teachers/Educators for Nationalism and Democracy UP Diliman, join the vociferous voices of the families and relatives of the two University of the Philippines (UP) graduates of the UP Diliman Extension Program in Pampanga at Clark Freeport, Gerald Salonga (24) and Guiller Cadano (22), who were picked up in Barangay Padilla in Carranglan town, Nueva Ecija, blindfolded, and later pressured to declare themselves as NPA members, last August. 9, who are protesting the illegal arrest of the two UP graduates. We also express our full support for the progressive and concerned sectors of our society who are demanding the immediate release of the two iskolar ng bayan.

Salonga is a member of Anakbayan-Central Luzon, while Cadano is the Kabataan partylist regional chair. The two are detained at the headquarters of the Provincial Public Safety Company (PPSC) in Cabanatuan City in Nueva Ecija. The arrest of these two young leaders call into question the claim of the US-Aquino regime that it has scaled down human rights violations in our country. It belies the propaganda of the government that there is no state of impunity. More shocking, the recent arrest of retired Gen. Jovito Palparan does not seem to show any sign of abetting the state violence being perpetrated against the people’s movements seeking social transformation. As teachers and educators, we condemn this brutal and lawless violence against our students. As teachers of the University of the Philippines we salute Gerald Salonga and and Guiller Cadano. They showed and embodied what the true spirit of our University: SERVE THE PEOPLE! They should be the role models of our students. They could have chosen the path of power and wealth that is the normal dream of any college graduate. But they chose the difficult path of serving the people. And now, they became the victims of state terrorism and military fascism. Without the immediate support of the people, they could have suffered the same fate of Karen Empeno and Sherlyn Kadapan. What happened to Gerald Salonga and Guiller Cadano is not an exception but the rule. Abduction, torture, and creating trump up charges are the official tactics of the fascist dogs of the state to sow fear and terrorize the people who dare oppose the anti-people’s policies of the state.

As teachers and educational workers, we strongly urge our fellow teachers and educational workers, especially our students, to support the clamour for the immediate release of Gerald Salonga and Guiller Cadano. If the US-Aquino regime is sincere in its claim to end state impunity and improve the human rights situation of our country, it has to release the two iskolar ng bayan! This terroristic act of the state should not deter us and our students in pursuing social justice. This arrest should not create chilling effects on our future young leaders and discourage our students to serve our people especially in the rural areas. It is the fascist dogs of the state that tremble in the face of the wrath of a people united!

Free Gerald Salonga and Guiller Cadano!

Investigate all military personnel involved in their illegal arrest and abduction!

No special treatment for retired Gen. Jovito Palparan!

Prosecute and punish all human rights violators!

Justice for Sherlyn Kadapan and Karen Empeno!

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End the state of impunity!

Down with fascism!

Down with state terrorism!

Uphold human rights!

Iskolar ng bayan, maglingkod sa bayan at sambayanan!

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IMPEACH PRES. AQUINO, PROSECUTE AND JAIL THE PLUNDERERS OF PEOPLE’S MONEY, EXPOSE THE HIDDEN BUT CONTINUING USE OF PDAF Statement of Congress of Teachers/Educators for Nationalism and Democracy in Support of the 4th Impeachment Complaint Filed by ACT Partylist Representative Antonio Tinio 13 August 2014 We the members of Congress of Teachers/Educators for Nationalism and Democracy, UP Diliman, express our full support for the fourth impeachment complaint against Pres. Aquino filed by ACT Partylist Rep. Antonio Tinio last August 11, 2014. Our current Chair is one of the signatories together with other educators and educational workers, to the impeachment complaint. We are convinced that Pres. Aquino is guilty of committing culpable violation of the Constitution and betrayal of public trust by allowing lawmakers to have access to lump sum funds in 2014 budget despite a Supreme Court ruling abolishing the pork barrel system. We also concur with the assertion that President Aquino is fully aware that the legislators’ post-enactment authority or their entitlement to particular earmarked funds prohibited by the SC decision is “alive and oinking” in a national budget. The President has knowledge of the “informal practice” of lawmakers endorsing projects to certain government agencies. And that “[t]he mechanisms admitted by Aquino’s alter egos and subordinates are necessarily informal—to conceal from the public the persistence of congressional pork barrel and the fact that the Chief Executive is subverting the law and public institutions.”

We are therefore terribly dismayed by the action of Rep. Niel Tupas Jr., House Justice Committee chairman, who “barred” the impeachment complaint on the same day. Now that there is a mounting and clear evidence to pin Pres. Aquino for culpable violation of the Constitution and betrayal of public trust, based on the taped conversation of CHED Director Patricia Licuanan with several congressmen, and an audio recording of Health Undersecretary Janette Garin in a May 20 briefing with members of the House of Representatives to discuss the DOH medical assistance program, the House of Representatives which is dominated by the allies and political clients of Pres. Aquino, effectively killed for procedural reasons the latest impeachment complaint rather than for its substantive merits! These bureaucrat lawmakers are the true enemies of civil liberties. For as George Orwell says, “If liberty means anything at all, it means the right to tell people what they do not want to hear.” The henchmen of Pres. Aquino in the Congress simply want to hear what they want to hear. And they want to tell to the people the same lies they want to hear.

Unsurprisingly, they are now even contemplating of censuring Rep. Antonio Tinio whose intentions was simply to let the public know the truth no matter how unpopular it is! There is nothing morally wrong with letting the public know how their money is being used by the legislators. Taped conversations involving people’s money and welfare should be made public, unless there are issues the legislators want to conceal from public scrutiny. But there is everything wrong with Pres. Aquino’s realignment of savings without democratic process and the benefit of check and balance. There is everything wrong with a system that allows legislators to monopolistically decide among themselves how to use people’s money without public knowledge and accountability!

We are therefore calling on all public school teachers and all patriotic educators of our nation to rally behind the impeachment of Pres. Aquino. We, as educators, should tell our students and their parents, that telling the truth in public at whatever costs, is a duty of a good citizen. We cannot relinquish the duty to find out about the truth, even if we are persecuted for doing so, to our lawmakers and politicians who have shown questionable character and moral bankruptcy.

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The blameworthy actuations of the Director of Commission of Higher Education, Patricia Licuanan, together with several lawmakers should create shudders in the moral fibres of educators and students who are expected to uphold honesty and moral integrity in our schools. If our President and his lieutenants like CHED Dir. Licuanan, Health Undersecretary Garin and other lawmakers fail to live up to the highest moral standard set for public officials, then, we have the moral obligation to do all necessary means to cleanse the system, not only of the highest official of our land and other disreputable public officials, but including the structures of bureaucrat capitalism that sustain such political debauchery.

Let us call on our fellow teachers to join the increasing number of progressive sectors in our society clamouring for the impeachment of Pres. Aquino. Let us not allow CHED and the lawmakers to use scholarship and educational assistance as justification for their continuing plunder of public money and perpetuation of patronage politics. Our poor young students deserve a better future, free education, and a society without the corrupt lawmakers and incompetent President. They do not deserve to beg for scholarship from their congressmen.

Support the impeachment cases against Pres. Aquino!

Abolish PDAF and DAP in whatever form they may take!

Prosecute and make accountable all individuals and parties involved in PDAF and DAP! Expose the deception of Pres. Aquino and the collusion of lawmakers on the continuing use of PDAF and DAP! Budget Secretary Butch Abad Resign Now! Dir. Patricia Licuanan Resign Now! Support Rep. Antonio Tinio against the political harassment of Pres. Aquino’s gang men!

Rechannel the PDAF and DAP funds to basic social services!

Down with bureaucrat capitalism!

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AROUSE, MOBILIZE AND JOIN THE SWARM OF ENRAGED FILIPINO PEOPLE PROTESTING AGAINST THE DECEPTIVE REPORT OF PRES. AQUINO IN 5TH STATE OF THE NATION ADDRESS Statement of Congress of Teachers/Educators for Nationalism and Democracy UP Diliman on the 5th SONA of Pres. Aquino 28 July 2014 With two years left in office, Pres. Aquino and his henchmen are already busy bolstering their political machineries to perpetuate their corrupt rule beyond 2016 election. So in his 5th SONA the president will definitely boast of single-handedly lifting the Philippine economy by claiming the 5.7% economic growth in the first quarter of 2014; the positive ratings the Philippines earned from various international institutions; the preaching of the worn-out “daang matuwid” that led to arrests of known personalities involved in pork barrel scam; the handling of Southeast Asian territorial conflicts; and the continuing support from the United States.

Yet no matter how the Aquino Administration sugar-coats the escalating miseries inflicted against the people by the neoliberal policies of the government, no matter how his errand apologists like Lacierda, Coloma and Valte spread lies and propaganda, the truth cannot be concealed from the incensed people increasing in numbers daily, clamouring for Pres. Aquino’s accountability, and eventually, demanding for his ouster before 2016.

Pres. Aquino must be held accountable for scheming with Budget Secretary Butch Abad in architecting the illegal implementation of disbursement acceleration program (DAP). By making the outrageous claim that DAP helped accelerate the economy (erroneously claiming 1.3% contribution to GNP), Pres. Aquino and his economic mafia are now hiding under the mantle of “good intention” to conceal their corrupt practices under bureaucrat capitalism. Until now, Pres. Aquino, in spite of his unsuccessful televised address defending DAP, has been sluggish in disclosing the use of DAP, and uninterested in using all government agencies to investigate DAP and its use. Strangely, while enormous pressure is exerted by various sectors of Philippine society, including the religious groups, asking Abad to resign or be sucked by the President, Malacanang remains stubborn in defending Sec. Abad and the President! Such reckless responses of Malacanang merely prove who the real bosses of Pres. Aquino are!

It’s Abad! Aquino is the President of corruption.

Pres. Aquino had always boasted that the annual growth rate of the Philippines will soon make it into a new tiger economy! Yet the Philippines has the highest unemployment rate among members of the Association of Southeast Asian Nations (Asean), according to a 2014 report of the International Labor Organization (ILO). The number of unemployed Filipinos in the last quarter of 2013 swelled to more than 12 million, in spite of the staggering 7.2-percent growth in the country’s gross domestic product (GDP) last year. SWS Surveys showed that more and more Filipinos are describing themselves as poor. With scarce employment opportunities, the Aquino government relies on wanton privatization and deregulation of basic social services, especially health, education, and public transportation, which exacerbates the impoverished condition of the working people. As the vast number of unemployed scramble to build make-shift houses along dangerous zones and private lands, the Aquino administration has intensified its demolition jobs against urban poor “squatters”. As a result of these anti-people policies emanating from neoliberal reforms, hunger is on the rise. From September 2013 to December 2013, according to SWS survey, overall Hunger (i.e. Moderate plus Severe) rose by 1.4 points, from 23.2% to 24.6%, among the Self-Rated Poor. Truly, Aquino is the anti-people president.

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There can never be economic development if there is no genuine and lasting peace! But, to this date, the Aquino government has refused to resume peace talks with the NDF/CPP. And it continues to blame the Left for the breakdown of the peace negotiations, while waging a total war against the so-called enemies of the state by illegally arresting legitimate peace consultants and human rights activists. It has no better records compared to previous presidents in violating the human rights of activists, noncombatants, and civilians. It has patterned its counter-insurgency, the Oplan Bayanihan, according to US counter-insurgency guide. To add insult to the victims of human rights violations, Pres. Aquino has rewarded the generals and officers who orchestrated the Oplan Bayanihan by promoting them like Gen. Emmanuel Bautista, the Chief of Staff of AFP. Under this administration, the culture of impunity never weakens and will likely worsen. As of March 2014 there are now 192 cases of extra-judicial killings under Pres. Aquino. Indeed Aquino is the president of impunity.

Pres. Aquino has also strengthened the dependency of Philippine military and defence on US imperialism by hastily signing the EDCA (enhanced defence cooperation agreement) and continuing the VFA (visiting forces agreement). Now, the Philippines will host, through selected camps as bases, the “rotational” (read: permanent) presence of military forces in the Philippines. Recently, it has earmarked Php500 million to upgrade a Philippine Naval Base in Ulugan Bay for military exercises. Yet it claims it has no funds to upgrade the salary of public school teachers. Pres. Aquino has funds for US bases and DAP for his allies. But he has no funds to finance basic social services! Aquino is the puppet President of US imperialism!

Finally, Aquino failed miserably, as a haciendero president, to implement genuine agrarian reform.

Five years in his office as president, Aquino has not moved beyond the mandate and accomplishment of his mother’s pro-landlord CARP. Only 1% of the entire Philippine population still owns almost 1/5 of the country’s total agricultural lands while 2 million farmers are left to divide another 1/5 among themselves.

As a result, many farmers remain landless. The farmers of Hacienda Luisita remain impoverished.

Aquino’s ineptitude in in pursuing social justice through land reform translates to intensifying immiseration of the farmers, commercialization of agricultural lands, displacement of farmers, militarization in the countryside, impotence against cartels, shortage of rice, wanton importation of rice from Thailand and Vietnam, and bankruptcy of local garlic! Aquino is the president and champion of landlordism!

And now, almost a year after the Yolanda and Zamboanga siege, the victims and survivors have yet to taste normal life again. But the outpouring of enormous donations from various countries and institutions –local and international—only resulted to sluggish rehabilitation. Rather than prioritizing people’s needs, the rehabilitation Czar, Panfilo Lacson, prioritized the division of spoils of Tacloban among the big comprador bourgeoisie and multinational companies through public-private partnerships!

Aquino is the president of disasters!

Given these horrendous and unpardonable crimes against the people’s welfare and the peddling of our national sovereignty and patrimony to foreign interests, we, the members of UP CONTEND, raise our strongest denunciation of the 5th SONA! Enough of lies and deception. Five years are enough to gauge the incompetency, insincerity, and anti-people character of the US-Aquino regime. To passively bear another year will mean bearing the brunt of worse miseries and sufferings.

As teachers, we urge all our fellow educators and students to arouse, mobilize the people in our schools and communities to swarm into the streets to protest the deceiving report for 5th SONA on July 28, 2014. As educators, our duty is not just to teach the values of good governance, but to set examples to our students and to our fellow Filipinos — that we do not condone the corruption of pro-landlord President and his mafia. Let’s join all the progressive and patriotic sectors of our society in their call to make Aquino accountable for his crimes against the people. We, teachers, are also victims of Aquino’s neoliberal reforms in education, notably the ill-thought out K+12 program and the roadmap to reform in higher education (RPHER), which will further commercialize education. If we choose to remain silent

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now, our future students will make us accountable for our own complicity in a rotten system of bureaucrat capitalism under Pres. Aquino’s leadership. Let’s hold hands and march to the streets! Together with the swarms of peoples, let us shout: Oppose and expose the deception of Pres. Aquino’s 5th SONA! Make Pres. Aquino, his henchmen, and all guilty individuals and parties, accountable for DAP, PDAF and all corruptions!

Support the impeachment of Pres. Aquino!

Down with US-Aquino Regime!

Down with imperialism!

Down with feudalism!

Down with bureaucrat capitalism!

Support and struggle for national democratic revolution!

Oust Pres. Aquino Now!

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DEFEND THE RIGHTS OF ALL EDUCATORS AGAINST STATE TERRORISM, FREE PROF. GN SAIBABA OF RAM LAL ANAND COLLEGE NEW DELHI Statement of the Commission on Concern No. 11 of the International League of Peoples Struggles (ILPS) for the Immediate Release of Prof. G N Saibaba July 9, 2014 We, the members of Commission on Concern No. 11, “Rights of Teachers, Researchers and Other Education Personnel and the struggle Against Ideas and Research Directed against the People,” of the International League of Peoples Struggles (ILPS), join all progressive and militant teachers and educational workers and progressive organizations and individuals around the world in condemning the arrest of Dr. G N Saibaba, an Asst. Professor in English at Ram Lal Anand College, New Delhi on 9 May 2014. He was abducted by the Gadchiroli Police of Maharashtra from Delhi University, taken immediately to the airport and transported to Gadchiroli. He is now in judicial custody and arraigned. According to the Gadchiroli police, Prof. Saibaba has been mobilising urban support to the Maoist party, which is a banned organisation engaged in armed struggle and been a conduit for communication. Further, the police suggest, they need to take strong measures to apprehend Saibaba, even though he is a physically challenged person and even if it means violating the laws for it is “in the larger interests of society”.

These are false allegations and trumped up charges to silence and stop Prof. Saibaba who, despite his medical and physical condition, has been in the forefront of democratic struggle for safeguarding the rights of the underprivileged, the deprived, the poor and the powerless. He is a valued member of the Delhi University community, and an invaluable voice in the struggle to uphold human rights. He is an extremely popular teacher, with a passionate interest in reading, researching and teaching literature. His arrest therefore is a great loss for the students and University and the people he is fighting for.

Prof. Saibaba’s illegal arrest and detention is not only peculiar to India but also rampant in other parts of the world including the Philippines, where state terrorism in the forms of imperialist-led militarization and counter-insurgency is used to suppress democratic rights of the people. Prof. Saibaba is just one among the long list of teachers and educators around the world who are victims of state repression and human rights violations. In the Philippines, we have Prof. Kim Gargar, a people’s scientist and physicist, who was also illegally arrested last October 1, 2013 based on trumped up charges concocted by the fascist military of the state. We therefore feel strong sympathy for the plight of Prof.

Saibaba. We share the same state of impunity that the people of India suffer. Thus we strongly condemn the illegal arrest and detention of Prof. Saibaba. We demand his immediate release!

Prof. Saibaba’s arrest sends chilling effects against all teachers and educational workers, not only in India but especially in the developing nations, who are fighting for national democratic struggles. Such arrest and inhumane treatment of a physically challenged educator is a warning that state terrorism does not discriminate in unleashing its brutal violence. As the capitalist crisis intensifies and the resistance to imperialist neo-liberal programs and policies grows in strength, imperialism’s suppression also intensifies. But as educators, we courageously stand united together with our people and the progressive movements around the world, to defend the rights of Prof. Saibaba and other fellow educators.

We call on our fellow teachers, educational organizations, and our friends from other countries to strongly condemn this incident and demand the immediate release of Prof. Saibaba. We should not allow state terrorism to deter educators from organizing and educating the people to raise up against repression and exploitation. Free Prof. GN Saibaba!

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Fight for human rights of all teachers and educational workers!

Oppose state terrorism!

Down with fascism!

Teachers of the world unite against imperialism and state terrorism!

A people united cannot be defeated!

Long live international solidarity!

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RATIONALIZING PHILIPPINE HIGHER EDUCATION FOR GLOBAL CAPITALISM: HOW K+12 AS A SOLUTION BECAME THE PROBLEM Statement of Congress of Teachers/Educators for Nationalism and Democracy, UP Diliman on the Impact of K+12 and Reform of Higher Education on National Language and Educational Workers Parroting the mantra of the Aquino Administration of blaming the past Administration for its inherited problems and boasting its commitment to change everything, according to CHED: “The Aquino Administration inherited a chaotic higher education system characterized by too many higher education institutions and programs, job-skills mismatch, oversubscribed and undersubscribed programs, deteriorating quality, and limited access to quality higher education.” CHED Strategic Plan for 2011 to 2016 lays down the basic problems of higher education as: “lack of overall vision, framework and plan; deteriorating quality of higher education; and limited access to quality higher education.” It did not cross the mind of CHED that the “lack of overall vision, framework, and pan” is a chimera of the underlying neoliberal agenda that already informs the existing mission and vision of Philippine higher education.

The neoliberal thrust of CHED to reform higher education is betrayed in one of its goals: to contribute to “human capital formation that will serve as the backbone of business process outsourcing (BPO).” Its claim to produce well-rounded college graduates and K+12 graduates is nothing but a mantle to make K+12 appear “humanistic” and nationalist against the backdrop of the technicist goal to serve the BPOs and foreign business interests.

Citing the unemployability of most college graduates and high school drop-outs, its ambitious solution in reforming basic education through K+12, does not solve the chronic problem of access to basic education. Faced with a dwindling budget for basic education that results in perennial shortages of teachers, classrooms, and other pedagogical facilities and equipment, CHED’s solution simply aims at providing skills to K+12 students who are lucky enough to afford and hurdle another 2 years of schooling, so they can work for vocational courses and take on semi-skilled jobs. What CHED refuses to see is that the solution lies in generating decent jobs and investing in education that will create and hone the skills of students to produce new technologies and innovations for national industrialization. The pragmatic ladderized education program (LEP) system equips students with skills so that they can be absorbed anytime within the educational system and leave anytime for employment. NSO figures show that on the average, there are 1.4 million Filipinos under 15-24 years old who did not have jobs in 2012.

Furthermore, the youth unemployment rate was higher in January 2013 at 16.6% compared to the same period in 2012. To address this terrible problem, CHED’s program is directed at closing and merging SUCs, closing non-compliant programs and degrees, “non-viable and substandard programs phased-out or closed” to rationalize the system. Accessing higher education is through: LEP, Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), and Student Financial and Assistance Programs (STFAP). And while the program responds to the need for improving low-demand courses like agriculture, mining and meteorology, it does not jibe with the current policy of the Aquino government that forces many of our scientists, weather forecasters, and engineers to migrate abroad for better compensation and professional growth.

Any reform of HLIs therefore is bound to fail if the government itself has no clear-cut vision of how to push for a self-reliant science and research development program. All the government and CHED can offer are pragmatic and half-baked solutions to respond to the demands of global capitalist division of labor by creating multi-skilled and entrepreneurial graduates.

The K to 12 law crafted by Congress calls for a two-year transition period where college teachers who teach GE subjects can teach in Grade 11 and 12. Yet until now CHED has not finalized any

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arrangement with higher education institutions on the fate of displaced GE teachers. According to CHED Director Licuanan, “There’s no solution yet. Obviously we accept it as a problem. But K to 12 was necessary and therefore there will be some sacrifices entailed. What we’re trying to do now is to make sure those sacrifices aren’t too big.” DepEd Undersecretary Mateo said that CHED claims that there will be about 86,000 faculty members of private higher education institutions (HEIs) (not to mention SUCs) who may be displaced. The DepEd and CHED are also working with Congress on the proposed P10-billion “stabilization fund,” a package that would provide financial assistance to those teachers who will not be absorbed, Mateo said. In its bid to speed up the rationalization of higher education, CHED and DepEd are now sacrificing college teachers in the name of a vision that would benefit the interests of foreign businesses rather than our own national interests. Tertiary teachers and other educational workers are now saddled with the problems of the re-hiring, re-applications, screening, and re-tooling to teach K+11 and 12. Until now, the DepEd and CHED are not very clear on how they will proceed with these fancy solutions that define the life of college teachers, notwithstanding resourcing more funds for K+12 students.

But the irrationality of CHED’s neoliberal-calibrated reform of HLIs does not stop with the massive displacement of college teachers. In the guise of developing a new General Education Curriculum (GEC), CHED brags about developing K+12 and college graduates who possess intellectual competencies and civic capacities. In short, the new GEC is supposed to produce college graduates who are well-rounded. Yet CHED vitiates its own vision by reducing college education by two years and squeezing in GE in the additional 2 years of K+12. How do we expect the two years in K+12 to produce well-rounded graduates, with barely 9 subjects that address ethics, philosophy, and humanities, especially those who will not be able to afford college and will immediately work? How about those who will choose the vocational track, business and arts, and engineering? The GE curriculum for K+12 is, in fact, geared towards vocational and technical training. The inclusion of philosophy, humanities, and ethics is just a mantle to package the new GEC as humanistic.

By squeezing in GE subjects in K+12, many college GEs will become redundant. Initially, many college teachers thought Filipino subjects will be drastically affected as Filipino college GEs will be demoted to K+12. Now, Licuanan admits the bigger problem. It will also affect GE teachers in Math, Science, Social Sciences and Humanities. The so-called rational solutions to the displacement of teachers being floated by CHED and DepEd include their “re-tooling” (through TESDA) to teach in high school, entrepreneurship, research grants, and early retirement. These measures together with an additional Php10 billion for carrying out this massive streamlining of K+12 and HLIs to the demands of the global labor market are afterthoughts of CHED and DepEd which were supposed to have planned the rationalization of Philippine education from its inception and conceptualization! The rationalization of HLIs is now showing its irrationalities!

In the midst of this irrational backlash of K+12 and the reforms of HLIs, we, the members of UPCONTEND, therefore, express our sympathy and solidarity with all the educational workers who will be displaced and affected by the neoliberal restructuring of our educational system. We convey our strong opposition to CHED’s vision of reforming Philippine HLIs that is informed by neo-colonial subservience to foreign business interests. We refuse to be deceived by the fine-looking packaging of this reform which purports to develop humanistic and well-rounded learners who will ultimately serve BPOs and exercise their humanistic and well-rounded education abroad.

We also refuse to buy CHED’s patronizing attitude towards the Filipino language. The issue is not just about using Filipino language by mandating 9 units of GE subjects to be taught in Filipino. The question is developing a national language that will sustain our sense of nationhood in the era of cultural and linguistic homogenization. We echo Prof. San Juan’s sharp analysis that without a national language “Filipinos have nothing distinctive to share with other nations and peoples. Without national selfdetermination and a historically defined identity, there is no way Filipinos can contribute their distinctive share in global culture.”

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We strongly denounce the pretension of CHED to democratize access to higher education through Financial and Assistance Programs (STUFAPs). The newly reformed Socialized Tuition System (STS) of UP, formerly STFAP, is a testament that such program is a disguised income generating scheme that is consistent with Pres. Aquino’s RPHER (Roadmap to Reform of Higher Education) that mandates all SUCs to be self-sustaining. We strongly clamor for greater state subsidies for SUCs as the only answer to democratizing access to higher education. Moreover, we believe that reforming HLIs cannot succeed if it is not integrated with the overall vision of our nation to be economically self-reliant, politically independent from foreign impositions, and with a strong science and technology program.

Together with patriotic and progressive educators and other sectors of our society, we will continue to fight and struggle for a nationalist, scientific, and mass-oriented education for all! We will join the struggle of all college teachers and educational workers, private HLIs and SUCs, who are in the middle of this irrational neoliberal maelstrom created by CHED and DepEd under the Aquino Regime. Support the struggle of thousands of educational workers against the impact of K+12 on job tenure and security!

No to Pres. Aquino and CHED’s RPHER (Roadmap to Higher Education Reform)!

No to neoliberal reform of HLIs and basic education!

Uphold the development of Filipino as a national language!

Down with colonial, commercialized, and repressive education!

Fight for a nationalist, scientific, and mass-oriented education for all!

Fight for greater state subsidy for basic education and SUCs! Re-channel funds from PDAF and DAP to education and basic social services!

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RESIST AND DEFEAT THE CONTINUING ASSAULT OF AMERICAN IMPERIALISM ON OUR PEOPLE’S SOVEREIGNTY AND CULTURE Statement of Congress of Teachers/Educators for Nationalism and Democracy on Sham Philippine-American Friendship Day 4 July 2014

Initially, the nation’s Independence Day holiday (Araw ng Kalayaan) was held on July 4. This was the day when United States President Harry S. Truman proclaimed United States withdrawal, which surrendered all rights of possession, supervision, jurisdiction, and control of sovereignty; and recognized the independence of the Philippines. From 1946 to 1961, the Philippines observed Independence Day on July 4 based on the neo-colonial myth that the Americans gave us freedom and democracy. Then former President Diosdado Macapagal moved it to June 12, the date when the Malolos Republic had declared independence from Spain in 1898, which the United States did not recognize. The celebration of July 4 as Filipino-American friendship day is an imperialist myth-making ritual to further colonize the minds of Filipinos—that despite American atrocities and economic plunder, the American remain our close friends. But history, as Gregoria de Jesus pointed out rightly, cannot hide secrets. Jose Ma. Sison sums up this horrible secret: “The US started to unleash a war of aggression against the Filipino people on February 4, 1899. This has come to be known as the Filipino-American War. The US used superior military force and extreme barbarity of more than 126,000 troops to conquer the nation of 7,000,000 people. It ruthlessly carried out massacres, the torture of captives, the re-concentration of population, scorched earth tactics and food blockades. It killed more than 700,000 or 10 per cent of the Filipino people from 1899 to 1902, directly through its brutal operations and indirectly through consequent famines and epidemics. Likewise, it proceeded to kill 800,000 Filipinos up to 1916.”

Today, however, most Filipinos are kept ignorant about these dark secrets of American imperialism.

Our people were blinded from knowing about the deception they used against Aguinaldo and Filipino revolutionaries, the imposition of anti-flag law, the branding of Filipino resistance fighters as brigands (bandido) and tulisan, the intervention of US-CIA in our local politics and elections, the unequal trades and relations they imposed (Bell Trade Act, Laurel-Langley Agreement, and Parity Amendment) that plundered our people of their patrimony and natural resources, the social havoc wrought by their military bases in conjunction to Mutual Defence Treaty, and the continuing presence of American military in our sovereign soil through Mutual Logistic Support Agreement, Enhanced Defence Cooperation Agreement, the Visiting Forces Agreement, regular Balikatan Exercises, and the subservience of our military to American aids and technology and anti-insurgency tactics.

The United States remains the Philippines’ major trading partner (accounting for almost 20 percent of annual Philippine trade). And Pres. Aquino is so impatient to amend the Constitution to further open it for American exploitation. This is the spirit of Trans-pacific Partnership that constitutes one of the pillars of American policy of “rebalancing of forces in Asia.” And in the guise of long-time friend and ally, the American government is now using the Philippines as one of the pivots to contain China through EDCA and TPP. As educators, we lament that fact that the Americans had succeeded through massive public colonial education to distort our history, to produce un-Filipino Filipinos who love the Americans more than our motherland, and to indoctrinate citizens who worship the supposedly superiority of American way of life.

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Faced with these perverse and mind-conditioning neo-colonialism, we, the members of the Congress of Teachers/Educators for Nationalism and Democracy, call on our fellow nationalist and patriotic educators and teachers to stand united to debunk the great lies that the US imperialist had instilled in our people’s mind. We have a great battle to wage against all institutions –from the families to our schools – that continue to perpetuate the myth of benevolent assimilation through Enhanced Defence Cooperation Agreement and Transpacific Partnership (TPP).

We appeal to all educators to expose and oppose all imperialist trickery and their local henchmen who peddle our national sovereignty. We must wage an all-out war against the relentless chicaneries of American imperialism. We cannot just let our students become helpless pawns of US colonial mentality.

We have to produce new citizens who will have a firm grasp of the long and heroic anti-imperialist struggle of our people and who are also willing to continue to wage the struggle of Sakay and Malvar!

Onward with the anti-imperialist struggle!

Down with US imperialism!

Junk VFA! Junk EDCA and TPP! No to US Bases in the Philippines!

Fight for Filipino People’s Right to Self-Determination!

Oust Pres. Aquino, the Number One Lackey of US Imperialism!

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WALANG PUWANG SA PAGBUBUO NG “MAPAGKALINGANG LUGAR” SA UNIBERSIDAD ANG KONTRAKTWALISASYON Pahayag ng Congress of Teachers/Educators for Nationalism and Democracy, UP Diliman Hinggil sa Napipintong Pagtatanggal sa mga Kawaning Kontraktwal sa Office of Community Relations Ika-1 ng Hulyo, 2014 Kaming mga kasapi ng Congress of Teachers/Educators for Nationalism and Democracy, UP Diliman, ay nakikiisa sa anim na non-UP contractual employees ng Office of Community Relations (OCR 6) – kasama ang lahat ng mga contractual employees sa ating Unibersidad na umaabot sa higit 800 – na nananawagang alisin na ang kontraktwalisasyon at ibasura ang umiiral na freeze hiring. Panahon na para mabigyan ng kasiguruhan at matiyak ang karapatan ng mga manggagawa sa ating Unibersidad.

Hangga’t may mga kawaning kontraktwal, ang Unibersidad ay mananatiling hindi tapat sa kanyang adhikain at mandato na maglingkod sa bayan. Walang silbi ang Unibersidad na maging kritiko ng lipunan at tagapagtuligsa sa mga maling kaisipan at korapsyon sa lipunan kung sa kanyang loob mismo ay talamak ang pambubusabos sa mga manggagawa. Bilang mga guro, ano ang aming mukhang ihaharap sa aming mga mag-aaral kung ang mismong Unibersidad na aming pinaglilingkuran ay nagpapasahod sa amin galing sa katas at pawis ng mga contractual employees na walang katiyakan sa kanilang hanapbuhay? Paano namin mamahalin at paglilingkuran ang isang Unibersidad na nagmamaliit at bumabalewala sa kapakanan at karapatan ng mga manggagawang kontraktwal?

Sa kanyang inihapag na “Pride of Place, Boldness of Spirit: A Vision Paper for UP Diliman,” sinulat ni Chancellor Michael Tan: “I have walked around this campus many times too, as a student dating back to the 1970s, through almost 30 years as a faculty member. As an administrator – 9 years as the chair of the anthropology department and 3-1/2 as dean of the College of Social Sciences and Philosophy – the walks have more often been to recharge and to renew and to declare, “This is why I stay. This is the UP I love.”

Napakagandang adhikain! Gusto rin namin ito!

Subalit masasabi rin kaya ng mga UP contractual employees ang sinabi ni Chancellor Tan: “This is why I stay. This is the UP I love”? Paano mamahalin ng mga non-UP contractual employees at iba pang kawani ang Unibersidad kung nararamdaman nila rito ang pagtataboy at pagbabalewala sa kanilang mga serbisyong inalay sa Unibersidad? Kawalan ito ng katarungan dahil sa hinaba-haba ng panahon ng kanilang paninilbihan ay basta na lamang silang tatanggalin sa hindi malinaw na kadahilanan at batayan.

Ang “spaces that are nurturing” o mapagkalingang tuluyan ay makikita lamang, sabi ni Chancellor Tan, kung mayroong “collegiality” na ang pundasyon daw ay “consultation.” Dagdag pa niya, “Consultations must lead to consensus building, based on respect for each other’s views, and a willingness to sacrifice one’s own self interests for the common good.” Nakabase ba sa collegiality ang napipintong pagsasara ng Office of Community Relations at pagtatanggal sa anim na kawaning kontraktwal? Meron bang nagawang masusing konsultasyon at may consensus bang nabuo upang ipasara ito at tanggalin na lamang ang anim na kawani para sa “common good”?

Hindi naipakita ng kinauukulan na talagang walang silbi at kalunos-lunos ang naging gawain ng OCR at ng anim na manggagawa nito sa loob ng tatlong taon. At kung ang pagsasara naman ng opisina ay pribilehiyo ng Chancellor at kanyang mga Director, ang kasiguruhan ba sa hanap-buhay ng mga kawani ay nakasalalay na lamang kung sino ang naghaharing uri? At kung magawa ito sa anim, hindi ba nagbabadya ito na sa darating na panahon ay malamang na mas marami pang matatanggal na mga nonUP contractual employees dahil sa outsourcing? Kung ganito ang kalakaran na hinaharap ng Unibersidad, paano pa makakamit ang pangarap ni Chancellor Tan na magkaroon ng “spaces that nurture”?

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Kami sa CONTEND-UP Diliman ay naniniwala na ang mga masalimuot na usaping ito, kasama na ang mga polisiya na nagpapatupad nito, ay nakaugat sa pilosopiya ng neoliberalismo. Ang walang-habas na pagsasakontraktwal ng mga manggagawa ay istilo ng mga kapitalista upang baratin ang mga manggagawa at tuluyang lusawin ang kanilang mga unyon. Pinapakita rin nito ang tumitinding pagpapatubo sa lakas-paggawa ng mga kawani sa pamamagitan ng pagtatanggal ng kanilang mga benepisyo. At sumusunod ito sa Roadmap to Higher Education Reform (RPHER) ni Pangulong Aquino na naglalayong bawasan ang mga pondong inilalaan sa mga HLIs para mapilitan silang maging selfsustaining at maaliw sa paghahanap ng paraan para kumita ng salapi.

Kaya kami ay kasama ng mga contractual employees na sumisigaw: Ibasura ang freeze hiring! Regularisasyon para sa mga contractual employees! Ipagtanggol ang karapatan ng mga manggagawa! Panagutin at paliwanagin ang Administrasyon sa pagtatanggal ng mga contractual na kawani.

Ibasura ang RPHER (Roadmap to Higher Education Reform) ni Aquino!

Ibagsak ang burukrata kapitalismo!

Ibagsak ang imperyalismo!

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PAHAYAG NG CONTEND PARA SA IKA-WALONG TAONG KOMEMORASYON NG PAGDUKOT KINA KAREN EMPEÑO AT SHERLYN CADAPAN Ngayong ika-26 ng Hunyo, ginugunita ng CONTEND ang ikawalong taon ng pagdukot kina Karen Empeño at Sherlyn Cadapan. Huling nakita sa petsang ito noong 2006 sina Karen at Sherlyn na kinaladkad, nakapiring ang mga mata at nakagapos ang mga kamay, ng mga armadong kalalakihan palabas sa kanilang tinutuluyang bahay sa Hagonoy, Bulacan. Ano ang kasalanan nina Karen at Sherlyn para tratuhin na parang mga kriminal? Parehong iskolar ng bayan sa UP Diliman, si Karen ay estudyante ng sosyolohiya samantalang si Sherlyn naman ay kinetiks. Sa panahon ng kanilang pagkadakip, sila ay nananaliksik sa abang kalagayan ng mga magsasaka sa Bulacan.

Ano ang masama sa kanilang ginagawa? Mula nang isinakay sila sa isang “stainless jeep” na may plakang RTF 597 ay hindi na sila muling nakita ng kanilang mga mahal sa buhay. Gayunpaman, mayroong mga saksi sa pagpapahirap sa kanila sa Camp Tecson, Bulacan—“clear and credible evidence” para magsampa ng kaso laban sa 7th Infantry Division at sa commanding general nito na si Jovito Palparan.

Noon pa lamang Hulyo 2006 ay inutusan na ng Korte Suprema na palitawin ng mga militar sina Karen at Sherlyn. Subalit si Palparan ay tumakas at tatlong taon nang nagtatago sa kabila ng kanyang warrant of arrest. Nasaan ang hustisya? Ang tampok na kaso nina Karen at Sherlyn ay dalawa lamang sa napakaraming insidente ng “enforced disappearance” na naghuhumiyaw para sa katarungan. Samantala, ang pamahalaang Aquino ay hindi lamang nagbibingi-bingihan, bagkus ay pinagpapatuloy at pinatitindi pa nito ang pasistang panunupil at paglabag sa karapatang pantao. Mula Hulyo 2010 hanggang Marso 2014, may nakatalang 21 kaso ng “enforced disappearance,” 192 na “extrajudicial killings”, at 94 na tortyur. Sa loob mismo ng UP Diliman noong ika-22 ng Hunyo, sampal sa mukha ng mga biktima ang pagbibigay ng karangalan bilang Outstanding Alumnus for Peace and Cohesion kay Gen. Emmanuel Baustista na operador ng antimamamayang Oplan Bayanihan.

Bilang mga guro, nakakabahala na ang mga iskolar ng bayan na aming hinuhubog upang maglingkod sa bayan ay nagiging biktima ng karahasan ng estado. Nagpapakita lamang ito ng kawalan ng pagpapahalaga ng pasistang estado sa academic freedom. Sa mga ganitong pandarahas ng gobyerno, naghahasik ito ng takot sa mga iskolar ng bayan at mga guro na gumawa ng pananaliksik sa kanayunan kasama ang mga mamamayan. At ang matagal na pagbibigay ng katarungan sa mga biktima ay nagpapakita lamang kung gaano binabastos ng administrasyong Aquino ang mga iskolar ng bayan na naglilingkod sa bayan. Napakabilis ng Malacanang na arestuhin ang kanyang mga kaaway sa pulitika ngunit inutil ito sa pag-usig sa mga berdugong militar.

Kaya nakikiisa ang CONTEND sa pakikibaka para sa katarungan ng mga pamilya nina Karen Empeño at Sherlyn Cadapan—kina Nanay Concepcion Empeño at Nanay Linda Cadapan—at sa lahat ng mga desaparecido at biktima ng karahasan. Hindi kami titigil sampu ng iba’t ibang sector ng ating lipunan hangga’t hindi nakakamit ng mga biktima ng karahasan ng pasistang estado ang hustisya.

PALITAWIN SINA SHERLYN AT KAREN! HULIHIN AT PANAGUTIN SI PALPARAN AT IBA PANG MGA BERDUGO NG MILITAR! TUTULAN AT BIGUIN ANG OPLAN BAYANIHAN! KATARUNGAN PARA SA LAHAT NG MGA BIKTIMA NG PASISMO NG ESTADO! PANAGUTIN ANG REHIMENG AQUINO SA ANTI-MAMAMAYANG PALISIYA AT KARAHASAN!

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Statement of Solidarity of Congress of Teachers/Educators for Nationalism and Democracy on the Death of Andrea Rosal’s Newborn Child Diona Andrea 20 May 2014 We, the members of the Congress of Teachers/Educators for Nationalism and Democracy, UP Diliman, strongly condemn the fascist US-Aquino Regime for illegally arresting Andrea Rosal, daughter of the late New People’s Army (NPA) spokesperson Gregorio ”Ka Roger” Rosal. She was seven months pregnant when arrested last March 27 in Caloocan City by military intelligence agents on murder charges.

We express our anger against the fascist military minions of the US-Aquino Regime who refused to free her on humanitarian grounds. We detest and condemn the inhuman and cruel attitude of the fascist military whose hands are stained by the death of Andrea’s newly born child, Diona Andrea. We express our profound sympathy with Andrea Rosal and mourn the loss of her first born child, Diona Andrea.

Andrea Rosal was arrested even if Gregorio Asedillo, spokesman of the National Democratic Front in Laguna province, issued a statement that, “[t]he claim of the AFP that she is the secretary of the Komiteng Larangang Gerilya (Guerrilla Front Committee) Sub-Regional Military Area in Southern Tagalog is a malicious lie and baseless accusation done to justify her arrest and continuous detention.” Given her health and physical condition, the government should have at least considered detention of Andrea in a decent hospital, if not released her immediately. Instead, progressive and militant sectors of our society needed to file motions to the court for Andrea’s pre-natal check-up and transfer to a hospital.

Contrary to claims by AFP spokesperson Lt. Col. Ramon Zagala who said that Andrea was afforded medical care after her arrest on March 27, we believe the expert opinion of Dr. Genevieve Reyes, secretary-general of Health Alliance For Democracy (HEAD), who said Andrea was not able to undergo prenatal check-up and she was not in good condition while in prison. We believe that the Andrea’s prolonged imprisonment and delays in hospital care have affected her and the baby’s grave health as explained by Dr. Reyes. Indeed, Andrea’s detention in a cramped prison which forced her to sleep on the floor and its lack of adequate ventilation at the height of the summer heat greatly contributed to the untimely death of Diona Andrea.

As educators, we are saddened by the way our government and its military minions handled the arrest of Andrea Rosal. It gives a wrong impression to our children and mothers that those who are suspected as enemies of the state will be subjected to the most cruel and most gruesome treatment. While our government provides all necessary and expensive medical treatment and security to the plunderers of our nation’s wealth, and presumes the innocence of corrupt politicians unless proven otherwise, that same government regards suspected enemies of the state as common criminals. They are denied of their rights and are imprisoned based solely on trumped-up charges. We therefore call on our fellow teachers and educators to express our strongest solidarity for Andrea Rosal and all political detainees. Let our collective indignation be a message to our students and children that we do not condone the violence of the state perpetrated against our mothers who express different political beliefs. We cannot teach genuine democracy and love of the country if our government itself declares war against our mothers and their children. Let’s continue to teach and act against state fascism!

Together with the patriotic sectors of our society, we demand with clinched fists: Release Andrea Rosal immediately and without conditions!

Justice for baby Diona Andrea!

Free Wilma Austria-Tiamzon and all political detainees!

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Down with military fascism!

End state impunity!

Down with Oplan Bayanihan!

Resume GPH-and NDF peace talks now!

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ADVANCE THE STRUGGLE FOR WORKING CLASS EMANCIPATION FROM THE CHAINS OF BUREAUCRAT CAPITALISM AND MORIBUND AMERICAN IMPERIALISM Statement of Congress of Teachers/Educators for Nationalism and Democracy on the Celebration of Labor Day 1 May 2014 As the working class all over the world celebrate the glorious achievements of working class movements and continue the great struggle to end all forms of exploitation, we the members of Congress of Teachers/Educators for Nationalism and Democracy, UP Diliman, express our greatest regard to the proletariat, who has the historic mission to emancipate itself from capitalism which exploits and oppresses it, while at the same time freeing the whole of society from exploitation, oppression, and class struggles.

The celebration of Labor Day activates the “dangerous memories” of the early working class movements which dared to defy the iron cage of capitalism and demanded eight-hour work day, just wage, and better health and working conditions. Today, the working class all over the world is ever more united as they confront the massive immiseration arising from neoliberal policies of moribund imperialism.

While the managers of big capitalist corporations in the imperialist states are receiving hefty salaries, bonuses and profligate packaged benefits, the workers’ condition all over the world continues to plummet and deteriorate. But the condition of the working class in less developed and exploited countries is the worst. They are victims of superexploitation that suck the living labor out of the workers and destroy the environment.

While the US-Aquino Regime boasts of unparalleled economic growth and forecasts higher GNP and GDP, the Filipino working class continues to wallow in poverty and squalid living. In the National Capital Region, IBON Foundation estimates the family living wage (or the minimum amount needed for a family of six members to meet their daily food and non-food needs plus 10% allocation for savings) at Php1, 034 as of December 2012. This does not even cover education and hospital emergencies. Also according to IBON, as of 25 April 2012, the NCR regional gross domestic product per employed person increased by 97 percent from 2001 to 2009. Yet the minimum wage only rose by a much lower 44 percent over that same period. The total cost of the proposed wage hike is only at P194.9 billion. When subtracted from total profits, this will still leave establishments with P1,434.6 billion in profits, amounting to only a 12 percent cut in their profits. In short, there is no compelling reason why the capitalists cannot grant wage increase and non-wage benefits for the workers who have been living under sub-human condition.

But the local comprador bourgeoisie, who are dependent on foreign transnational corporations, refuse to share even a meager part of their profits. Just as their foreign partners squeeze every ounce of profit they could get from local labor, so the local comprador class squeezes every pound of profit from workers while passing the burden of inflation to the consumers who are also workers! With imperialist agencies, policies, and agreements in place, such as Asia Pacific Economic Cooperation, World Trade Organization, and Obama’s Trans-Pacific Partnership (TPP), the workers are being shoved into the vortex of imperialist expansion through business product outsourcing (BPO) and contractualization.

Coupled with trade liberalization policies and agreement, the US-Aquino Regime is faithfully following the neoliberal formula for development. It is fast-tracking the privatization of basic services such as education, fuel, electricity, transportation, food supplies, and health services. Failing to generate funds

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through sound economic development, the US-Aquino regime has consistently and efficiently taxed the working class while being lenient on bureaucrat capitalist and big business tax-evaders.

Amidst these exploitative and repressive anti-labor policies, the Filipino working class has forged a strong alliance with other sectors of our society. They have successfully led strikes, pickets, and mass actions that effectively stymied the growing rapacity of bureaucrat capitalism. But state repression through Oplan Bayanihan, supported by US military intelligence, equipment, and advisers, has exacted violent tolls on the lives and human rights of the militant workers.

As teachers, we express our strong solidarity for the working class struggle. Our teaching cannot be carried out without the support of the daily grind of the working class. Our students are mostly children of the working class. Therefore our struggle as teachers is deeply intertwined with the fate of the struggle of the working class. We urge all teachers to forge unity and create alliance with working class unions outside the schools even as we continue to strengthen workers unions in our schools. Our collective struggle has proven that we can gain substantive benefits for our fellow teachers and other education workers, but more importantly, for the working class. Together we should fight against the immiseration of the teaching profession.

We urge all patriotic and progressive teachers to oppose all educational policies that merely train our students to become docile slaves of imperialist companies here and abroad. We must oppose the current streamlining of higher education according to the demands of neoliberal shop floors.

Today, we teachers, call on our students and fellow teachers, to go out and march together with the militant workers and other progressive and patriotic sectors of our society to demand greater benefits for workers. Let the slogans of the 1864 declaration of the working class, the Communist Manifesto, reverberate on the streets and haunt the exploiters: “Let the ruling classes tremble at a Communistic revolution. The proletarians have nothing to lose but their chains. They have a world to win. Working men (and women) of all countries, unite!�

No to contractualization of labor!

No to neoliberal trade agreements!

No to transpacific partnership (TPP)!

No to Charter Change!

No to EDCA (Enhanced Defense Cooperation Agreement)!

Down with bureaucrat capitalism!

Down with Imperialism!

Oppose the neoliberal economic policies of US-Aquino Regime!

P125 across-the-board wage hike now!

Uphold the rights of workers to unionize and organize!

Fight for the emancipation of all workers!

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“IMPERIALISM AND ALL REACTIONARIES, LOOKED AT IN ESSENCE…MUST BE SEEN FOR WHAT THEY ARE – PAPER TIGERS.” (Mao Tse Tung) Statement of Congress of Teachers/Educators for Nationalism and Democracy on the Visit of President Barack Obama to the Philippines 28-29 April 2014 What Lenin wrote about imperialism as the highest stage of capitalism in 1914 still best describes our current economic predicament: “Monopolies, oligarchy, the striving for domination and not for freedom the exploitation of an increasing number of small or weak nations by a handful of the richest or most powerful nations — all these have given birth to those distinctive characteristics of imperialism which compel us to define it as parasitic or decaying capitalism.” Unable to stem the tide of global capitalist crisis of overproduction and the continuing economic depression, American imperialism has led all other imperialists in invading territories from Afghanistan to Iraq so it can secure cheap resources, spread bogus democracy, boost its military industrial complex, and secure the top spot for policing the globe. Such flexing of military power will soon be fully operational in Asia to give China the necessary signal that US and its allies are still in command of the imperialist league that controls the vast resources of the world. And to do this, American military power has to compel its allied nations, especially the Philippines, to be the cooperative strategic pivot for China’s containment.

President Obama’s visit to the Philippines this April must be seen as part of the US-Aquino regime’s campaign for a new agreement that would formalize the presence of a growing number of American troops and a broader range of activities for them in the country. Right now, the collared dogs of Malacanang are occupied in making the Filipinos believe that the agreement is beneficial to our country beyond military assistance. They are claiming that the agreement, which will be buoyed on existing agreements with the US such as the Visiting Forces Agreement and the Mutual Defence Treaty, will certainly help the Philippines in terms of technology transfer, modernization of Philippine military capabilities, and disaster response.

This is consistent with American shift in intervention from military to civic assistance. Imperialism has extended its sphere of influence from direct and covert military interventions towards “disaster management.” President Aquino’s mendicant minions are even very sure that a new agreement does not need ratification of the Philippine Senate because an increased rotational (IRP) presence pact with the US will be built on previous agreements already ratified by the Senate. Such treacherous pact between the US-Aquino regime and the American imperialist power bypasses the scrutiny of the public and tramples upon our national sovereignty enshrined in the Constitution. Whatever double-talk the imperialist powers and their allies say, it is undeniable that the enhanced defence cooperation agreement is widely viewed as a deterrent to China’s continued aggressive claim to territories in the South China Sea. However, even before the agreement has been finalized, US troops and warships have already been entering and leaving the country at will. The Aquino regime openly supports the US’s moves, even if they violate the country’s sovereignty and its reactionary laws. Masquerading under the innocuous product brand of Enhanced Defence Cooperation Agreement (EDCA) Philippine mendicant foreign policy negotiators are allowing a more vicious, far more rapacious economic plunderer to “protect” the country against a fast-rising imperialist rival.

But the US presence in the Philippines will not only be about China’s containment but will involve covert and overt operations to strengthen the local counter-insurgency Oplan Bayanihan patterned to 2009 U.S. Counterinsurgency Guide distilled from interventions in Afghanistan, Iraq and Sudan. The

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wanton disregard for human rights of political prisoners, the illegal arrests of high ranking members of the Communist Party of the Philippines including NDF consultants all point to the seriousness of the USAquino regime to quell all forms of dissent including the remaining Muslim secessionist movements.

Such arbitrary arrests and intelligence gatherings cannot be made successful without the sharing of intelligence and information between Washington and Manila. It aims to reduce threats “to a level that they can no longer threaten the stability of the state and civil authorities can ensure the safety and wellbeing of the Filipino people.”

In this worsening but heightening grip of American imperialism on our people, the deluge of American cultural imperialism on our shores, and the wanton desecration of our sovereignty and natural resources, we, the members of Congress of Teachers/Educators for Nationalism and Democracy, UP Diliman call on our patriotic teachers and educational workers to expose the dirty and deceptive tricks of the American imperialists. We must use our classrooms and class discussion to uncover the sinister and dark history of American imperialism in our history and the world. We have the duty to demystify the myths of American benevolence instilled among our people especially the youth. We have to unmask the demagoguery of US imperialism in dealing with our government and people. Historically, the US doublecrossed our patriotic guerrilla fighters, raped our women and massacred hundreds of thousands of our civilians during the Filipino-American War, indoctrinated our students through public education, and even wrecked the Tubbataha Reef.

The current woes pestering our educational system must be traced back to imperialist incursion in our history. It is not only that American imperialism has moulded our people’s colonial minds, it has also continuously intervened in shaping our educational policies such as lending massive financial aids through the International Monetary Fund-World Bank to tailor school curriculum to the needs of American businesses and supplying transnational companies here and abroad with cheap but skilled labour. We, therefore, urge all teachers to teach history from the perspective of anti-imperialist struggle.

It is only when we teach our students the dark experience of American colonialism will they be able to comprehend the sinister consequence of American imperialism and dispel the myths of American benevolent assimilation. We should not allow our mistakes in the past to be repeated again. We should teach to decolonize the minds of our young people so that they will not be used again as pawns to spread the Gospel of American Empire.

We will stand together with other progressive sectors of our Philippine society to denounce and oppose the visit of Pres. Obama as the pinnacle of imperialist meddling in our local politics. As Filipinos and educators we cannot just stand and watch while our sycophant state prostitute our patrimony and sovereignty to President Obama all in the name of mutual assistance and benefits. We believe that Mao Zedong’s strong call against imperialism should be repeated today: “It is the task of the people of the whole world to put an end to the aggression and oppression perpetrated by imperialism, and chiefly by U.S. imperialism.”

Denounce and oppose the state visit of President Obama!

No to US bases in the Philippines!

No to Enhanced Defence Cooperation Agreement (EDCA)!

Expose the deception and huckstering of US imperialism and its local allies!

Junk Visiting Forces Agreement and the Mutual Defence Treaty!

American troops out now!

Down with imperialism!

Defend our sovereignty and fight for the right to national self-determination!

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UNIVERSITY OF THE PHILIPPINES ISKOLAR NG BAYAN GRADUATES 2014: DEFY CORPORATIZED AND COMMERCIALIZED EDUCATION, SERVE THE PEOPLE! Statement of Congress of Teachers/Educators on the 103rd General Commencement Exercises 27 April 2014, UP Amphitheater We, the members of Congress of Teachers/Educators for Nationalism and Democracy, express our highest congratulatory praise to all the iskolar ng bayan graduates of University of the Philippines Diliman 2014! In spite of the gloomy prospect painted by our politicians that the fresh 700,000 graduates will add to the current 2.96 million jobless workers, we, your teachers, still nourish the unflinching hope that you will become part of the historic movement to transform our nation. Some of you had been part of our classes. Some of you even stood side-by-side with us in countless rallies, demonstrations, and pickets.

Together we joined hands to create a better future, not only for our beloved University but for our nation.

In such a short time of four years, we and the University have tried to radicalize your consciousness to enable you to imagine an alternative future, a better University that you will bequeath to the next generation of iskolar ng bayan.

During your stay in this University, you have witnessed how the corporatization of education had crept into the veins of the University. You had been witnesses to the unrelenting annual excising of our budget by the Aquino government, the renaming of our buildings and programs to private donors with tarnished reputations, increase in laboratory and other miscellaneous fees, the commercialization of our idle assets, repressive policies that made the lives of poor iskolar ng bayan miserably unbearable, and you had been witnesses to the death of your own iskolar ng bayan from UP Manila, and the recent unwarranted policy of shifting our academic calendar in the name of neoliberal internationalization of education.

As you transfer your sablay, the symbol of Filipino nationalism, from the right to the left shoulder – symbolizing the official completion to the life of a UP student, we urge you not to forget those iskolar ng bayan who will be left behind, those who had given up and those who had been eliminated from the survival of the fittest competition, and those who had endured the grinding labor of surviving the life in the University. If there is a lesson that UP education is supposed to have imparted on you, it is the conviction that your salvation must also depend on other’s salvation. The University is the bastion of collective solidarity. While it taught you to cherish individual creativity, honor and excellence, it has also moulded you to value collective action to solve our nation’s problems. You have been trained not only to become leaders with integrity, but more importantly, to become “social critics and agents of social change”.

As iskolar ng bayan, you have a contract with the Filipino people to become leaders who will unhesitantly make sacrifices to advance the struggle of our people towards a better future. As future leaders, our beloved University had taught you to be fearless in denouncing corrupt politicians and institutions, to be sensitive to the sufferings of our people, to think beyond your career and personal comfort, to be intolerant of any injustice perpetrated here in our country and beyond, compassionate and always willing to make sacrifices to help our most needy fellow Filipinos in times of colossal disasters. We urge you to continue the struggle against a kind of education that puts premium on capacity of students to pay and squeezes every ounce of profit from the students, an education that puts the interests of foreign corporations and investors before our fellow Filipinos, an education that sells our sovereignty to highest

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foreign bidders, an education that promotes brain drain and “easy success”, and an education that teaches students to betray their integrity in the name of comfortable and sumptuous life.

We, urge you not to take the easy road to success being offered by the “profit-first-before-people” culture,” but instead, persevere in journeying further into the difficult path of serving the people! We, your teachers, place our hope in a better future in your collective struggle.

Long live the iskolar ng bayan!

Serve the people!

Onwards to the struggle for a free education for all!

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AMIDST THE WORSENING ECONOMIC CRISIS, SUPPORT THE EMANCIPATION OF FILIPINO WOMEN, END ALL FORMS OF OPPRESSION Statement of Congress of Teachers and Educators for Nationalism and Democracy on the 100th Celebration of International Women’s Day 8 March 2014 A hundred years ago, the Frenchman Charles Fourier, one of the first great prophets of socialist ideals, wrote these memorable words: “In any society, the degree of female emancipation is the natural measure of the general emancipation.” Today, with the harsh assault of neoliberal capitalism on the poor, Filipino women bear the weight of economic crisis. Hence the abysmal condition of the Filipino nation demands the full emancipation, not only of our people, but all the Filipino women. Throughout the world, the Philippines has been regarded as one of the best place for women, based from the results of the 2013 Global Gender Gap Index. The Philippines ranked 5th, three levels higher than in 2012 and highest in the Asia Pacific. It even surpassed many developed countries such as United Kingdom, Canada, France and the United States. Yet the current anti-people policies of the US-Aquino Regime give the lie to this commendation.

The much touted growth of our economy by 7.2% increase in our GDP does not translate to better lives of our people especially women. Many women still suffer from unemployment, lack of social services such as health and education, daily violence, vulnerabilities from disasters, and unpredictable surges in the prices of basic goods and commercialized basic services. Poverty incidence remains high at 25.2% despite having a costly poverty reduction of P62,614,247,297 to finance Pantawid Pamilya. While this program is supposed to target poor women and their children, it does not provide women the necessary resources to sustain their economic empowerment such as stable employment and better quality but free education in all levels. More than one million Filipino women were unemployed. There remains a huge gap in the labor participation rate among men and women. In 2013, about 9.5 million women were considered not part of the labor force. And according to Center for Women’s Resources, “[f]or those who were able to get a job, most of them (35%) are laborers and unskilled workers earning an average wage of ?150.00. About 16% are service workers, also with a low wage of about ?200.00. Worse, government statistics even count as employed 2.3 million women who are unpaid family workers.

Massive contractualization and the two-tiered wage policy worsen the situation of women workers” (ULAT LILA 2014: The situation of Filipino women amidst worsening crisis and disaster, Davao Today, 2014/03/06).

As the perennial crisis of our economy subject our people especially women to poverty, the rich continue to get richer. National Statistics Coordinating Board said that people from the high-income class, which account for between 15.1 and 15.9 percent of the country’s population, enjoyed a 10.4-percent annual growth in income in 2011, while incomes of people in the middle-income segment grew by only 4.3 percent, and incomes of those in the low-income group by 8.2 percent. Meanwhile the bureaucrat capitalists in collusion with politicians and high ranking government officials shamelessly deprive the people of basic services by raiding public coffers for their self-enrichment. While Filipino women are bearing the impact of economic destitution, they also experience different forms of violence. Based on Center for Women’s Resources statistics, at least 45 cases of domestic violence are being recorded daily.

This is 43% higher than in 2012. This means that one woman is beaten every 31 minutes. Reported cases of rape also increased by 24% from 5,180 in 2012 to 6,432 in 2013. This translates to one woman or child raped every hour and 21 minutes, where 75% of the victims were children. There is one woman or child being harassed every two hours and 25 minutes.

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And with series of disasters hitting our nation, the Filipino women who are very vulnerable to the impact of disasters, suffer even more. They become easy prey of human trafficking, rape, forced migration, and illegal recruitment.

Filipino women however do not remain passive amidst this vicious assault by the unjust economic system. Filipino women throughout our history had fearlessly resisted all forms of oppression. But the Aquino Regime, aided by the military powers of US imperialism, intensifies its repression of people’s movement and continues human rights violations. There have been 152 victims of extrajudicial killings under the Aquino administration, 18 of them were women. Some of those who fight against anti-people policies are harassed and detained. As of August last year, there have been 34 women political prisoners in various jails in the country.

In the midst of these intensifying economic crisis and the victimization of women, we the members of Congress of Teachers/Educators for National and Democracy-UP Diliman, express our strongest solidarity for all the oppressed women of the world, especially Filipino women. We salute all militant women and recognize their heroic sacrifices and persistent resistance against state violence. We ask all our fellow teachers, educators and students to join all the women around the world, especially Filipino women, in celebrating the 100th anniversary of International Women’s Day, by demanding the end to all forms of violence perpetrated against women. We must teach to emancipate women. We must educate our students to be persistent like women in exposing and opposing all forms of exploitation and discrimination. In our classroom practices, we must expose the repressive ideology that subjects women to discrimination and repression. We have to end the slavery of the half of the human race!

With women rising against state violence, organizing against political and cultural discriminations, protesting against all forms of economic injustice, the oppressors and exploiters will have difficulty maintaining their hold on the vast majority of the Filipino people. Down with feudalism that makes slaves out of women!

Down with capitalism that commodifies women!

Down with imperialism that traffics women!

End all forms of violence against women!

Oppose all repressive policies that discriminate against women!

For full emancipation of women!

Justice and equality for all women who are victims of violence!

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Pingkian: Journal for Emancipatory and Anti-Imperialist Education

DOCUMENTS Pingkian 3, No. 1 (2014)

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IInternationalization nternationalization of Higher Education Practices and Priorities: 2003 IAU Survey Report

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The International Association of Universities (IAU) is a UNESCO-based, international non-governmental organization, founded in 1950. It brings together universities and higher education institutions and organizations, from countries in every region of the world for debate, reflection and action on common concerns. IAU collaborates and works in partnership with various international, regional and national bodies. As a cooperation and service-oriented organization, IAU aims to promote international networking among universities, to facilitate the exchange of information, experience and ideas, as well as the mobility of students and staff. Through meetings and research, IAU also contributes to informed higher education policy debate. The official languages of the Association are English and French.

Membership in the Association is granted to institutions of higher education or organizations of universities by the Administrative Board. All IAU members are represented in the supreme organ of the Association - the General Conference - which elects the President and the Administrative Board. The Administrative Board members are outstanding higher education leaders from each region of the world.

IAU represents close to 650 institutions and organizations of higher education.

International Association of Universities 1 rue Miollis - 75732 Paris 15 - France Tel .+33 (0)1 45 68 48 00 Fax +33 (0)1 47 34 76 05 E-mail: http://www.unesco.org/iau Cover design : Pascale Buffaut, Bois-Colombes, France Printed by : UNITISK s.r.o., Czech Republic Copyright 2003 IAU. All rights reserved.

ISBN : 92-9002-171-3 The French version of this Report is available from the following IAU Web Page: http://www.unesco.org/iau/internationalisation.html

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Internationalization of Higher Education Practices and Priorities: 2003 IAU Survey Report Jane KNIGHT Ph.D.

International Association of Universities

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Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Key Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 1.0

Introduction 1.1 Purpose of Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 1.2 Survey Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 1.3 Recipients and Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 1.4 Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 1.5 Use of Survey Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

2.0

Importance, Rationales, Risks and Benefits 2.1 Level of Importance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 2.2 Why Internationalization is a Priority . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 2.3 Benefits and Risks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

3.0

Organizational Factors 3.1 Existence of Policy/Strategy, Office, Budget and Monitoring Framework . . .11 3.2 Catalysts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 3.3 Obstacles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

4.0

Academic Programs and Strategies 4.1 Most Important Aspects of Internationalization . . . . . . . . . . . . . . . . . . . .15 4.2 Internationalized Disciplines, Programs and Content . . . . . . . . . . . . . . . .16 4.3 Foreign Language Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 4.4 Growth Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 4.5 Geographic Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

5.0

Regional and National Level Policies and Funding 5.1 Regional Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 5.2 National Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

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Issues and Questions 6.1 New Developments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 6.2 Issues for Further Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 6.3 Concluding Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Appendices A. References and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 B. List of Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

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Preface

T

he International Association of Universities brings together higher education institutions (HEIs) and national, regional and international organizations of universities from every region of the world. From its creation in 1950, its mission has been to facilitate

international cooperation in higher education. In the pursuit of this broad goal, the Association combines a dual role – operating as a membership organization with a commitment to offer useful services to its members and, simultaneously, playing a more general public service, having accepted to serve as the International Universities Bureau of UNESCO, to function in the interest of the broader higher education community with its multiple stakeholders. Through research, advocacy, publications and information dissemination as well as by organizing international conferences that offer a global forum for debate and opportunities to share lessons learned, the Association fulfills this dual role.

IAU’s commitment to and interest in the processes of internationalization is reflected in all of the Association’s activities. Indeed internationalization is an important element for translating the IAU slogan Universities of the World Working Together into action. For more than a decade the Administrative Board of IAU has charged a Working Group on Internationalization with the responsibility to guide the work of the Association in this area.

The 2000 IAU Policy Statement Towards a Century of International Cooperation, and a major international conference in Lyon, France in 2002, are just two examples of IAU activities in this field. The 2003 institutional internationalization survey and this report are building on such past initiatives. This project was also motivated by UNESCO’s invitation that IAU prepare a background report on internationalization for the World Conference on Higher Education (WCHE) + 5 follow-up meeting in June 2003.

Internationalization of Higher Education Practices and Priorities - 2003 IAU Survey Report marks both a result of IAU work so far, and a starting point for more activities. Even before this report was published, the survey sparked interest among IAU members and partners. We are certain that the findings presented here will generate more interest and greater willingness

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to participate in the future. IAU will conduct a second, improved survey in 2005 and will push further the analysis of the data we have collected this year, particularly in order to tease out some of the policy implications and identify questions to ask next time.

The design of the questionnaire for this first-ever global survey has benefited from input and collaboration of leading experts in research on internationalization and senior higher education managers. IAU thanks Prof. Edgard Elbaz, UniversitĂŠ Claude Bernard Lyon 2, and chair of the IAU Working Group, Ms. Karen McBride (AUCC), Prof. Marijk van der Wende, (University of Twente), Ms. Piyushi Kotecha (SAUVCA) and Ms. Stamenka Uvalic-Trumbic (UNESCO) for their advice and support.

Special thanks go to Dr. Jane Knight for her probing look at data collected and for shining a spotlight on the most interesting findings. With her keen understanding of current developments in the global higher education sector, Dr. Knight asks a few leading questions that require further research and analysis and will help prepare the second survey. Her work was facilitated by expert contributions from Ms. Georgeta Sadlak, IAU’s systems administrator who created the data entry system as well as the graphs and tables included in the report. Finally, IAU is grateful to all member institutions that took the time to complete the questionnaires. We also thank many of these institutions for sending their strategies, policies of plans for internationalization, thus enriching the resources on the IAU website.

We hope that this 2003 IAU Internationalization Survey Report will be of interest to you and would welcome all comments, feedback and suggestions for improvements.

Eva Egron-Polak Secretary-General Executive Director International Association of Universities

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Key Messages

In early 2003, the International Association of Universities surveyed its institutional members on the practices and priorities of internationalization at their institutions. The key messages based on the findings from this survey are the following: 1.

Mobility of students and teachers is considered to be the most important reason for making internationalization a priority and is identified as the fastest growing aspect of internationalization.

2.

Brain drain and the loss of cultural identity are seen as the greatest risks of internationalization.

3.

Student, staff and teacher development; academic standards and quality assurance; and international research collaboration are ranked as the three most important benefits of internationalization.

4.

Lack of financial support at the institutional level is identified as the most important obstacle for internationalization.

5.

Distance education and the use of ICTs are noted as key areas for new developments.

6.

Faculty are seen to be the drivers for internationalization, more active than administrators and students.

7.

While two-thirds of the institutions appear to have an internationalization policy/ strategy in place, only about half of these institutions have budgets and a monitoring framework to support the implementation.

8.

Rationales based on academic considerations for internationalization ranked higher than rationales based on political or economic considerations.

9.

Intra-regional cooperation is the first geographic priority for Africa, Asia and Europe.

Overall, Europe is the most favoured region for collaboration.

10. Issues requiring attention include development cooperation, quality assurance/ accreditation, funding, and research cooperation.

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1.0 Introduction 1.1 Purpose of Survey The international dimension of higher education is a topic of intense interest and debate in this first decade of the 21st century. The new realities facing the higher education sector, both domestically and globally, are presenting changes, introducing new trends and posing different challenges for internationalization. This survey has been designed to track some of the major developments and issues among the member institutions of IAU. The objectives of the survey and this report are the following: • Identify key issues, trends and areas of growth; • Provide information on the practices and priorities of internationalization at the institutional level; • Ensure that the voice of HEIs is heard in the ongoing discussion of the purpose, rationales, risks, benefits, issues and trends of the international dimension of HE; • Develop a baseline of data on internationalization with which to monitor future developments; • Follow-up to recommendations of 1998 UNESCO World Conference on Higher Education and 2002 IAU Lyon conference on Internationalization.

1.2 Survey Design Two factors were important in the design of this survey. First, to make it ‘do-able’ and second to make it useful for individual IAU members. While it is valuable to have a comprehensive picture of the practices, issues and trends, trying to collect such data would have generated a great deal of work on the part of participating institutions. It is acknowledged that not all institutions have systematically collected data on the international dimension, nor do they have this information centrally located. Therefore, in the spirit of ensuring that the survey was ‘user friendly’ and do-able, only certain aspects of internationalization were covered.

Open-ended questions were intentionally used for dealing with benefits, risks, new developments, and growth areas. This gave free reign to respondents to express the key issues from their perspective. It also generated valuable information for the design of follow-up surveys.

Special care was also taken to ensure that the questionnaire and the key concepts used to define internationalization would be equally understood by institutions in all regions of the world. Covering both developed and developing country institutions, both those that traditionally send students and faculty elsewhere as well as those who normally receive and recruit them, it was important to pose all questions in the most neutral fashion.

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1.3 Recipients and Respondents All 621 IAU members received the survey. There was a 28% response rate meaning that 176 HEIs from 66 different countries completed the survey. Chart One shows that the percentage of total respondents sorted by region, closely resembles the regional distribution of the IAU institutional membership. So while the greatest number of respondents are from Europe, this reflects the make up of the Association. In order for the high number of European institutions not to skew the results, a regional level analysis was done for each question.

Chart One: Percent of distributed (621) and received (176) questionnaires by region

It should be acknowledged that all respondents have an international outlook and involvement by virtue of the fact that they are members of the IAU. This may suggest that the IAU sample of HEIs has a predisposition to internationalization and is well informed on the key issues and trends.

Finally, an additional issue concerning recipients and respondents concerns the fact that each questionnaire was sent to the head of the IAU member institution with an additional copy also sent to those in charge of international relations or offices. While no analysis was undertaken in terms of the returns, the relatively good rate of return indicates that this two-pronged strategy was effective.

1.4 Analysis Two levels of analysis have been done for the majority of questions. The data is first presented in aggregate form including respondents from all 66 countries. Secondly, the respondents have been sorted into six regional groups as it is important to see similarities and differences at the regional level. Oceania respondents were included in the Asia-Pacific region and the Caribbean respondent was combined with Latin America. It is recognized that there are differences in levels of development and issues among sub-regional units but this level of analysis is not addressed.

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Even though each responding institution is anonymous in the data analysis it is often the case that an HEI wants to present itself in a favourable light. This is especially true with regards to the international dimension. This may be a factor in the large number of ‘no response’ to those questions which could have been interpreted as reflecting a less positive light on an HEI. In the few cases where more than 30% of respondents failed to answer the question, the question has been eliminated.

As noted already, how terms are interpreted is always interesting and revealing especially when dealing across languages and regions. For the purposes of this study a working definition of internationalization was provided in the letter introducing the survey. Internationalization is interpreted ‘as a multifaceted process of integrating an international and intercultural dimension into the curriculum, research and service functions.’

1.5 Use of Survey Report The primary purpose of this survey was clearly stated in the covering letter. “We aim to gather ‘impressions’ from a sufficient number of institutions from each region of the world and from as many types of higher education institutions as possible, about current institutional priorities, practices and concerns in the area of higher education internationalization.” While the sample size is relatively small, the responses are rich in information and insight. This report presents trend data and an impressionistic overview of the current status and main issues of internationalization. It is hoped that this type of information will be useful to the individual institutions and also to the non-governmental and inter-governmental organizations at regional and international levels. It is important that institutional perspectives and experiences are factored into the current discussions and debates about the international dimension of higher education. Given the importance and changing nature of internationalization, the plan is to conduct this survey on a regular basis in order to systematically monitor the developments and to ensure that IAU can continue to assist its members with this fundamental aspect of higher education.

Knowing what others are doing and learning from their experiences has tremendous potential. As part of the survey, IAU also collected a number of strategy documents which member institutions were willing to share. These cannot be analyzed nor reproduced in this report. They are however available for consultation on the IAU website.

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2.0 Importance, Rationales, Risks and Benefits 2.1 Level of Importance Chart Two illustrates that a large majority (73%) of respondents believe that internationalization is ‘very much’ a priority at their institution. This finding is consistent across all regions. The fact that the respondents are members of an international association of universities and have chosen to complete the question also speaks to their interest in this topic.

Chart Two: level of priority

2.2 Why Internationalization is a Priority Of great interest is why HEIs attribute a high level of importance to internationalization.

This issue was intentionally posed as an open-ended question so that respondents could describe in their own words the three most important motivations for internationalization.

Worth mentioning is that most respondents described their reasons for internationalization in terms of providing opportunities for specific activities as opposed to the outcomes or benefits of those activities per se. The reasons for internationalization are listed below in descending level of importance.

Top Reasons for Internationalization 1. Mobility and Exchanges for Students and Teachers 2. Teaching and Research Collaboration 3. Academic Standards and Quality 4. Research Projects 5. Co-operation and Development Assistance 6. Curriculum Development

7. International and Intercultural Understanding 8. Promotion and Profile of Institution 9. Diversify Source of Faculty and Students 10. Regional Issues and Integration 11. International Student Recruitment 12. Diversify Income Generation

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The analysis of rationales has traditionally been based on four generic categories: academic, economic, political and social/cultural. It is revealing to note that the top four rationales in this survey relate to the academic based rationales. The bottom half of the list includes rationales that relate more to the economic, political, and social/cultural aspects of internationalization. It is important to emphasize that these are institutional level rationales and they often differ from national level rationales in level of importance. From a regional perspective it is particularly interesting that European respondents gave high priority to the promotion and profile of their institution. This may be guided by, and supportive of, the ‘Bologna Process’, which aims to increase the attractiveness of European Higher Education and make it more competitive with the rest of the world.

2.3 Benefits and Risks Respondents were invited to identify, in their own words, the benefits and risks currently attached to the process of internationalization. Those most frequently mentioned fell into 7 different categories of benefits and five categories of risks. A second level of analysis was done to determine whether there were major differences across regions. In fact, the regional differences were quite pronounced and therefore the risks and benefits are reported by region and in terms of level of importance (1, 2 or 3 – 1 being the highest).

It is especially interesting to note that the most frequently cited benefit for five of the six regions was the development of students, staff and teachers. In fact, more respondents referred to the importance of “human development” than to “economic development”. The improvement and/or attainment of high academic standards and quality was noted as the most important benefit for Europe and the Middle East, while not appearing in the top three for Asia, North America or Africa.

Chart Three: Benefits of Internationalization - Level of Importance Student Staff and Teacher Development

Africa

Teaching and Learning

Research

2

1

3

2

Competitiveness

Networks

Cultural Awareness

Standards and Quality

3

Asia

1

Europe

3

2

1

Latin America

2

1

3

Middle East

3

North America

1

2 2

1 3

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Chart Four: Risks of Internationalization - Level of Importance Programs in

Africa

Brain Drain

Cultural Identity

1

2

Asia

Increased Costs

English Language

1

Europe

1

Latin America

2

1

Middle East

1

2

North America

2

No Risks

2 2

1

In terms of risks, brain drain appeared as the most frequently mentioned risk. Respondents were especially eloquent when referring to the deleterious effects on a country and an HEI when students, scholars and teachers permanently leave the country or do not return after a period abroad. It is noted that the concept of ‘brain circulation’ at present gaining currency was not mentioned; only the brain drain. The responses from the Asian region are noteworthy. They see the increasing costs needed to internationalize as the number one risk.The second most frequent response for Asia was ‘no risks’ which is in itself quite striking and revealing. The number of times that ‘brain drain’ was listed as a risk was appreciably lower for Asia than the other regions. This merits further examination. The European respondents were very vocal in their concern about the number of new programs and courses that are now being developed and offered in English.

This concern and perceived risk was directly linked to the issue of preservation and promotion of their national language as a teaching medium.

The importance of cultural awareness and identity should not be understated. Three regions saw increased cultural understanding as one of the primary benefits of internationalization, and three regions identified the erosion of cultural identity as a major risk of internationalization. The responses from Latin America were the most articulate, passionate and numerous on the theme of cultural awareness and identity. It is noteworthy, but perhaps not surprising, that Latin American respondents ranked cultural aspects as simultaneously the number one benefit and the number one risk.

Increasing costs associated with internationalization were often mentioned as a factor that could jeopardize further efforts to integrate an international dimension into the main functions of the HEIs.

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3.0 Organizational Factors 3.1 Existence of Policy/Strategy, Office, Budget and Monitoring Framework Respondents were asked whether their institution has developed a policy or strategic plan for internationalization. In total, 63% indicated there was a policy/strategy in place, 35% said no and 3% did not answer this question. This is a positive sign of development.

However, it is important to know the degree to which such a plan is being implemented and represents more than a paper commitment. To delve further in this direction, several questions followed on from this point. Institutions were asked whether such a policy/strategy was institution wide or in fact focused on one aspect of internationalization or one academic unit. Second, it was asked whether there was an office to oversee the implementation of the strategy/policy. Third, was there a budget available for the implementation, and fourth was there a monitoring framework operational? Chart Five shows the percentages of institutions that had these implementation mechanisms in place. It needs to be pointed out that these percentages apply only to the group (63%) of institutions that had already indicated that they had a policy/strategy developed. It is encouraging to report that approximately two thirds of those respondents with a strategy in place indicated that it was institution wide and that there was an office to oversee internationalization. By contrast only about 50% of the institutions had a budget or monitoring framework for the implementation process.

Chart Five: Existence of Policy/strategy implementation mechanisms

Chart Six focuses on the regional analysis for these four mechanisms and highlights some very interesting findings. Latin America has the highest percentage of institutions where the policy/strategy is institution-wide and where an office exists; Africa has the lowest. Of some surprise is the finding that only half of the respondents from North America have

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strategies that are institution-wide and have an office with overall responsibility for overseeing the implementation of the policy/strategy. Further investigation is needed to determine whether in fact North America has intentionally adopted a more decentralized approach to internationalization, or if this is indicative of a less systematic or strategic approach.

Chart Six: Implementation of policy/strategy mechanisms by region

3.2 Catalysts The question of who are the champions of internationalization at the institutional level is always an interesting and revealing one. Chart Seven indicates that the impetus or demand for internationalization is coming primarily from faculty members indicating more of a bottom-up approach in approximately half of the institutions. In about a quarter of the institutions it is the administration that is driving the process. This will be an important issue to monitor especially as internationalization plans and practices continue to increase in importance and mature. Respondents were also asked which group demonstrated the greatest resistance to internationalization. Interestingly enough, over 40 % of the respondents did not reply to this question on resistance in comparison to the only 4% who did not answer the impetus or catalyst question. Is this because there is no resistance to internationalization? Not likely. Perhaps it is because respondents did not wish to identify the source of resistance due to the negative connotations. This is a strong message unto itself and because of the high ‘no reply’ rate the question was eliminated.

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Chart Seven: Catalyst/demand for internationalization

3.3 Obstacles It is clear that there are many barriers facing the successful and sustainable implementation of internationalization. To gain a better understanding of these barriers, respondents were asked to indicate the level of importance for the following key obstacles and to list others: • Lack of policy/strategy to facilitate the process; • Lack of financial support; • Administrative inertia or difficulties; • Competing priorities; • Issue of non-recognition of work done abroad; • Lack of reliable and comprehensive information; • Lack of opportunities; • Lack of understanding of what is involved; • Insufficiently trained or qualified staff to guide the process.

Chart Eight presents the list of barriers in descending order of importance as determined by the percentage of institutions which ranked the obstacle as most important. Lack of financial support was clearly the most significant factor at play. Lack of a policy/strategy and competing priorities were ranked next in importance. It is interesting to compare the 18% who indicated the lack of a strategy as the most important barrier with the 35% who replied (see section 3.1) that they did not have any plan in place.

It should be noted that respondents listed other organization factors that were perceived to be barriers. These included the following four: 1) the difficulty to get heads of departments and faculties committed to support internationalization (Europe), 2) in view of the increasing workload relating to internationalization, insufficiency of administrative staff at central and departmental level (Europe), 3) lack of an efficient and compatible credit transfer system with, and within Latin American Higher Education institutions, 4) bureaucratic structures and the resistance to change (Africa).

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Chart Eight: Obstacles to internationalization

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4.0 Academic Programs and Strategies 4.1 Most Important Aspects of Internationalization This section groups and lists in descending order of importance the aspects of internationalization that the respondents were asked to rank in terms of importance in their institution.

Most Important Aspects of Internationalization Primary Importance 1. Mobility of students; 2. Strengthening international research collaboration.

Second level of importance 3. Mobility of faculty members; 4. International dimension in curriculum; 5. International development projects; 6. Joint academic programs.

Third level of importance 7. Development of twinning programs; 8. Establishment of branch campuses; 9. Commercial export/import of education programs; 10. Extracurricular activities for international students.

Mobility of students and faculty members ranked high, which is consistent with the fact that the respondents identified mobility as the number one reason why internationalization is a priority in their institutions. It is also revealing that respondents ranked the movement of people (students and faculty) as more important than the movement of programs through twinning arrangements, commercial export/import or the establishment of branch campuses.

Another notable finding is that international development projects ranked 5th in importance as compared to commercially oriented export/import of programs which ranked 9th. Again, this is consistent with the results reported in section 2.2, where ‘to diversify income’ was ranked as a third level priority.

A regional review of the importance attached to these activities shows some stark differences.

Chart Nine shows the percentage of respondents by region who ranked international activities of high importance, instead of just showing the level of priority. A review of the columns reveals the differences and ranges in percentages between regions. For instance only 33% of African respondents ranked student mobility high as compared to over 60% of respondents in North America and Europe regions. Yet the opposite is true for faculty mobility. More African institutions rank faculty mobility and research higher than North American institutions. On the topic of ‘development assistance projects’ more respondents from North America and the Middle East rate it as important than from Asia and Europe. In many ways, these results are not surprising but instead confirm trends. However, further analysis is needed to understand what factors or reasons lie behind these rankings. A look at the rows in Chart Nine highlights how these activities are ranked within each region.

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Chart Nine: Percentage of HEIs Attributing High Level of Importance to Top Five Aspects Student

Research

Faculty

Mobility

Cultural Identity

Mobility

Africa

33%

60%

47%

33%

47%

Asia

50%

53%

38%

38%

28%

Europe

63%

52%

36%

36%

29%

Latin America

54%

54%

46%

46%

46%

Middle East

42%

42%

33%

25%

42%

North America

67%

42%

24%

33%

42%

Curriculum

Development Projets

Note: The percentages total more than 100 as respondents could rank more than one aspect to be of high importance.

In another question which focused on international student mobility, institutions were asked to indicate what level of emphasis they placed on three different approaches to simulate student mobility: 1) welcoming international students, 2) sending students abroad; or 3) reciprocal exchange. On the whole, respondents gave equal importance to all three approaches. The only noteworthy finding is that Asia indicated more interest in welcoming/recruiting students than sending students abroad or establishing exchanges.

However, there appeared to be some confusion about how to answer this question and therefore these results are tentative.

4.2 Internationalized Disciplines, Programs and Content Integrating an international and intercultural dimension into the curriculum is a key thrust of internationalization and so respondents were asked which disciplines were most ‘internationalized’ in their institutions. A precise definition of ‘internationalized‘ was not provided but the findings reveal some informative trends. The seven disciplines that were most often mentioned are, in descending order of frequency: 1) Business Administration; 2) Social Sciences; 3) Health Sciences; 4) Arts and Humanities; 5) Natural Sciences; 6) Engineering; and 7) Information Technology. Chart Ten provides an overview of the disciplines identified as being the three most internationalized disciplines in different regions (1 being the most internationalized).

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Chart Ten: Most ‘Internationalized’ Disciplines Health Sciences

Africa

Social Sciences

Business Admin

Info Tech

3

2

1

Arts and Humanities

Asia

1

2

3

Europe

1

3

2

Latin America

2

1

Middle East

1

North America

3

Engineering

2

1 3

3 1

Natural Sciences

3

2

2

Respondents were asked about the level of demand for courses/programs with significant international content. About half (55%) indicated that demand was rising, another 18% indicated a steady level and less than one percent indicated a decline. However, because about one third (35%) did not answer the question, it may have lacked clarity.

4.3 Foreign Language Learning Chart Eleven provides convincing evidence that there is a rise in the demand for foreign language training. While this may be expected, given the growing mobility of students and professionals, it is noteworthy that foreign language learning has not been identified as a priority, benefit or an aspect of high importance in other questions.

Chart Eleven: Demand for foreign language learning

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4.4 Growth Areas One of the more informative open-ended questions asked, “what is the most quickly expanding aspect of internationalization at your institution?� This generated a broad spectrum of responses but the five areas most frequently mentioned were: Mobility of Students/Faculty, International Research Collaboration, Recruitment of International Students, Use of ICT, Institutional Agreements.

Chart Twelve presents the top three areas of growth by region. (1 indicating fastest growth).

Of particular significance is the fact that respondents from Europe ranked the increase in programs offered in English as the third most important area of growth. This finding is directly linked to section 2.3 where the growth of teaching in English was seen as a major risk factor for national language preservation and promotion. Also worth mentioning is that only the Middle East identified the learning of foreign languages as a key growth area. The fact that academic mobility is considered as the fastest growing aspect of internationalization by four of the six regions is of immense importance for policy and funding considerations. This finding is also consistent with and directly related to the fact that mobility is seen as the number one reason driving institutions to engage in the process of internationalization.

Chart Twelve: Benefits of Internationalization - Level of Importance

Mobility

Research

Recruit International Students

Africa Asia

1

Europe

1

Latin America

1

Middle East North America

3

Use of ICT

Agreements

2

1

Programs in English Language

Foreign Language

2 2

3

2 2

1

1 3

3 2

4.5 Geographic Priorities Respondents were asked to indicate the top three geographic priorities in their institutional policy/strategy. Chart Thirteen presents the results of this question and raises some interesting issues about regionalism. For Africa, Asia and Europe the first priority for international collaboration is within their own region. It is intriguing to reflect on what drives this intra-regional approach. Speculation could lead one to believe that there are

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quite different reasons for each region to do so and therefore further investigation could be very enlightening. North America stands out, as it does not list its own region as a priority for internationalization, in spite of the existence of the tri-lateral cooperation agreements and 10 years of NAFTA activity. Both Latin America and the Middle East rate intra-regional cooperation as a third priority. If one looks at inter-regional cooperation one finds that Europe and North America are the two most favoured regions for cooperation, followed by Asia, Middle East, Latin America and then Africa.

Chart Thirteen : Geographical Priorities REGION

Priority 1

Priority 2

Priority 3

Africa

Africa

Asia, Europe

North America

Asia Europe Latin America Middle East North America

Asia

Europe

North America

Europe

North America

Asia

North America

Europe

Asia, Latin America

Europe

North America

Middle East

Asia, Europe

Middle East

Latin America

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5.0 Regional and National Level Policies and Funding 5.1 Regional Level The importance of having national and regional level policies and funding programs in place cannot be overstated and therefore questions asking respondents to identify and describe these mechanisms were included in the survey. The first observation concerning the descriptions of regional level policies was the sheer diversity of ways that the term ‘policy’ can be interpreted. For the most part, a regional policy was described in terms of a specific program, such as the UMAP, TEMPUS, CEEPUS, or in terms of a regional organization such as SADC, CONAHEC or IOHE, or in terms of trade agreements such as NAFTA. Second, the term ‘regional’ was interpreted to mean region within a country as well as a group of neighbouring countries. Therefore the most prominent feature of these responses was the diversity and range of responses, most of which were not descriptive of policies or funding mechanism per se. Of importance though is the fact that student mobility programs and graduate scholarships were mentioned most frequently as an example of a regional policy or funding mechanism and in these cases the programs were usually intra-regional as opposed to inter-regional.

5.2 National Level Once again, it was the breadth of actors and policies which was most striking about the responses to the questions on national level policies and funding. The range is illustrated with the following examples. This list is for illustrative purposes and is not comprehensive.

• Egyptian Ministry of Higher Education reform strategy and enhancement programs; • Commitment of South Africa Universities’ Vice-Chancellors’ Association and Committee of Technikon Presidents; • Hong Kong government mandate to make Hong Kong “Asia’s World City”; • Japanese government project to receive 100,000 international students; • Policy towards qualification/degree recognition of Mongolian graduates; • Croatia Law on Scientific Research and Higher Education; • Denmark government focus on implementation of Bologna Declaration, Diploma Supplement, European Credit Transfer System (noted by many European countries); • Finland Ministry of Education update of International Strategy for Higher Education; • German Academic Exchange Service (DAAD); • Netherlands Policy of Ministry of Education, Culture and Sciences supported by Ministry of Economic Affairs and the Ministry of Foreign Affairs/Development Cooperation; • Russian Council of Academic Mobility;

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• Commissions of Internationalization of Mexican Rectors Conference and Federation of Private Mexican Universities; • Canadian Education Centres Network for student recruitment; • Education New Zealand for export of education.

The national funding initiatives that were described by respondents involved a broad selection of government departments, special government agencies/commissions and non-government organizations. They covered a number of key aspects of internationalization. The list below gives examples for the types of programs and initiatives that are funded: • Financing the professionalization of networks; • Participation and memberships in international associations; • Student exchange programs; • Centres of Excellence program; • Sending researchers abroad and inviting foreign researchers; • Scholarships for international students; • Capacity building and other development cooperation programs; • Grants to introduce international content into curriculum; • Support for Education Support Offices abroad; • Co-financing for international scientific research projects; • Funding for Foreign Sabbaticals and Doctoral/ Postdoctoral works abroad; • Student internships in foreign posts; • Global Classroom initiative.

Academic mobility/exchanges for students and researchers were the most frequently mentioned funding programs, followed by support for international student recruitment and services.

One of the most significant themes arising from the review of policies and programs is the number of different actors involved in the process of internationalization. It is eloquent proof that it is not only the Ministries of Education (or Higher Education), which have a stake in the international dimension of education. This survey confirms the fact that ministries or departments of Education, Foreign Affairs, Science and Technology, Industry, International Trade, Immigration, Culture and Sports, Employment, International Cooperation and Development, Human Resources, plus others are critical players in the internationalization of higher education. While this attention and support are welcomed, they also necessitate a national or sub-national framework, so that the efforts are complimentary, strategic and sustainable and not ad hoc, short term and territorial. Given that the lack of funding and the increasing costs are seen as key obstacles and risks for internationalization at the institutional level, the policies and funding mechanisms at the regional and national level are crucial to institutional efforts. This requires further study and closer monitoring.

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6.0 Issues and Questions 6.1 New Developments The changes and challenges facing higher education mean that it is important to track the new developments relating to the international dimension as well. Chart Fourteen lists the issues and trends that respondents identified as new developments in internationalization.

It is clear that distance education is seen in most regions as an area of increasing interest.

Networks, alliances and consortia, were also identified in three regions as a significant new development. Of particular interest is the number of times respondents mentioned that the role, benefits and importance of internationalization are finally being recognized, both within the institution as well as at the national level. This bodes well for the future and is a sign of the maturation of the internationalization process. Worth pointing out is the fact that only Africa identified curriculum as a new development and only North America identified research. These trends will be worth monitoring in these two regions. Once again, European respondents wrote frequently and at length of the implications and links of the ‘Bologna Process’ for internationalization.

Chart Fourteen: Priority Areas for New Developments in Internationalization Distance Education

Africa

1

Asia

1

Europe

Importance of International internationaStudents lization recognized

Mobility

Networks

Regional programs and Bologna Process

Research

2 2

Curriculum

3

3 3

2

1

Latin America

1

2

Middle East

2

1

North America

1

2

6.2 Issues for Further Discussion Due to the timing of the survey, IAU asked institutions to specify which issues and aspects of internationalization should be addressed at the UNESCO World Conference on Higher Education held in June 2003. These responses are yet another indication of what was uppermost in the respondents’ minds and which topics need to be discussed in an international setting. Similar to other open-ended questions, there were a large and diverse

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number of issues noted. Some replies referred to technical, tactical and programmatic aspects of different issues. Others were oriented to policy, strategic and macro aspects.

The responses were grouped according to the substantive nature of the issue and are included in the chart below.

Chart Fifteen: Issues for International Attention Region

Most frequently mentioned topics for discussion at WCHE +5

Africa

Development Cooperation Linkages Curriculum

Asia

Research Funding Development Cooperation

Europe

Quality Assurance and Accreditation Bologna Process Joint Programs and Degrees

Latin America

Funding Development Cooperation

Middle East

Academic Mobility Accreditation

North America

Quality Assurance Research

Special attention needs to be given to the fact that quality assurance, academic standards and accreditation were the issues most frequently mentioned by the respondents. Linked to this issue, but not noted as often, is the importance of qualifications/degrees being recognized in other countries. The need for national and regional funding programs was mentioned by institutions in all regions but ranked in the top three categories only for Asia and Latin America.

The overlap of issues identified as growth areas, new developments, risks, and topics for further discussion illustrates that there is a core of questions/aspects of internationalization that require further attention and investigation. These include: Quality assurance, academic standards and recognition of degrees; Brain drain; Promotion of cultural awareness and loss of cultural identity; Mobility of students, scholars, faculty; Development assistance and cooperation; Institutional, national and regional funding and support; Use of ICT and distance education; Development of networks, consortia and multilateral agreements; International research projects and collaboration; Recruitment of international students.

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Unfortunately, it is impossible to include all of the topics that were listed as requiring further discussion and action in an international setting. It is important to mention that respondents across all regions mentioned the need for further attention to be given to the commercialization, privatization and commodification of international education for cross-border trade purposes, however this issue did not rank in the top two or three issues for that region. Similarly there were other issues frequently mentioned such as: the role of higher education in regional integration, the increasing use of English as a teaching medium, the impact of trade (GATS) and immigration policies, credit transfer and qualification recognition, intellectual property rights, franchising, open courseware, standardization, impact of globalization, international safety and security, cultural diversity, joint degrees, competitiveness, and academic visas. The diversity of topics points to the complexities and challenges facing the international dimension of higher education in a more globalized world.

6.3 Concluding Remarks The purpose of this report is to present the findings of the 2003 IAU Survey on Internationalization. The survey generated an enormous amount of useful information on practices, priorities, issues and trends related to the international dimension of higher education in institutions in 66 countries in every region of the world. It is fully recognized that many of the issues and questions raised by respondents have important implications for policy and program development at national, regional and international levels. The survey information and findings will inform current and future IAU activities, including research, and its work to better serve member institutions and represent their interests and perspectives in international fora. This first survey will also enable IAU to improve the survey instrument and find ways to enlarge the sample in order to improve the overall results.

As noted by several respondents, the collection and analysis of data is a powerful tool for advocacy and development at the institutional, national and international levels. The availability of this information is dependent on the capacity and commitment of the individual institution to systematically collect and analyze data, and share it with others.

The last words are, therefore, an expression of appreciation to the institutions who shared their information and perspectives through participation in this survey; a note of encouragement to all institutions to continue to gather information on the practices, policies, priorities and issues of internationalization; and a commitment from IAU to effectively use this information to monitor and further the development of the international dimension of higher education.

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Appendix A. References and Resources

• Survey documents • Institutional Questionnaire on Internationalization of Higher Education http://www.unesco.org/iau/internationalization/QuestionnaireEN.pdf • Cover letter http://www.unesco.org/iau/internationalization/letterEN.pdf • Internationalization of Higher Education: Trends and Developments since 1998 http://www.unesco.org/iau/internationalization/IAU_rev.pdf • Towards a Century of Cooperation: Internationalization of Higher Education, IAU Statement http://www.unesco.org/iau/tfi_statement.html • Bibliography and Internet Resources on Internationalization and Globalization http://www.unesco.org/education/studyingabroad/highlights/global_forum/bibliography.doc • Examples of Strategies for internationalization of higher education http://www.unesco.org/iau/tfi_strategies.html • IAU Web Pages on Internationalization http://www.unesco.org/iau/internationalisation.html

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Appendix B. List of Abbreviations

ACE

American Council on Education

AUCC

Association of Universities and Colleges of Canada

CEEPUS

Central European Exchange Programme for University Students

CONAHEC

Consortium for North American Higher Education Collaboration

DAAD

German Academic Exchange Service

GATS

General Agreement on Trade in Services

HEI

Higher Education Institution

IAU

International Association of Universities

ICTs

Information and Communication Technologies

IOHE

Inter-American Organisation for Higher Education

NAFTA

North American Free Trade Agreement

SADC

Southern African Development Community

SAUVCA

South African Universities’ Vice-Chancellors’ Association

TEMPUS

Trans-European Mobility Scheme for University Studies

UMAP

University Mobility in Asia and the Pacific

UNESCO

United Nations Educational, Scientific and Cultural Organisation

WCHE +5

World Conference on Higher Education + 5 (experts meeting)

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International Association of Universities 1 rue Miollis - 75732 Paris 15 - France Tel .+33 (0)1 45 68 48 00 Fax +33 (0)1 47 34 76 05 E-mail: http://www.unesco.org/iau

COMMISSION ON HIGHER EDUCATION (CHED) STRATEGIC PLAN FOR 2011-2016 1. VISION The Commission on Higher Education – CHED is the key leader of the Philippine higher education system effectively working in partnership with other major higher education stakeholders in building the country’s human capital and innovation capacity towards the development of a Filipino nation as a responsible member of the international community.

2. MANDATE Given the national government’s commitment to transformational leadership that puts education as the central strategy for investing in the Filipino people, reducing poverty, and building national competitiveness and pursuant to Republic Act 7722, CHED shall: a. Promote relevant and quality higher education (i.e. higher education

institutions and programs are at par with international standards and graduates and professionals are highly competent and recognized in the international arena); b. ensure that quality higher education is accessible to all who seek it

particularly those who may not be able to afford it; c. guarantee and protect academic freedom for continuing intellectual

growth, advancement of learning and research, development of responsible and effective leadership, education of high level professionals, and enrichment of historical and cultural heritages; and d. commit

to moral ascendancy that eradicates corrupt practices, institutionalizes transparency and accountability and encourages participatory governance in the Commission and the subsector.

3. OBJECTIVES The overall societal goal is the attainment of inclusive growth and sustainable development while the higher education sub-sector goals are: the formation of high-level human resource, and generation, adaptation, and transfer of knowledge and technology for national development and global competitiveness.

Specifically, CHED aims to achieve the following objectives in the next five years:

Page 1 of 18

a. Improve

b. c. d.

e.

the relevance of higher education institutions (HEIs), programs, systems, and research to respond to the thrusts of the Philippine Development Plan (PDP), 2011 - 2016; upgrade the quality of higher education institutions, programs and systems in the country towards achieving international standards; broaden access to quality higher education of those who seek it; efficiently and effectively manage the higher education system ensuring transparency and integrity in its programs and activities as its commitment to moral ascendancy; and strengthen the Commission on Higher Education and other major stakeholders.

4. STRATEGIES The CHED overall strategic framework (Figure 1) is guided by the 16 point priority agenda of the Aquino administration clustered into five development thrusts, namely: (1) anti-corruption/transparent, accountable and participatory governance, (2) poverty reduction and empowerment of the poor, (3) rapid, equitable and sustained economic growth, (4) just, inclusive and lasting peace and the rule of law, and (5) integrity of the environment/climate change mitigation and adaptation.

In order to maximize the higher education system’s contribution towards building the country’s human capital and innovation capacity, CHED has to address the challenges besetting the subsector particularly the following: lack of overall vision, framework and plan; deteriorating quality of higher education; and limited access to quality higher education.

To achieve the above subsectoral objectives, CHED has identified and will focus on five (5) major key result areas (KRAs), namely, (1) rationalized Philippine higher education system; (2) improved quality and standards; (3) broadened access to quality higher education; (4) transparent, morally ascendant, efficient and effective management system; and (5) effective organizational development.

To achieve its first mandate and objective, CHED shall focus on KRA 4: transparent, morally ascendant, efficient and effective management system.

To achieve the first two (2) objectives of improving relevance and quality of higher education, CHED shall focus on KRAs 1 and 2: (1) rationalized higher education system and (2) improved quality and standards.

To achieve objective 3, CHED shall focus on KRA 3 and broaden access to quality higher education through diversified but comprehensive student financial assistance programs and by encouraging alternative learning systems and modes of delivery.

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To achieve objective 5 or strengthen CHED, organizational and human development programs shall be conducted and facilities and operating systems shall be upgraded and modernized. To strengthen other major stakeholders, CHED shall initiate programs to reform State Universities and Colleges (SUCs).

5.

PROGRAMS, ACTIVITIES, AND PROJECTS

5 .1. Rationalization of HEIs and Programs

within a moratorium period on the opening of new programs especially in oversubscribed disciplines. The objective is to lay the foundation for a more efficient and effective system in delivering quality public higher education services and for a more flexible regulatory framework for private higher education provision. The project components of the program include the following: 5.1.1 Aligning goals; •

HEI

programs

with

national

development

Job-Skills Matching Project In order to produce highly competent and competitive graduates, HEIs are encouraged to offer programs that are in demand and responsive to the needs of industry, both domestic and international.

The job-skills matching project includes: formulation of master plans for priority disciplines; review of curricula to make them fit the needs of industries; establishment of labor market information system (LMIS) to provide up-todate information on jobs that are in demand and hard to fill, to guide both students and parents in choosing courses; identification of areas of mismatch and implementation of strategies to address such mismatches; massive information dissemination on employment opportunities among students and HEIs; and periodic conduct of graduate tracer studies.

•

Relevant and Responsive Research, Development and Extension (RDE) Under this program, CHED supports the conduct of RDE aimed at generating, adapting and transferring or applying new knowledge and technologies for improving

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productivity and livelihood, promoting peace, empowering women, protecting the environment, reducing disaster devastation, and alleviating poverty. •

Gender and Development (GAD) Programs This program includes advocacy and gender sensitivity activities to promote gender parity in education, equal access to scholarships by both genders, and interventions to assist female students with extreme personal situations that prevent them from completing their higher education.

5.1.2.

Typology and Mapping of HEIs and Programs

A system of classifying HEIs is being designed based on their mandates and functions vis-a-vis national development goals.

This typology will be harmonized with quality assurance criteria to allow HEIs to focus and excel within their respective classifications and be recognized for such excellence.

A GIS-based map of HEIs and programs is currently being updated to serve as decision support system for the rationalization of HEIs and programs distribution in the county.

The map will provide information on the current status of program offerings including quality, costs, and marketability.

It will be used to match the program offerings with demand or thrusts at the national and regional levels.

The outputs of this project will also be used as basis for phasing out oversubscribed programs and for promoting under-subscribed but relevant programs.

5.1.3.

Amalgamation of HEIs and Programs

The objective of this program is to restructure the higher education system specifically the public component consisting of SUCs/Local Universities and Colleges (LUCs), and other government schools to improve efficiency in the delivery of quality programs, minimize duplication and promote complementation between and among public and private HEIs. The restructuring could be achieved partly through amalgamation of SUCs into Regional University Systems (RUS) and development of specialized institutions.

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The project shall provide assistance in the initial implementation of the RUS in a selected region, including joint research and extension, academic program complementation, and infrastructure improvement for the SUCs involved.

5.2. Quality and Standards 5.2.1 Quality Assurance Projects These projects include the setting and enforcement of Policies, Standards and Guidelines (PSGs) for academic programs, monitoring of compliance and phase out/closure of non-compliant programs, Institutional Quality Assurance Monitoring and Evaluation (IQuAME), and accreditation.

•

Policies Standards and Guidelines (PSGs) formulation and enforcement In order to ensure that Philippine higher education programs are comparable to international standards, CHED periodically conducts international benchmarking, reviews and updates the PSGs for academic program offerings. These internationally-benchmarked PSGs, set the minimum quality standards and requirements that HEIs have to comply with before they are given permits to operate such academic programs and recognition to award degrees to their students. In the case of SUCs, the Commissioners who sit as Chairpersons of their Boards ensure that the SUC program offerings meet the set standards.

•

Program monitoring; closure/phase out of non-compliant programs On-going authorized programs are regularly monitored and those found to be non-compliant are ordered for immediate closure or phase out. Maritime HEIS are monitored and evaluated to determine compliance with Standard Training Certification and Watchkeeping (STCW).

•

Institutional Quality Assurance Monitoring and Evaluation (IQuAME) In addition to program monitoring and evaluation, HEIs are monitored through IQuAME. This is a mechanism for monitoring and evaluation of outcomes of the programs

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processes and services of higher education institutions in the key area of quality of teaching and learning as supported by the governance and management, student services, relations with the community, and management of resources.

•

Accreditation HEIs with programs that attain standards above the minimum are encouraged and assisted to have their programs evaluated by private accreditors or a recognized body, leading to the issuance of a certificate of accredited status.

•

Compliance with international standards This involves participation in international/regional networks and cross-border collaborations, and initiatives towards recognition of HEIs/programs by international entities like the Washington Accord.

5.2.2 Quality Improvement Projects These include interventions and initiatives aimed at improving institutional capacities and capabilities of HEIs for providing quality education, such as faculty development, HEI management development, establishment of R&D Centers, COEs/CODs, and National Agriculture and Fisheries Education System (NAFES). 

Faculty Development Program This program provides scholarships to upgrade the academic qualifications of HEIs faculty (private and public) to masters and doctorate degree levels and training for Continuing Professional Education (CPE). It is expected that through the FDP and CPE, the improved qualifications and teaching methods will contribute directly to better student learning which in turn would translate into higher passing rates in professional licensure examinations and greater productivity of graduates.



HEI Management Development Program.

This program aims to create awareness of the relationship between the quality of senior/middle-level management and the quality of HEIs performance. It gives senior/middle-level managers appropriate incentives and

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opportunities to access high-quality and relevant management development programs to strengthen their capacity as leaders of both public and private HEIs. 

Establishment of Research & Development (R&D) Centers The R&D Centers are mobilized to help CHED in promoting higher education research and bringing closer the assistance necessary to strengthen research and development functions of HEIs. These centers are also tapped to enhance the research productivity of the HEIs in terms of intellectual property generation.



Centers of Excellence (COEs)/Centers of Development (CODs) These are HEIs identified and recognized by CHED to serve as models of excellence and resource centers for the other HEIs. Support to the COEs/CODs includes provision for student scholarships, faculty development, library and laboratory upgrading, research and extension services, development of instructional materials and implementation of networking and linkaging activities.





National Universities and Colleges for Agriculture and Fisheries (NUCAFs)/Provincial Institutes of Agriculture and Fisheries (PIAFs) NUCAFs and PIAFs make up an integrated system of agriculture and fisheries education, and are tapped and supported to upgrade quality, ensure sustainability and promote global competitiveness of agriculture and fisheries education at all levels.

Contributions to K-12 These include: CHED’s provision of technical assistance to the K-12 inter-agency body; formulation of standards for contents/methods of Grade 11 and 12; and policy and program inputs to Teacher Education COEs/CODs in improving preservice and in-service education of basic education teachers and managers.

55555 Participation in International and Regional Networking CHED, in coordination with the Department of Foreign Affairs strengthens international cooperation by joining international and regional bodies/networks, negotiating and facilitating bilateral/multilateral agreements on academic

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cooperation and linkages of local HEIs with their counterparts in other countries as well as with international organizations.

5.3

Access to Quality Higher Education 55555

Student Financial and Assistance Programs (STUFAPs) Aimed at providing access to quality higher education among poor but deserving students, STUFAPs consist of: (1) scholarships - including the Full Merit, One-Town-One-Scholar (OTOS) and Half Merit programs, the beneficiaries of which are selected on the basis of their performance in qualifying examinations; (2) Grants-in-Aid-Tulong-Dunong including: Study Grant Program for Solo Parents and their Dependents, DND-CHED-PASUC Study Grant, OPAPP-CHED Study Grant Program for Rebel Returnees, and CHED Special Study Grant Programs for Senate and House of Representatives, which are meant for the students from poor families, indigenous communities, and persons with disabilities; and (3) student loans for the needy but deserving students.

5.3.2 Promoting Alternative Learning System (ALS) The Commission recognizes that education and acquisition of higher learning take place both within and beyond the confines of the classrooms, and hence, the need to formally acknowledge higher learning obtained from informal and non-formal modes of education. 

Expanded Tertiary Education Accreditation Program (ETEEAP)

Equivalency

and

Under this program, skills and competencies acquired outside the formal education system are evaluated and accredited. ETEEAP is being implemented through deputized HEIs strategically located all over the country.

The deputized HEIs are CHED's partners in providing opportunities for qualified working undergraduates to earn their academic degree through equivalency and accreditation. 

Ladderized Education Program (LEP) This program allows recognition of units earned in technical vocational programs in TESDA-registered schools for equivalent academic units in CHED-recognized programs and institutions. LEP enables students to get

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out of the education system to join the workforce and reenter at any level in the education ladder.

5.4. Transparent, Morally Ascendant and Efficient and Effective Management System 5.4.1.Governance Reforms in SUCs Reforms are being instituted in the governance, administration, and financial management of SUCs, including (1) rotation of chairs in SUC boards; (2) a strengthened search and appointment system for SUC Presidents; (3) adoption of a code of good governance; and (4) implementation of guidelines in the utilization of income.

5.4.2.Simplification of Frontline Services through IT Systems IT systems have been developed and will be enhanced and fully utilized to improve efficiency in the provision of services to CHED clients. These systems include the website, webmail, electronic verification and certification system (ECAV), document tracking system, document archival system, one stop shops, scholarship administration system and feedback mechanisms (help desks and hotlines).

5.4.3.Tibay Edukasyon Under this program, violations of laws, rules and regulations and other complaints are acted upon through mediation, and conduct of fact-finding investigations. Cases are filed with the appropriate bodies against officials who are found to have committed punishable violations.

5.5. Organizational Development

5 5 5555 CHED Human Resource Development This program is designed to improve efficiency and effectiveness of CHED through managers and staff participation in training programs, team building activities, and the availment of scholarships for graduate studies.

5.5.2.Rationalization, Physical Plant

Modernization

and

Upgrading

of

A functioning building maintenance office with CCTV cameras and updated security systems and outsourced

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building maintenance, security, and housekeeping services will be established in CHED national and regional offices for the efficient use of its resources.

6. MAJOR TARGETS The major targets vis-a-vis the KRAs are as follows: 6 .1. Rationalization Programs   



 

  



of

Higher

Education

Institutions

and

GIS-based map of HEIs and programs completed by 2011; A typology of HEIs framework developed by 2011 and initially implemented in 2012; Master plans for key higher education programs (teacher education, nursing education, agriculture and sustainable development, maritime education and ETEEAP) completed and implemented; Curricula developed and implemented to integrate 21 st century skills and other competencies responsive to labor market needs both local and international as well as to the requirements of national development. Industry representatives shall be involved in all CHED technical panels/technical committees that review and develop curricula; An updated and reliable labor market information system (LMIS) established by 2012; Increased enrollment in critical high-level professional disciplines and hard-to-fill jobs (ex. Geology, meteorology, etc), to be further reinforced by specially designed student financial incentives and scholarships; Decreased enrollment in oversubscribed disciplines; Three (3) Regional University Systems (RUS) and two (2) specialized HEIs pilot-tested from 2012 to 2016; Moratorium effected on the creation/conversion of new SUCs and LUCs pending the formulation of a development blueprint for the restructuring of public higher education institutions. This will effectively address the far-reaching effects of too many institutions and programs on the quality and relevance of higher education programs and on the optimization of national resource allocation.

Support provided for the conduct of at least 25 RDE (including 7 in NAPC identified focus municipalities) in 2011 and 96 (including 6 in NAPC identified focus municipalities) in 2012-2016, for the development/adaptation/transfer of technologies for enhancing productivity and quality of life, improving social services, and promoting environmental protection, climate change mitigation and disaster risk reduction.

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 Heightened commitment and support to sustainable development initiatives through the significant participation of HEIs, faculty and students (particularly NSTP students) in the National Greening Movement (NGM), disaster response and related activities; development and launching of new academic programs in fields needed for hazard reduction/environmental protection, e.g. atmospheric sciences, seismic engineering, volcanology. Under the GAD program, 800 female scholars will be supported during the plan period to pursue higher education in traditionally male dominated programs.

6 .2. Quality and Standards  PSGs periodically reviewed/updated/revised;  Non-viable and substandard programs phased-out or closed;  Improved HEIs compliance to standards and increased number of programs accredited and supported;  Scholarship and training provided for HEIs faculty and managers to upgrade their academic qualifications and capabilities;  Centers of Excellence/Centers of Development, and Research and Development Centers recognized and supported; and  Global comparability and competitiveness of Philippine higher education enhanced through current and expanded initiatives such as negotiation and execution of Mutual Recognition Agreements with foreign economies, inclusion of maritime institutions in the International Maritime Organization (IMO) white list, and regular membership in the Washington Accord.

6 .3. Access to Quality Higher Education  Institution of a harmonized/integrated scheme of student financial assistance program (STUFAP) though inter-government agency collaboration aimed at channeling the bulk of public resources for post-basic education to students rather than institutions through efficient and effective governance (assuming the proposed moratorium on various STUFAP bills will be expedited). This will improve the clientele targeting of the expanded scholarship, grants and student loans and other forms of student financial assistance. The revitalized scheme is also expected to:    

increase the number of recipients from poor families, optimize the use of public investments/ resources, promote the matching of supply and demand for critical skills and professions, and address emergency situations and provide assistance to displaced or repatriated OFWs and their dependents and some marginalized groups.

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 Widened access to higher education through current nonconventional higher education schemes like the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) and the Ladderized Education Program (LEP) shall be further enhanced.

6 .4. Transparent, Morally Ascendant and Efficient and Effective

Management System CHED’s practical contribution to transparency and the rule of law through:  

 

good

governance,

Reforms in SUCs governance and administration; simplified frontline services such as the certification, authentication and verification functions (CAV) which could be sources of rank-and-file graft and corruption and waste of financial/manpower resources; designation of an independent resident ombudsman; and expeditious action on complaints/cases.

6 .5. Organizational Development A professionalized bureaucracy to include an improved and functional CHED organizational structure and a well maintained office with upgraded facilities and updated security system by 2012.

Detailed targets for each KRA/strategy are shown in Annex A.

7. HIGHLIGHTS OF MAJOR ACCOMPLISHMENTS (July 2010 to June 2011) In line with the President's thrust for poverty reduction and rapid, equitable and sustained economic growth, CHED took bold steps to reform the higher education system and enable it to provide quality education and produce globally competitive graduates; provided scholarships and financial assistance to more than 60,000 students from poor and disadvantaged families; supported Research and Development and Extension (RDE) initiatives of higher education institutions (HEIs) that developed/adapted and transferred knowledge/technologies for improving productivity and quality of life. In support of the Administration's anti-corruption drive and platform of good governance, CHED also instituted reforms in the governance of SUCs.

The Aquino Administration inherited a chaotic higher education system characterized by too many higher education institutions and programs, job-skills mismatch, oversubscribed and undersubscribed Page 12 of 18

programs, deteriorating quality, and limited access to quality higher education.

The following are some significant milestones towards reforming the system that have taken place during the last twelve months: 1.

The new CHED leadership has set the stage for more determined and concrete steps towards higher quality and relevance of higher education through the formulation of typologies of HEIs and quality assurance frameworks.

2.

The momentum for rationalizing public HEIs through regional amalgamation was sustained and even accelerated with the further preparatory steps taken on the merging of five state universities and colleges towards the creation of the envisioned Regional University System in Region XI. The proposed enabling law has been deliberated on and endorsed by the Regional Development Council XI.

3.

Curricula of in-demand programs such as Information Technology, Accounting Technology, Maritime and English were reviewed and updated to make these more responsive to the needs of industry.

4.

Moratorium was declared by CHED on the opening of new programs in oversubscribed disciplines (CMO No. 30 s. 2010): Business Administration, Nursing, Teacher Education, Hotels and Restaurants Management and Information Technology Education.

5.

As a result of the upgrading of minimum quality standards for academic programs and tightened monitoring undertaken during the past few months, 358 programs of 248 HEIs were closed or phased out and 31 HEIs were ordered to phase out/close substandard, inefficient and deficient programs.

6.

A well-attended public hearing on the implementation of the new policies, standards and guidelines (PSGs) called by CHED and the Technical Committee on Nursing was recently concluded, demonstrating the government’s resolve to address the fundamental problems affecting nursing education. The new PSG provides more rigid requirements for continued operation of Nursing programs effective AY 20112012.

7.

With the updating/reengineering of curricula that are aligned with the Washington Accord and other international standards, the Philippines is now on its way towards being accepted as member of international benchmarking bodies/exercises. The

Page 13 of 18

Philippines has obtained provisional membership in the Washington Accord and has been retained in the International Maritime Organization (IMO) White List.

8.

The 1,129 faculty graduate scholars under the expanded Faculty Development Program and 400 HEI administrators trained under the various HEI Management Development Programs are expected to improve the quality of teaching and management in the beneficiary institutions.

9.

CHED identified and recognized 91 Centers of Excellence (COEs) for Teacher Education, Agriculture, Science and Math, and Medicine. These are institutions that demonstrate the highest levels of standards in instruction, research and extension services. COEs offer academic programs that have been benchmarked against international practices and are recognized for their capacity to produce globally competitive graduates and cutting edge research outputs relevant to the needs of the disciplines and the country’s development objectives. These COEs will produce the next batch of competent teachers needed to effectively implement the new curricula for K-12, health and related workers that will help the country achieve the Millennium Development Goals, and engineers and scientists who will conduct research generate and adapt technologies for enhancing productivity and promoting rural/economic development.

10.

In addition, 14 Zonal Research Centers (ZRCs) and 7 research program component implementers were identified and mobilized by CHED to help improve research capability and enhance research productivity among HEIs. These research centers, in turn, established networks/communities of researchers that are now actively implementing CHED-funded R & D programs/projects that are aimed at generating/adapting knowledge/technologies that could be transferred to/applied by end-users for enhancing productivity and quality of life, particularly in the identified poorest communities.

11.

To broaden access to higher education and improve opportunities for productive employment among the poor and disadvantaged, CHED provided scholarship and study grants to 60,789 financially disadvantaged but academically deserving students in SY 2011-2012.

12.

In support of the President's drive against corruption and for good governance, CHED instituted reforms in the governance of SUCs particularly in the search for and selection of SUCs presidents and in the utilization of their internally generated income. In addition, CHED filed complaints with the

Page 14 of 18

Ombudsman and worked for the dismissal of erring officials, terminated the services of a midnight appointee and noncareer officials in compliance with President's Memorandum Circular Nos. 1 and 2, at the same time embarked on a Human Resource Development Program to improve the morale and competency of the agency's work force.

Additional accomplishments during the period are listed in Annex A.

8.

ORGANIZATIONAL STRUCTURE (Appendices 1 and 2 present the Current Organizational Structure and Existing Staffing Pattern)

The Commission is composed of five full-time Commissioners, a Chairperson and 4 Commissioners appointed by the President, making up the Office of the Chairperson and the Commissioners (OCC).

The Commissioners act as a collegial body in the formulation of plans, policies and strategies relating to higher education.

The Board of Advisers assists the Commission in harmonizing its policies and plans with the development needs of the country. Also assisting the Commission in setting standards for the different disciplines and program areas and in institutional monitoring and evaluation are the Technical Panels composed of technical experts in various disciplines.

The Office of SUCs/LUCs Concerns serves as the clearing house for the Chairperson and Commissioners on SUCs/LUCs matters. The Higher Education Development Fund (HEDF) referred to as the Fund is the Commission's mechanism for the strengthening of higher education in the country.

This Fund is managed with the assistance of the HEDF Secretariat (HEDFS).

Under the OCC is the Executive Office (EO) which is the operating and executive arm of the Commission and is headed by an Executive Director. The EO heads the Commission Secretariat that implements the plans and policies of the Commission. It oversees the overall implementation of policies, programs, projects by the various offices, namely: Office of Programs and Standards (OPS), Office of Policy, Planning, Research and Information (OPPRI), Office of Student Services (OSS), International Affairs Services (IAS), CHED Legal Services, Administrative and Financial Services (AFS) and the fifteen (15) Regional Offices (ROs). The EO coordinates with the HEDFS the utilization of HEDF funds for the efficient implementation of programs and projects.

As approved by the DBM, the Commission has 609 plantilla positions: 258 in the Central Office (CO) and 351 in the Regional Offices (ROs).

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9. FINANCIALS

(Appendix 3 provides 20 11 Actual and 2012 Proposed

CHED Budget) The total CHED budget for 2011 amounts to P1.688 billion which is almost the same as the actual budget of P1.568 billion in 2010 or a very slight increase of 6%.

For 2012, CHED is expecting a budget (based on the National Expenditure Program or NEP) of P 2.207 billion. This amount, however, includes P500 Million which is specifically earmarked for SUCs: P250 Million for Capital Outlay (CO), and P250 Million for Maintenance and Other Operating Expenses (MOOE). This will be additional funding for the SUCs activities in line with the government priority areas for growth and employment, namely, agriculture and fisheries, tourism, general infrastructure, semiconductor and electronics, and business process outsourcing.

Without the P500 Million allocation for SUCs, the actual budget of CHED in 2012 is only P959.37 Million. Of this amount, P590 Million is for scholarship and study grants, leaving P141.4 Million for operating expenses.

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FIGURE 1: I N P T H E I R

Societal Societal Goal: Goal:

L N I

CHED’S OVERALL STRATEGIC FRAMEWORK Inclusive Inclusive growth growth and and sustainable sustainable development development

PDP thrusts: PDP thrusts: Anti-corruption/transparent, accountable and participatory governance Anti-corruption/transparent, accountable and participatory governance poverty reduction and empowerment of the poor poverty reduction and empowerment of the poor rapid, equitable and sustained economic growth rapid, equitable and sustained economic growth just, inclusive and lasting peace and the rule of law just, inclusive and lasting peace and the rule of law Integrity of the environment/climate change mitigation and adaptation Integrity of the environment/climate change mitigation and adaptation

A P T P I C H E D V I S I O N

Sectoral Sectoral Goal: Goal: Formation Formation of of Highly Highly Competitive Competitive Professional Professional Contributing Contributing to to National National Development and Generation/Adaptation and Transfer Development and Generation/Adaptation and Transfer of of Knowledge/Technology Knowledge/Technology towards towards National National Development Development and and Global Global Competitiveness Competitiveness VISION: VISION: The The Commission Commission on on Higher Higher Education Education –– CHED CHED is is the the key key leader leader of of the the Philippine Philippine higher higher education education system system effectively effectively working working with with other other major major higher higher education education stakeholders stakeholders in in building building the the country’s country’s human human capital capital and and supporting supporting innovation innovation system system towards towards the the development development of of a a Filipino Filipino nation nation as as a a responsible responsible member member of of the the international international community community

& O B J E C T I V E S

To To improve improve quality quality of of higher higher education education and and institutions institutions To To improve improve relevance relevance of of higher higher education education and and research research To To broaden broaden access access to to quality quality higher higher education education

To To effectively effectively and and efficiently efficiently manage manage the the higher higher education education system system To To strengthen strengthen the the Commission Commission on on Higher Higher Education Education and and other other major major stakeholders stakeholders

K R A S & S T R A T E G I E S

C H A L L E N G E S

CHED’s new leadership inherited a chaotic higher education system characterized by: Lack of overall vision, framework and plan Deteriorating quality of higher education Limited access to quality higher education Page 17 of 18

Appendix 1

Page 18 of 18

K to 12 and Higher Education Patricia B. Licuanan, Ph.D. Chairperson Commission on Higher Education

OUTLINE OF PRESENTATION Perspectives on Philippine higher education Higher education landscape

Critical areas of concern Key Result Areas Basic education graduates and their impact on higher education CHED’s K to 12 efforts Implications of the K to 12 Program for higher education

Perspectives on Philippine Higher Education

PHILIPPINE HIGHER EDUCATION

Thrusts Expanded and enhanced career and life chances and choices for students Higher education and higher education institutions in the full service of national development

PHILIPPINE HIGHER EDUCATION

Strategic roles in national development Instrument for poverty alleviation

Vehicle for technologically-driven national development and global competitiveness

PHILIPPINE HIGHER EDUCATION

Contribution to poverty alleviation instruction capacity POOR

research opportunity extension

PHILIPPINE HIGHER EDUCATION

Contribution to economic development Human capital formation Services sector Business processing outsourcing

Technologically-driven national competitiveness High-level scientific and technologically-oriented professionals Human resource for research, development and innovation

Higher Education Landscape

Number of Higher Education Institutions by Type

Institutional Type/AY

2007/08 2008/09 2009/10 2010/11

Total HEIs (excluding SUCs campuses)

1,701

1,741

1,792

1,823

Total HEIs (including SUCs campuses)

2,034

2,074

2,180

2,247

201

205

219

219

State Universities and Colleges (SUCs)

110

110

110

110

SUCs Campuses

333

333

388

424

Local Universities and Colleges (LUCs)

75

79

93

93

Others (include OGS, CSI, Special HEI)

16

16

16

16

1,500

1,536

1,573

1,604

300

302

322

334

1,200

1,234

1,251

1, 270

Public

Private Sectarian

Non-Sectarian

MAPPING OF HEIs

LUZON

Distribution of Higher Education Institutions (HEIs) • Public = 643 (29%) • Private = 1,604 (71%) Total = 2,247 (including satellite campuses)

VISAYAS

Distribution of students Public = 1.19M (40%) Private = 1.74M (60%) Total = 2.9M MINDANAO

Critical Areas of Concern

LACK OF OVERALL VISION, FRAMEWORK, PLAN FOR HIGHER EDUCATION DETERIORATING QUALITY OF HIGHER EDUCATION LIMITED ACCESS TO QUALITY HIGHER EDUCATION

LACK OF OVERALL VISION, FRAMEWORK AND PLAN

Proliferation of HEIs and programs Skills and Jobs Mismatch Oversubscribed and Undersubscribed Programs

DETERIORATING QUALITY

Declining Performance of Graduates Inadequate Faculty Credentials and Facilities Lack of Accreditation of HEIs and Programs

Unplanned Expansion Declining Global Competitiveness

LIMITED ACCESS

Low Participation and Completion Rate Increasing Costs Limited Student Assistance Programs

Key Result Areas

KEY RESULT AREAS

Rationalization of Higher Education Improving Quality and Standards Increasing Access to Quality HE

Transparency and Accountability Organizational Development

Rapid, equitable and sustained economic growth

Poverty reduction and empowerment of the poor

Anticorruption/transparent, accountable and participatory governance

RATIONALIZATION OF HIGHER EDUCATION INSTITUTIONS

Developing typology of HEIs Amalgamation of HEIs Moratorium on new HEIs and programs

Harmonization of public and private HEIs K to 12

IMPROVING QUALITY AND STANDARDS

Quality Assurance Phase-out/ Closure of substandard programs Compliance with international standards

Faculty Development/ HEIs Management Development Programs

IMPROVING QUALITY AND STANDARDS

Centers of Excellence (COEs) / Centers of Development (CODs) Zonal and Regional Research Centers established and supported National Universities and Colleges for Agriculture and Fisheries (NUCAFs)/ Provincial Institutes of Agriculture and Fisheries (PIAFs)

INCREASING ACCESS TO QUALITY HIGHER EDUCATION

Student Financial Assistance Program (STUFAP) Comprehensive study on all publicly funded student financial assistance

Basic Education Graduates and Their Impact on Higher Education

BASIC EDUCATION GRADUATES AND THEIR IMPACT ON HIGHER EDUCATION

Low completion rate in higher education 100

34

66

Grade 1 pupils finish Grade 6

dropout

8 OSY

15 dropout

10 OSY

12 dropout

58 43

enroll in 1st year HS finish high school

33

23 enroll in HE, 10 TVET

21

14 graduate in HE, 7 TVET

BASIC EDUCATION GRADUATES AND THEIR IMPACT ON HIGHER EDUCATION

Graduates who are ill-prepared for higher education and employment Human development issues Filipino graduates not recognized abroad

Misperception of basic education

CHED’s K to 12 Efforts

CHED’S K TO 12 EFFORTS

Development of College Readiness Standards Curriculum Review and Enhancement Teacher Training

CHED’S K TO 12 EFFORTS

Creation of K to 12 Coordinating Committee, Task Forces, etc.

Stakeholder Consultations

K to 12 Information, Education and Communication

Implications of the K to 12 Program for Higher Education

IMPLICATIONS FOR HIGHER EDUCATION

High school graduates better prepared for higher education Better mastery of basics Remedial courses no longer necessary

High school graduates better prepared for work More graduates will go directly to work Development of a National Qualifications Framework

IMPLICATIONS FOR HIGHER EDUCATION

Development of a Revised General Education Curriculum Possible shortening of college curriculum

Teacher Education

IMPLICATIONS FOR HIGHER EDUCATION

Some Issues Enrollment gap during transition years Schedule for implementation Readiness of system Political implications

Conclusion

THANK YOU!

THE UP GENERAL EDUCATION PROGRAM (2013) A Proposal

UP’s Liberal Education and the GE Program: A Historical Overview Liberal education is the bedrock on which the University of the Philippines rests (Kintanar 1991, 123).1 It is also the very philosophy that is at the core of our GE Program which, despite having been reworked to be more responsive to the changing times, has always remained true to the ideals of liberal education.

Rafael Palma, the first UP president who elaborated on the concept of liberal education also articulated its crucial role in the development of the Philippine nation. In his inaugural address in 1925, he explained that this kind of education should not only provide the students with a “’broader outlook on God, man, and events’” but also develop their “’acumen and quickness of mind,’” a skill which will enable them to fully understand specific “’practices of a certain professional or technical activity. ’” The latter, he claimed, was “’nothing more or less than the specific utilization of general cultural attainment’”(in Kintanar 1991, 124).

Thus, the liberal

education tradition of UP has, from its very conception, envisioned scholars characterized by open mindedness and “’strong habits of mental discipline’”( in Kintanar 1991, 124). This is the education that made UP an embodiment of the people’s efforts to become a nation.

Twenty-six years later, President Vidal A. Tan underscored the importance of liberal education in the creation of an educational system that was “’spiritual and cultural in emphasis.’” It was a kind of spirituality anchored on the “’deep-seated customs, virtues, and traditions’”( in Cortes 1985, 306). Liberal education enabled the scholar to know not merely “’the facts and the accomplishments and ideas of the masters’” but also the “’various disciplines’” and approaches used in the social sciences, humanities, the natural sciences, and mathematics.

The College of Liberal Arts, established in 1910, was tasked to immediately “prepare “ the students for the professions by providing courses informed by the liberal education philosophy. These subjects were Logic, English, History, Music, all of which had a “humanistic and general culture orientation” (Kintanar 1991, 122).

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The “liberalizing influence of great literature” was likewise fundamental in the University’s envisioned education (in Cortes, 1985 306).2

Educational reorganization and curricular reforms constituted the primary goal of Vicente G. Sinco who took on the helm as UP President in 1958. To be best institution in the country, UP had to focus on three main areas, one of which was its liberal or general education program. 3 The times called for a general liberal education program that would be at the core of the students’ training in order to be “’enlightened and free citizens” (in Guerrero 1985, 356).

Every student was expected to understand “materials of great value4,” understand his/her history, culture, and society, perceive “the nature of science as an intellectual process,” think critically, make sound judgments, and communicate effectively (in Guerrero 1985, 356). This program therefore included “’those disciplines that have relevance to a better understanding of man as a unit of civilized society and as a member of a democratic society’” (in Guerrero 1985, 356). As a critical component of UP’s education, the GE was conceived as a “’the intervening factor that works for harmony, order and understanding among the different elements constituting our social system’”(in Kintanar 1991, 130).

In the early 60s, when President Carlos P. Romulo presented his plan to make UP the best university for the Filipinos, he explained that a general education went beyond formal course work, prescribed syllabi, and classroom attendance. Liberal education was a way of thinking and the liberally educated student had to “’think and live his education, wherever he is and whatever he is doing’” (in Kintanar 1991, 132). Moreover, it was also important for the GE program to expose the students to the achievements not only of the Philippines, but also of those of its Asian neighbours. Such consciousness, complemented by the attitudes and skills strengthened by GE courses, constituted a strong foundation for the student’s “professional Under Tan’s term, the groundwork for a GE program at the College of Liberal Arts was laid, but it was the next administration that carried out the plans (Kintanar 1991, 129).

3 The other two were training for the professionals and research work (in Guerrero 1985, 355) 4 Its aim was also to expose students to “’the best that has been thought and said” in Asia and in the West’” (in Kintanar 1991, 130) 2

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pursuits’” and will eventually be useful “’in any endeavour. ’” Like his predecessors, Romulo wanted an education characterized by a “’spirit of free inquiry,’” in the context of a strong sense of personal and national identity (in Kintanar 1991, 133).

The succeeding UP Presidents recognized the basic tenets of liberal education

in their

respective efforts to uphold the intellectual integrity of the University. During the tumultuous years of his presidency between 1969-1975, Salvador P. Lopez reiterated the core values of liberal education: “’academic and intellectual freedom, nationalism, and search for truth’” (in Kintanar 1991, 133). In its aim to achieve academic excellence, it was imperative that UP continue in its “’tireless pursuit of knowledge’”(in Evangelista 1985, 447).

Replacing Lopez in 1975, Onofre D. Corpuz echoed his predecessor’s ideas on the role of UP in the search for truth. Corpuz pointed out that the “’intellectual life of the University’” was grounded on the continuous “’seeking, and questing, for ideas’” (in Endriga 1991, 505).

Nonetheless, he made clear that this “’has nothing to do with warring opinions’” because the University must not offer itself as a cockpit for fighting ideas, especially if those ideas are merely orthodoxies for, or orthodoxies against, an issue of partisan nature.’” It was important for UP to constantly “’engage in the politics of ideas’” but it should encourage the discussion of unorthodox views because as a premiere University, it was a “’catalyst and an enriching agent’” (in Endriga 1991, 505).

Still reeling from the effects of Martial Law, the University in the 80s experienced major changes in its system, both academic and administrative. Edgardo J. Angara vowed to make UP a “’source of national pride’” and a recognized academic institution in the international community; UP was to be the “’source of alternative ideas and a crucible for their refinement and adaptation to our own Philippine context ‘” (in Bauzon 1995, 548). The three-way split of the College of Arts and Letters was lamented upon by the faculty of Humanities and the Social Sciences who felt that this could only result in the “fragmentation of knowledge in the arts and sciences , thus damaging the sense of wholeness and unity which is at the heart of liberal

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education’” (in Kintanar 1991, 136). This notwithstanding, the new GE program was geared towards bridging the arts and sciences.

As a common experience of all UP students, a new

program was adopted by all units and had for its major objective the infusion of ““ a passion for learning with a high sense of moral and intellectual integrity (in Kintanar 1991, 137).”

The years of Martial Law eroded the democratic ideals and moral fiber of the nation and tested the educational institution’s integrity and resilience but the University’s uncompromising determination to uphold its ideals prevailed. In response to the new challenges, UP championed “’values that make life humane, meaningful and purposive” because these “values are considered more important educational results than the cognitions which each discipline contains and which may easily be forgotten’” (in Kintanar 1991,137).

It was under Angara’s term that the multidisciplinary and interdisciplinary approaches of the GE program were solidified.

These were

concretized in the coordination of

several

departments teaching courses in the Sciences and Social Sciences. For example, the course Science, Technology, and Society was envisioned to be handled by faculty from the mentioned disciplines, and eventually from the humanities (in Kintanar 1991, 137).

The dialogue among disciplines was likewise reiterated by the Revitalized General Education Program (RGEP) under President Francisco Nemenzo’s administration which encouraged the development of interdisciplinary courses and proposed the creation of a central GE “Council” to monitor the GE offerings and programs of the University. He was likewise one with Romulo’s idea on basic or general education and its goal to prepare “students for lifelong learning” (Re-examining UP’S General Education Program 2010,11). Like other UP Presidents who believed

in providing the students with basic knowledge, Nemenzo stressed

that

“premature specialization at the undergraduate level might only result in the production of half-baked technicians”( Re-examining UP’S General Education Program 2010,11). This concern for liberal education remained at the core of UP education despite the drastic changes in its GE program.

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The changes in the program, according to Nemenzo’s successor, President Emerlinda R. Roman were inevitable considering the developments in the liberal education in the United States, after which our very own educational system was patterned. The RGEP that the University adopted in 2001/20025 (some CUs in 2001, some in 2002) thus reflected the “cafeteria model” of the U.S. GE program approach which “either specifie*d+ three or more subject areas within which courses may be taken or disregard*ed+ requirements all together” (Re-examining UP’S General Education Program 2010,11). UP adopted the latter and gave the students the freedom to choose five GE courses in each of the following domains: Humanities, Social Sciences, and Math, Science and Technology.

Although UPD, UPM, and UPMIN had a slightly different GE framework from UPLB and UPV, all units shared the fundamentals of general education earlier articulated by former UP presidents in their discussions on liberal education. The RGEP had the following objectives: to broaden the students’ intellectual horizons, balance nationalism with internationalism, develop an awareness of various ways of knowing/disciplines, and teach integration of knowledge and skills.

The latter covered quantitative and other forms of reasoning, interpretative and

aesthetic modes/approaches, communication skills (both oral and written), and creative, independent, and critical thinking. Looking back at UP’s history, it is clear that the RGEP also embodied the objectives, modes of inquiry and competencies integral to liberal education.

Seven years after the implementation of the RGEP, the program had to be reviewed in the context of its ideals and implementation problems. Changes were necessary but these had to be carried out “without undermining the spirit that underlies liberal education” (Re-examining UP’S General Education Program 2010, 24). The efforts to evaluate the program were spearheaded by Roman’s administration which studied the results of the cafeteria model in

The new Program was a result of the GE review in 2001. Prior to this, the program though was also revisited in 1991, 1992, and 1995.

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American universities.6 In 2012, without changing the RGEP framework ,7 UPD decided to adopt a new GE Program which required the students to take a number of specific courses under each domain: Eng 10, Comm 3, and Fil 40 under the Humanities Domain, Kas 1 and Philo 1 under the Social Science and Philosophy Domain, and STS and Math 1 under the Math, Science, and Technology Domain. The unit felt that students needed these basic courses to assure their knowledge in history, literature, and logic which were to be complemented by their skills in communication

It is thus clear in the evolution of UP’s GE program that despite the changes and modifications that have been made over the years, liberal education has always remained at its core.

This year, the University faces a great challenge. Anticipating the profound effects of the K12 program, we now confront the inevitable changes in the country’s educational system. Many, if not most of our higher educational institutions are cynical about the quality of students we will have beginning 2018, but this should not deter us from reconfiguring our GE program. Amidst the realities of our educational system, all of which are results of socio-political and economic forces, we are placed in a position to rework our GE Philosophy, keeping in mind the essence of UP’s liberal education.

President Roman reviewed some revised undergraduate programs in the U.S. and discovered that although students were allowed to choose their GE courses, some universities started to require courses on “writing, a foreign language, and American Government either as part of the GE requirement or in addition to it.” Other universities strongly recommended the enrolment in courses in US History, Constitution and American Ideals. In fact, in Harvard University, History was integrated in the new GE program. According to the faculty, students must take “at least one course ‘engaged substantially with the study of the past, a move that was seen as largely symbolic and a concession to those who felt the new curriculum was a present-day curriculum’” (Re-examining UP’S General Education Program 2010, 11).

7 One of the weaknesses of the RGEP administration as noted by President Roman in her Systemwide conference speech “is the absence of an accountable person or unit, i.e. “the unit or person to blame”. Having a GE czar—who is mandated to fight for the GE and Tatak UP vis-à-vis the interests of major disciplines; to monitor the teaching of GE and initiate interventions and research that would improve it across units and campuses (e.g. mentoring etc); to review courses regularly with the power to delist those that do not hew closely to the objectives of the program; to incorporate good features of past GE programs including relevant elements of the old university college; and to provide both systems of incentives and penalties—seems to be imperative at this juncture.” (Re-examining UP’S General Education Program 2010, 24).

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We find ourselves hemmed in by forces of globalization which have pushed for a greater disciplinal outlook and strengthened specialization in learning and production of knowledge.

Although these have already been problematized since Palma’s time, the 21 st century has definitely intensified the compartmentalization of knowledge. At the core of the the new GE Program we propose is still the tradition of liberal education, embodying the belief that a liberally educated student “is marked by a general cultivation, by certain scholarly traits, and by an attitude toward learning and the process of thought�(Tenmatay 1961, 34).

In light of the implementation of the K12 that will incorporate the skills courses in the various disciplines,

particularly in the last two years of basic education, eight courses that provide

broader and integrative perspectives would sufficiently complement the basic education of students. As an answer to the problem of excessive specialization of disciplines and the high demand for technical skills, the new program emphasizes an interdisciplinary approach, one which will link the sciences, social sciences, mathematics, and the humanities. This integrative approach of the GE program, complemented by the areas of specialization will ensure that UP education fulfils its mission as an engine of progress in nation building.

General Education Philosophy At the heart of liberal education is the UP General Education Program which aims to provide our students with a broad perspective that would enable them, outside their own field of specialization, to engage with issues and realities of their own times as citizens with sturdy moral and intellectual integrity. That broad perspective implies various approaches or ways of looking at things, concomitant with discernment and good judgment, whereby is enhanced the ability to create, innovate, and communicate for the production of knowledge and the actual implementation of advocacies and projects. The General Education Program, sensitive to the synergistic relationship between the sciences and the humanities, would therefore effect the marriage, as it were, of lofty ideals and constructive action for the common good.

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Although it is obvious that everyone is, from childhood, shaped and continues to be shaped or transformed by many factors (one’s schooling not the least), still the General Education Program (core and elective courses) aims to: 1. instill a passion for learning and reading, and an understanding of the nature of art, science, philosophy, and culture; 2. develop critical, dialectical, and integrative thinking necessary for examining ideas and values and making sound judgments; 3. inculcate the value of respect for self, others, and the environment; 4. nurture love for country based on our unique historical experience as the inner source of our strength and the basis for our cultural mooring and national identity; 5. motivate and challenge the student to serve the nation with utmost dedication and integrity; 6. enkindle an activism strongly founded on moral conviction where one’s action, whether as leader or team-player, is rational and responsible; and 7. foster an aspiration to be a peace-loving citizen of our country and of the world, tolerant, compassionate, and judicious in behavior, speech, and action; The qualities of mind and traits of character that the General Education Program aims to achieve are precisely the distinctive internalized attributes of the U.P. graduate. Needless to say, such an outcome or result of the students’ entire academic course in U.P. depends much on the competence and enthusiasm of our faculty and the maturity and diligence of our students. Any Program is of course, above all, its faculty and their commitment to teaching and scholarship.

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GE Framework

Objectives 1. To instill a passion for life-long learning and reading 2. To broaden intellectual & cultural horizons 3. To foster nationalism balanced with internationalism 4. To deepen the capacity for the integration of knowledges & of skills Methods of Inquiry 1. Empirical & Deductive Forms of Reasoning 2. Interpretive & Aesthetic Approaches 3. Ethical Reasoning Competencies and Values 1. Communication (Oral, Visual, Written, Digital & Performative) 2. Independent, Creative, Critical, Dialectical and Integrative Thinking 3. Integrity, honor, and excellence

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Number of GE Courses The total number of GE courses is 36 units, 24 units are core and 12 units are elective.

Suggested Categories of Core Courses 1. Living Art and Culture: Interpretive and Aesthetic Understanding 2. Self and Society 3. Mathematics, Culture and Society 4. Ethics 5. Living Systems 6. Understanding the Physical Universe 7. Science, Technology and Society 8. The Life and Works of Rizal

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HANDBOOK ON TYPOLOGY, OUTCOMES-BASED EDUCATION, AND INSTITUTIONAL SUSTAINABILITY ASSESSMENT

2014 COMMISSION ON HIGHER EDUCATION

CHED Handbook on Typology, OBE, and ISA

Copyright Commission on Higher Education Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment Š 2014, Commission on Higher Education Office of Institutional Quality Assurance and Governance HEDC Building, C.P. Garcia Avenue, U.P. Diliman, Quezon City, 1101 Philippines ALL RIGHTS RESERVED. The Commission on Higher Education (CHED) is committed to widely disseminate this handbook for FREE to the general public. It can be reproduced for educational purposes only with CHED properly cited as the source/author. Any unauthorized reprint, reproduction, or use of any part of this handbook for commercial use or for profit is strictly prohibited.

This handbook can be downloaded in PDF from the CHED website, www.ched.gov.ph.

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CHED Handbook on Typology, OBE, and ISA

Contents ACKNOWLEDGEMENTS.................................................................................................. 6 ACRONYMS ..................................................................................................................... 7 PART I – INTRODUCTION ............................................................................................... 8 PART II – HORIZONTAL AND VERTICAL TYPOLOGIES ............................................. 12 Choosing Your Horizontal Type ................................................................................... 13 Operational Criteria for the Different Horizontal Types ............................................. 15 Vertical Classification as a Measure of Quality ............................................................ 17 Program Excellence ................................................................................................ 18 Institutional Sustainability and Enhancement ........................................................... 18 Autonomy and Deregulation .................................................................................... 20 PART III – OUTCOMES-BASED EDUCATION .............................................................. 24 Determining Program Outcomes ................................................................................. 27 Aligning with the HEI’s VMG .................................................................................... 27 Using PSGs as Guide to Determining Program Outcomes ...................................... 28 Using HEI Type ....................................................................................................... 28 Determining Performance Indicators and Standards................................................ 30 Indicators, Metrics, Targets ..................................................................................... 31 Designing the Learning Environment ........................................................................... 32 Preparing a Curriculum Map .................................................................................... 32 Planning for Resources ........................................................................................... 33 Implementing the Teaching-Learning System .............................................................. 34 Curriculum Delivery: Student-Centered Courses ..................................................... 34

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CHED Handbook on Typology, OBE, and ISA

Developing an Outcomes-Based Syllabus and Learning Plan ................................. 35 Assessment of the Program Outcomes ....................................................................... 40 Completing the Quality Cycle: Continuous Quality Improvement ................................. 41 PART IV – INSTITUTIONAL SUSTAINABILITY ASSESSMENT: TOWARDS OUTCOMES-BASED QUALITY ASSURANCE .............................................................. 43 Determining Institutional Outcomes ............................................................................. 43 Outcomes based on HEI VMG................................................................................. 43 Describing the Ideal Graduate Attributes and Impact on Society ............................. 45 Indicators, Metrics, Targets ..................................................................................... 48 Designing Institutional Systems ................................................................................... 48 Planning for Resources ........................................................................................... 49 Planning with the KRAs ........................................................................................... 49 Implementing the QA Systems .................................................................................... 56 Efficiency and Effectiveness .................................................................................... 56 QA Systems for the KRAs ....................................................................................... 57 Assessment of the Institutional Outcomes ................................................................... 58 The Institutional Sustainability Assessment Tool ..................................................... 59 Completing the Quality Cycle: Continuous Quality Improvement ................................. 59 PART V – DEFINITION OF TERMS ................................................................................ 60 BIBLIOGRAPHY ............................................................................................................. 71 ANNEX 1 – CRITERIA FOR COMMITMENT TO EXCELLENCE: EQUATIONS TO DETERMINE POINTS FOR LOCAL ACCREDITATION .................................................. 73

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CHED Handbook on Typology, OBE, and ISA

ANNEX 2 – INSTITUTIONAL SUSTAINABILITY ASSESSMENT FRAMEWORK ........... 75 Table A2-1. ISA: KRA Indicators and Criteria ............................................................. 75 Table A2-2. ISA Indicators by HEI Type ...................................................................... 76 Table A2-3. Summary of ISA Indicators according to HEI Type .................................. 77 Table A2-4. Rubric for Rating Each Indicator ............................................................... 77 Table A2-5. Minimum Scores to Qualify for Autonomous and Deregulated Status....... 78 ANNEX 3 – SAMPLE CURRICULUM MAPS FROM THE NURSING PROGRAM ........... 79 ANNEX 4 – RECOMMENDED VERBS FOR WRITING LEARNING OUTCOMES .......... 83 ANNEX 5 – SAMPLE SYLLABUS ................................................................................... 86 ANNEX 6 – SAMPLE LEARNING PLAN ......................................................................... 87 ANNEX 7 – PROGRAM OUTCOMES – PERFORMANCE INDICATORS – ASSESSMENT EVALUATION METHODS – STANDARDS MATRIX .............................. 88

List of Figures Figure 1. Outcomes-Based Quality Assurance .................................................................. 9 Figure 2. Outcomes-Based Framework for Higher Education .......................................... 10 Figure 3. Framework for Outcomes-based Education...................................................... 24 Figure 4. Sample of a SWOT Analysis for an HEI ........................................................... 45

List of Tables Table 1. Criteria for Commitment to Excellence (70%) .................................................... 18 Table 2. Criteria for Institutional Sustainability and Enhancement (30%) ......................... 19 Table 3. Point System for Autonomous by Evaluation (Minimum of 80 points plus additional evidences)....................................................................................................... 20 Table 4. Point System for Deregulated by Evaluation (Minimum of 65 points plus additional evidences)....................................................................................................... 22

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CHED Handbook on Typology, OBE, and ISA

Table 5. Ideal Typical Depiction of Inputs-based and Outcomes-based Education Paradigms ....................................................................................................................... 25 Table 6. Changing Educational Paradigms and their Implication for Education ............... 27 Table 7. Sample Curriculum Map .................................................................................... 33 Table 8. Shift in Perspective using an Outcomes-based Approach.................................. 36 Table 9. Sample Elements of a Learning Plan ................................................................. 40

List of Boxes Box 1. Examples of Program Outcomes by Discipline ..................................................... 29 Box 2. Examples of Learning Outcomes.......................................................................... 30 Box 3. Example of Determining Learning Outcomes ....................................................... 36 Box 4. Ten Points to Remember in Writing Outcomes ..................................................... 37 Box 5. Example of Selection of Methodology .................................................................. 38 Box 6. A System Illustrating how OBE Concepts can be Practiced as Developed by TP for Engineering .......................................................................................................... 42 Box 7. Example of Institutionalizing QA Systems ............................................................ 47 Box 8. Example of Setting Indicators, Metrics, and Targets ............................................ 48 Box 9. Points to Consider in KRA Governance and Management ................................... 51 Box 10. Points to Consider in KRA Quality of Teaching and Learning ............................. 52 Box 11. Points to Consider in KRA Professional Exposure, Research, and Creative Work ................................................................................................................. 54 Box 12. Points to Consider in KRA Support for Students ................................................. 55 Box 13. Points to Consider in KRA Relations with the Community .................................. 56

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CHED Handbook on Typology, OBE, and ISA

Acknowledgements In a borderless society, cross-country mobility of students, workers, and businesses is bound to happen. For the Philippines, this means more opportunities for the Filipinos to study or work abroad as well as more foreign students and workers coming in the country.

But to be globally competitive, there is a need to ensure that Filipinos have the right competencies and attitudes through excellent quality education at all levels.

To address the demands and challenges of an international community, the Philippine government have been implementing educational reforms for the past few years. In basic education, we have the universalization of kindergarten, the mother-tongue based education in the early years, and the senior high school.

In higher education, we have shifted from an inputs-based to an outcomes-based education (OBE), thus placing the students in the center of all educational planning. There is also a recognition that higher education institutions (HEIs) are different from each other and thus, a typology or classification of HEIs was developed to guide HEIs to have an alignment among their vision, mission, and goals (VMGs); their desired graduate attributes and impact on society; and their educational programs. A major key that will enable HEIs to achieve their VMGs is their institutional quality assurance systems which they could establish following the Institutional Sustainability Assessment (ISA) framework.

There have been questions on the typology of HEIs, OBE, and ISA and these concepts have been explained in CMO No. 46, series 2012, however, the specifics can be found in this handbook. It was not designed to be comprehensive, but it gives enough information to guide HEIs, the Technical Panels and Technical Committees of the Commission on Higher Education (CHED), and other stakeholders to move forward towards an outcomesbased and typology-based quality assurance.

This handbook would have not materialized without the technical expertise and assistance of the Task Force to Assist the Management of the Transition to Outcomes-based and Typology-based Quality Assurance (TFOTQA). CHED is greatly appreciative of the unselfish contribution and collective effort of the TFOTQA members, chaired by Dr. Maria Assunta Cuyegkeng and co-chaired by Dr. Reynaldo Vea. Special thanks also goes to Commissioner Maria Cynthia Bautista and Dr. Allan Bernardo who were part of the Task Force on Quality Assurance (TFQA) that conceptualized the typology of HEIs.

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Acronyms ABET

Accreditation Board for Engineering and Technology

ASEAN

Association of Southeast Asian Nations

CHED

Commission on Higher Education

CMO

CHED Memorandum Order

COD

Center of Development

COE

Center of Excellence

CQI

Continuous Quality Improvement

CSO

CHED Special Order

EHEA

European Higher Education Area

EUR-ACE

EURopean ACcredited Engineer

HEI

Higher Education Institution

HOTS

Higher Order Thinking Skills

ICT

Information and Communications Technology

IQuAME

Institutional Quality Assurance Monitoring and Evaluation

ISA

Institutional Sustainability Assessment

IT

Information Technology

LLL

Lifelong Learning

KPI

Key Performance Indicator

KSA

Knowledge, Skills, and Attitudes

MRA

Mutual Recognition Agreements

OBE

Outcomes-based Education

OBTL

Outcomes Based Teaching and Learning

OJT

On-the-Job Training

PEO

Program Educational Objectives

PQA

Philippine Quality Award

PQF

Philippine Qualification Framework

PTC

Philippine Technological Council

PSG

Policies, Standards, and Guidelines

QA

Quality Assurance

SED

Self-Evaluation Document

SMART

Specific, Measurable, Attainable, Realistic, and Time-bound

STCW

Seaman’s Training Certification Watchkeeping

SWOT

Strengths, Weaknesses, Opportunities and Targets

TFQA

Task Force on Quality Assurance

TP

Technical Panel

VMG

Vision, Mission and Goals

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CHED Handbook on Typology, OBE, and ISA

PART I – INTRODUCTION “The changing realities spurred by globalization underscore the shift in contemporary international education discourse from education to lifelong learning, and from education as transmission of expert knowledge to education as building learner competencies – including learning how to learn.”1 Furthermore, “jobs can be moved readily from one country to another, and multi-national employers do not hesitate to relocate jobs to their maximum advantage. There will be many factors influencing relocation, including cost, access to markets, and the regulatory environment of a country, among others.”2 These are realities that Philippine higher education institutions (HEIs) have to face or already facing as they compete in a global and regional arena, where borders are starting to disappear.

What this means is that the competitive advantage of Philippine HEIs – and in many cases, their survival – is premised on their ability to offer quality degree programs that meet worldclass standards and produce graduates with lifelong learning competencies. HEIs are therefore expected to develop “human resources with various types of knowledge, competencies, and expertise, especially in support of the social, economic, and development needs of the Philippines.”3 As such, the Commission on Higher Education (CHED) “supports the development of HEIs into mature institutions by engaging them in the process of promoting a culture of quality.

Premised on a shared understanding of quality, CHED encourages institutional flexibility of HEIs in translating policies into programs and systems that lead to quality outcomes, assessed and enhanced within their respective internal quality assurance (QA) systems.”4 CHED Memorandum Order (CMO) No. 46, series 2012, entitled “Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA” discussed the role of the state in providing quality education to its citizens. It also discussed how quality in higher education has been defined in different ways, often as “excellence” or “fitness for purpose”, but also as “transformation” of stakeholders, especially for mature institutions.5 Taking these important elements as bases, CHED defines quality as the “alignment and consistency of the learning environment with the institution’s vision, mission, and goals demonstrated by exceptional learning and service outcomes and the development of a culture of quality.”6 Quality, thus, is premised on the HEIs’ ideals and on their commitment to achieve them while involving their respective organizations in the process. This kind of commitment is translated into having a mindset for QA which is “about ensuring that there are mechanisms,

1

CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 11, p. 4.

2 Primer on the Quality Assurance and Institutional Sustainability Assessment of HEIs, Annex 4 of Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomesbased and Typology-based QA, p. 14.

3 Ibid., p. 15.

4 Ibid., p. 14.

5 Harvey, L. and Green, D. (1993), “Defining quality”, Assessment and Evaluation in Higher Education, 18(1): 9-34.

6 CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 6, p. 3.

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CHED Handbook on Typology, OBE, and ISA

procedures and processes in place to ensure that the desired quality, however defined and measured, is delivered.”7 “The internal capacity of HEIs to translate policy into quality programs and quality results depends on established internal QA systems. The starting point of QA is the articulation of the desired quality outcomes, set within the context of the HEI’s Vision, Mission, and Goals (VMG).”8 The VMG can be stated in operational terms as the HEIs’ institutional outcomes (i.e., attributes of ideal graduates and desired impact on society) that would serve as the foundation for the development of a proper learning environment (i.e., teaching-learning and support systems). It is important to note that the learning environment needs to be focused on developing the attributes of the HEIs’ ideal graduates.

This then is CHED’s definition of outcomes-based education: it is an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve the desired level of competence. Thus, this kind of teaching-learning system will have its appropriate assessment of student performance.

The HEI’s management systems are set up to support its goals and strategies. There should be appropriate assessment tools to measure performance and to check if the mechanisms, procedures, and process actually deliver the desired quality. Such systems and processes, when properly implemented could lead to quality outcomes as well as sustainable programs and initiatives (refer to Figure 1). QA systems then “look at institutional performance in terms of the HEI’s capacity to translate policy (in terms of VMG) into quality programs and quality results.”9

VMG

Desired institutional and program outcomes

Learning environment: Teaching-learning and support systems

Are processes in place?

Management and assessment tools

Figure 1. Outcomes-Based Quality Assurance In the context of CHED, these internal QA systems should focus on programs and institutional processes. These should also look into the cycle of planning, implementation, assessment, and transformation (refer to Figure 2, adapted from CMO No. 46, series 2012).10

7

Ibid., Section 7, p. 3.

Primer on the Quality Assurance and Institutional Sustainability Assessment of HEIs, Annex 4 of Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomesbased and Typology-based QA, p. 14.

9 Ibid., p. 16 10 Deming, W. E. (1986). Out of the Crisis. Massachusetts: Massachusetts Institute of Technology Press, p. 88.

8

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Moreover, “QA can be carried out with the help of external agencies, like CHED and the accrediting bodies. The role of CHED is to oversee a rational and cohesive system that promotes quality according to the typology of HEIs. This recognizes that different types of HEIs have different requirements in terms of the qualifications and corresponding desired competencies of their graduates, their programs, the qualifications of their faculty, their learning resources and support structures, and the nature of their linkages and outreach activities.”11 “This also means that CHED will have different incentives depending on the type of HEI, and programs of recognition within each type, e.g., autonomous and deregulated status, and Centers of Excellence (COEs) and Centers of Development (CODs).”12

Figure 2. Outcomes-Based Framework for Higher Education

CHED is adopting an outcomes-based approach to assessment (including monitoring and evaluation) because of its potential “to greatly increase both the effectiveness of the QA system, and the quality, efficiency, and effectiveness of higher education.”13 There is a need to demonstrate that the achievement of outcomes matches international norms. The Philippine Qualification Framework (PQF) was designed to make our system more aligned with these norms, including the Association of Southeast Asian Nations (ASEAN) Qualifications Reference Framework, Washington Accord for engineering, Seoul Accord for information technology, Canberra Accord for architecture; and the Seaman’s Training Certification Watchkeeping (STCW) for maritime.

11

CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 9, p. 3 12 Primer on the Quality Assurance and Institutional Sustainability Assessment of HEIs, Annex 4 of Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomesbased and Typology-based QA, p. 16.

13 CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 14, p. 4.

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Increasingly, these agreements are made among accrediting bodies and the government is entering into Mutual Recognition Agreements (MRAs) with ASEAN. These allow for global mobility (e.g., for studies and employment) and competitiveness of graduates in whatever industry they are involved in. This can be achieved through quality tertiary education, thus, CHED is interested in developing the systems that would help the country produce the best professionals and more competitive Philippine-based companies.

“Mature evaluation systems are based upon outcomes, looking particularly into the intended, implemented, and achieved learning outcomes. Inputs and processes remain important, as they shape the learning experience that is made available to students.”14 “CHED adopts two different approaches to outcomes-based evaluation of programs and of institutions:”15 Approach 1: “A direct assessment of educational outcomes, with evaluation of the individual programs that lead to those outcomes.”16 “This can provide a basis for program accreditation.”17 Approach 2: “An audit of the quality systems of an institution, to determine whether these are sufficiently robust and effective to ensure that all programs are well designed and deliver appropriate outcomes. Such an audit will not normally make direct judgments on academic programs, but it will consider program-level evidence to the extent necessary to establish that institutional systems are functioning properly.”18 “This can provide a basis for institutional accreditation.”19 “A move to outcomes-based evaluation from an evaluation system based more on inputs represents a shift to a review process that is more reflective, e.g., asking the HEI to provide justification for their initiatives and chosen strategies, in view of its VMG and desired outcomes. Factual data are still required to support the HEI’s effective performance but not as an end in itself. This approach is less prescriptive, and gives the institution the opportunity to propose solutions that is more fitting to its VMG, culture, and context.”20 This handbook discusses horizontal and vertical typologies of HEIs since their type will be the bases of their quality outcomes (refer to Part II). It also serves as a guide to HEIs on how to implement outcomes-based education (refer to Part III) and outcomes-based quality assurance, specifically institutional sustainability assessment (refer to Part IV). It also contains definitions of terms that are relevant to quality, quality assurance, outcomes-based education, among others (refer to Part V).

14

Primer on the Quality Assurance and Institutional Sustainability Assessment of HEIs, Annex 4 of Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomesbased and Typology-based QA. 15 CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 16, p. 5.

16 Ibid.

17 Primer on the Quality Assurance and Institutional Sustainability Assessment of HEIs, Annex 4 of Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomesbased and Typology-based QA. 18 CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 16, p. 5.

19 Primer on the Quality Assurance and Institutional Sustainability Assessment of HEIs, Annex 4 of Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomesbased and Typology-based QA. 20 Ibid.

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PART II – HORIZONTAL AND VERTICAL TYPOLOGIES Quality is premised on the: 1) alignment and consistency of the learning environment with the HEI’s VMG; 2) demonstration of exceptional learning and service outcomes; and 3) development of a culture of quality.

The first element is related to the horizontal type of the HEI while the last two are related to level of program excellence and institutional quality.

Program excellence is manifested through accreditation, Centers of Excellence and Development, and international certification.

Institutional quality is manifested through institutional accreditation, Institutional Sustainability Assessment (ISA), or other evidences in the areas of governance and management; quality of teaching and learning; quality of professional exposure, research, and creative work; support for students; and relations with the community. 21 Furthermore, the maturity of the HEI’s internal QA system can be seen in the institutionalization and documentation of systems or processes in the HEI, the extent of implementation of these systems or processes, and the quality outcomes that contribute to program excellence.

The overall quality is reflected in the vertical typology of the HEI as: 

Autonomous HEI (by Evaluation),



Deregulated HEI (by Evaluation), or



Regulated HEI.

CHED recognizes that particular types of HEIs will respond fittingly to particular global and national challenges, and thus can be autonomous or deregulated in view of their horizontal type, namely Professional Institution, College, or University.

Although the mandates of the types are not mutually exclusive, they provide focus for the HEI, especially in the use of resources. They are differentiated through features in their desired competency of graduates, kinds of academic and co-curricular programs, qualification of faculty, learning resources and support structures, and the nature of their linkages and outreach activities.

21

Evidences in the five KRAs would be considered in the interim. There is a further recommendation to allow accrediting agencies to use this instrument in parts or en toto.

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Choosing Your Horizontal Type As described in CMO No. 46, series 2012, the different horizontal types have different roles to play in the national development of the Philippines.

“Professional Institutions contribute to nation building by providing educational experiences to develop technical knowledge and skills at the graduate and undergraduate levels, which lead to professional practice, e.g., Engineering, Medicine, Law, IT, Management, Teacher Education, Maritime Education). Professional Institutions develop adults who will have the technical and practical know-how to staff the various professional sectors that are required to sustain the economic and social development of the country and the rest of the world, as well as to contribute to innovation in their respective areas.”22 In line with this mandate, Professional Institutions should have:23 1) Full-time permanent faculty members who have the relevant degrees as required by CHED, as well as professional licenses and/or professional experience in the subject areas they handle; 2) Degree programs in professional fields that develop graduates with specialized skills; 3) Learning resources and support structures that are appropriate for developing professional knowledge and skills, including laboratories, practicum sites or internship programs, linkages with the relevant professional sectors, etc.; 4) Sustained program linkages with relevant industries, professional groups, and organizations that support the professional development programs; and 5) Outreach programs involving all students in social-development oriented experiences that allow them to develop the service orientation in their professions.

“Colleges contribute to nation building by providing educational experiences to develop adults who have the thinking, problem solving, decision-making, communication, technical, and social skills to participate in various types of employment, development activities and public discourses, particularly in response to the needs of the communities they serve. In order to attain its mandate, Colleges should have:”24 1) Full time permanent faculty members who have the relevant graduate degrees as required by CHED and/or experience in the subject areas they handle; 2) Degree programs characterized by a core curriculum that holistically develops thinking, problem solving, decision-making, communication, technical, and social skills in line with the mission of the College; 3) Learning resources and support structures that are appropriate for developing knowledge and skills in the specific natural science, social science, humanities, and professional disciplines offered by the college, including laboratories, books and journals, etc.; 4) Links with the community that would ensure the development of relevant academic and extension programs as well as the application of their learning outcomes; and 22

CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 23, p. 7.

23 Ibid., Section 23.1, p. 7.

24 Ibid., Section 23.2, pp. 7 – 8.

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5) Outreach programs involving students in social-development oriented experiences that allow them to contextualize their knowledge within actual social and human experiences. “Universities contribute to nation building by providing highly specialized educational experiences to train experts in the various technical and disciplinal areas and by emphasizing the development of new knowledge and skills through research and development. The focus on developing new knowledge is emphasized from the basic postsecondary (i.e., baccalaureate) academic programs through the doctoral programs; thus, a research orientation is emphasized in the Bachelor, Master’s and doctoral degree programs.

Universities contribute to nation building by producing experts, knowledge, and technological innovations that can be resources for long-term development processes in a globalized context. In order to attain its mandate, Universities should have:�25 1) Faculty members with relevant degrees in their areas of specialization as required

by CHED, and who participate in research and development activities in their respective disciplines as evidenced by refereed publications, and other scholarly outputs; 2) A comprehensive range of degree programs in all levels, from basic post-secondary to doctoral programs; 3) Viable research programs in specific (disciplinal and multidisciplinary) areas of study that produce new knowledge as evidenced by refereed publications, citations, inventions and patents, etc.; 4) Comprehensive learning resources and support structures (e.g., libraries, practicum laboratories, relevant educational resources, and linkages with the relevant disciplinal and professional sectors) to allow students to explore basic, advanced, and even cutting edge knowledge in a wide range of disciplines or professions; 5) Links with other research institutions in various parts of the world that would ensure that the research activities of the university are functioning at the current global standards; and 6) Outreach activities that allow the students, faculty, and research staff to apply the new knowledge they generate to address specific social development problems, broadly defined.

25

Ibid., Section 23.3, p. 8.

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Operational Criteria for the Different Horizontal Types The following operational criteria should guide the HEI as to which data it needs to prepare in order to be typed as a Professional Institution, College, or University.

To be typed as a Professional Institution:26 1) At least 70% of the enrollment (graduate and undergraduate levels) is in degree programs in the various professional areas27 …

2) At least 60% of the academic degree program offerings are in the various professional areas … and have enrollees.

3) There should be a core of permanent faculty members. Until 2017, at least 50% of full time permanent faculty members have the relevant degrees as required by CHED … as well as professional licenses (for licensed programs) and/or professional experience in the subject areas they handle, … All other faculty should have the relevant degrees, professional licenses (for licensed programs), and/or professional experience in the subject areas they handle (e.g. in the event a professional institute has doctoral programs, all faculty members teaching in these programs must have doctoral degrees).

4) Learning resources and support structures are appropriate to the HEI’s technical or professional programs.

5) There are sustained program linkages with relevant industries, professional groups and organizations that support the professional development programs. Outreach programs develop in students a service orientation in their professions.

These minimum requirements for Professional Institutions should be reviewed by 2017, to determine if these are responsive to the development needs of the country.

To be typed as a College:28 1) At least 70% of undergraduate programs have a core curriculum that develops thinking, problem solving, decision-making, communication, technical, and social skills in line with the College’s mission …

2) There should be a core of permanent faculty members. Until 2017, at least 50% of the full time permanent faculty members have the relevant degrees as required by CHED in the subjects they handle …. All other faculty should have the relevant degrees as well as licenses (for licensed programs), and/or experience in the subject areas they handle (e.g. In the event the college has doctoral programs, all faculty members teaching in these programs must have doctoral degrees).

3) Learning resources and support structures are appropriate for the HEIs’ programs.

26

Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes-based and Typology-based QA. Section 5.3.1, p. 18.

27 Examples: Engineering, Health, Medicine, Law, Teacher Education, Maritime, Information Technology, Management, Communication, Agriculture, Forestry, and Fisheries, among others.

28 Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes-based and Typology-based QA. Section 5.3.2, p. 19.

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4) Outreach programs in the relevant geographic or special communities towards which the College mission is oriented allow students to contextualize their knowledge within actual social and human experiences.

These minimum requirements for Colleges should be reviewed by 2017, to see if these are responsive to the development needs of the country.

To be typed as a University:29 1) The presence of graduate students manifests the training of experts, who will be involved in professional practice and/or discovery of new knowledge.

2) Academic degree programs should be comprehensive and manifest the pursuit of new knowledge.

3) There are at least twenty (20) active academic degree programs with enrollees, at least six of which is at the graduate level.

4) There is at least one doctoral program in three different fields of study30 (disciplines or branches of knowledge) with enrollees.

5) All graduate programs and at least 50% of baccalaureate programs require the submission of a thesis/project/or research papers.

6) There should be a core of permanent faculty members. All full-time permanent faculty members and researchers have the relevant degrees as required by CHED. ‌ All faculty members teaching in the doctoral programs have doctoral degrees. All other faculty should have the relevant degrees, professional licenses (for licensed programs), and/or relevant experience in the subject areas they handle.

7) At least thirty (30) full-time faculty members or 20% of all full-time faculty, whichever is higher, are actively involved in research.

8) Any one of these conditions: 8.1 Annual research cost expenditure for the past five years is equivalent to at least PhP75,000 x the number of faculty members involved in research31; or 8.2 At least 5% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by reputable presses in the last ten years32 9) Comprehensive learning resources and support structures allow students to explore basic, advanced, and even cutting edge knowledge in a wide range of field of study/disciplines or professions.

10) Links with other research institutions in various parts of the world ensure that the research activities of the university are functioning at the current global standards.

29

Ibid., Section 5.3.3, pp. 19 – 21 For purposes of this CMO, field of study refers to recognized areas of specialization within a discipline (IACES and NSCB, 2006, p. 33).

Given this definition, the comprehensiveness of a university may be gauged from the existence of programs representing a range of disciplines in different branches of knowledge; different disciplines within a branch of knowledge; or different recognized fields of study within a discipline.

31 Including external grants, monetary value of research load of faculty members, equipment, and similar expenses credited to research.

32 Includes the CHED-accredited journals.

30

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11) Outreach activities allow the students, faculty, and research staff to apply the new knowledge they generate to address specific social development problems, broadly defined.

These minimum requirements for Universities – particularly the numbers and percentages pertaining to academic degree programs, faculty, and costs – should be reviewed by 2017, to see if these are responsive to the development needs of the country.

HEIs recognized as universities before the establishment of CHED or granted such status by the Commission will retain their status unless they choose to be classified differently along the horizontal typology.

Furthermore, the lead university for HEIs that are recognized as university system status ought to meet the requirements for university by 2014. By 2017, the system as a whole must meet the 2017 requirement for university status.

To facilitate the gathering of data of the HEIs, a template (in MS Excel format) is available for download at the CHED website. Although this may seem overwhelming at first, the data will provide the HEI with basic information that it can use for effective strategic management.

Most of the data asked for are also data that accrediting agencies and applications for COE/COD may require.

Vertical Classification as a Measure of Quality As mentioned earlier, the overall quality is reflected in the vertical typology of the HEI. “Autonomous HEIs (by Evaluation) demonstrate exceptional institutional quality and enhancement through internal QA systems, and demonstrate excellent program outcomes through a high proportion of accredited programs, the presence of Centers of Excellence (COE) and/or Development (COD), and/or international certification. In particular, they show evidence of outstanding performance consistent with their horizontal type, e.g., research and publications for universities; creative work and relevant extension programs for colleges; and employability or linkages for professional institutes.

Deregulated HEIs (by Evaluation) demonstrate very good institutional quality and enhancement through internal QA systems, and demonstrate very good program outcomes through a good proportion of accredited programs, the presence of COEs/CODs, and/or international certification. In particular, they show evidence of very good performance consistent with their horizontal type.

Regulated HEIs are those institutions, which still need to demonstrate good institutional quality and program outcomes.”33 “Vertical classification is based on the assessment of the HEI’s Commitment to Excellence and Institutional Sustainability and Enhancement. Commitment to Excellence mainly considers program excellence while Institutional Sustainability and Enhancement is largely based on institutional quality.”34

33

CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 25, p. 9.

34 Ibid., Section 26, pp. 9 – 10.

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A maximum of 70 percentage points is awarded for Commitment to Excellence (refer to Table 1) while a maximum of 30 percentage points is awarded for Institutional Sustainability and Enhancement (refer to Table 2).35

Program Excellence Table 1 shows the criteria and corresponding point system for Commitment to Excellence which include the presence of COEs and/or CODs, program accreditation (local/ international), and international program certification.36 Commitment to Excellence cannot be fully manifested using just one criterion. Ideally, points from at least two criteria are needed to get the maximum points.

Points for local accreditation (refer to Annex 1) are obtained using the proportion of accredited programs to the total number of programs that can be accredited, as well as the level of accreditation.

Thus, commitment to excellence is shown by the efforts of the HEI to have a good proportion of their programs accredited at a high level.

Table 1. Criteria for Commitment to Excellence (70%) Criteria No. of points

Max points that can be awarded 60

COE

10/COE

COD

5/COD

Local accreditation

(Refer to Annex 1)

60

International accreditation (CHED recognized-mobility)

10/program

40

International certification

10/program

20

Institutional Sustainability and Enhancement Table 2 shows the criteria and corresponding point system for Institutional Sustainability and Enhancement which include institutional accreditation, institutional certification (local/international), the Institutional Sustainability Assessment (ISA) and international institutional certification (such as ISO for institutions).37 An HEI may accumulate more points for each area but only the maximum number of points will be awarded.

In the interim, in the absence of the suggested evidences, assessment can be made on the basis of additional evidence in the areas of Governance and Management, Quality of Teaching and Learning, Quality of Professional Exposure/Research/Creative Work, Support

35

Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes-based and Typology-based QA. Section 6.3, p. 22.

36 Ibid., Section 6.3.1, p. 22.

37 Ibid., Section 6.4, p. 23.

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for Students, and Relations with the Community, however, the points awarded for these evidences will be smaller than those given to HEIs that went through the formal processes.38 After the interim, CHED will use the Institutional Sustainability Assessment (ISA) Framework (refer to Annex 2).

Table 2. Criteria for Institutional Sustainability and Enhancement (30%) Criteria No. of points

Institutional accreditation  based on program accreditation39

2540

 using instrument for type-based institutional accreditation IQuAME (Categories from 20052010)

Points to be aligned with the ISA41 Category A: 30

Institutional Sustainability Assessment42

Ave ≥ 2.75

: 30

2.75 >Ave ≥ 2.50

: 25

2.50 > Ave ≥ 2.00

: 20

Max points that can be awarded 30

30

Category B: 25 30

Six Sigma, Baldridge PQA Institutional certification

ISO 2014: 25

25

ISO 9001: 20 Additional evidence (type-based):

Max 4/key result area

20

 Governance & Management  Quality of Teaching & Learning  Quality of Professional Exposure/ Research/ Creative Work  Support for Students  Relations with the Community

38

Ibid., Section 6.4.1, p. 24.

Program-based institutional accreditation is considered only for the transition period, i.e. May 2014-May 2015 when the HEIs renew/apply for autonomy and deregulation. For this period, it is assumed that these HEIs meet the minimum ISA scores. After the interim, accrediting agencies are recommended to have their own type-based institutional accreditation that may use elements of the CHED ISA. Their scores have to be harmonized with ISA. The accrediting agency makes a proposal of equivalences to CHED; approved equivalences maybe used in the vertical classification by 2015 (for institutions seeking initial institutional accreditation) and by 2017 (for institutions seeking renewal of institutional accreditation).

40 As accreditation bodies harmonize their criteria and develop institutional accreditation separate from program accreditation, “having a high number of accredited institutions” may be a criterion that will merit higher maximum points than 25.

41 Refer to Footnote 38.

42 Refer to Annex 2.

39

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Autonomy and Deregulation In the vertical classification, HEIs that accumulate 80 points may be classified as Autonomous (refer to Table 3) while those with a minimum of 65 points may be classified as Deregulated (refer to Table 4). The HEIs should also show type-based evidences, which should already form part of the materials for COEs/CODs and/or accreditation. Thus, most of these evidences should already be available to the HEIs. This further means that there can be Autonomous and Deregulated HEIs in the different horizontal types.

Note that CHED is using a “moving target” framework in both cases, in order to give time for HEIs to adjust to the new system before raising the bar for quality in 2017.

Table 3. Point System for Autonomous by Evaluation (Minimum of 80 points plus additional evidences)43 Horizontal Type Professional Institution

Evidences by 2014 1. The Institutional Sustainability Score (e.g.

ISA) or its equivalent44 ≥ 2.75 (see Annex 2).

2. Any two of the following:

Evidences by 2017 1.

The Institutional Sustainability Score or its equivalent45 ≥ 2.75 (see Annex 2).

2. Any two of the following:

a.

At least one program with licensure, or 20% of the school’s programs with licensure, whichever is higher, has a passing rate that is higher than the national passing rate46 in board/licensure exams, in the last five years.

a. At least one program with licensure, or 20% of the school’s programs with licensure, whichever is higher, has a passing rate that is at least 1.1 times than the national passing rate in board/licensure exams, in the last three years.

b.

At least two programs are accredited under internationally agreed upon criteria and procedures, which promote professional mobility across national boundaries (e.g., accreditation under the terms of Washington Accord by ABET or by the PTC as a probationary member of said Accord, etc.)

b. At least two programs are accredited under internationally agreed upon criteria and procedures, which guarantee professional mobility across national boundaries (e.g., accreditation under the terms of Washington Accord by ABET or by the PTC as a full signatory of said Accord; Bologna Accord, etc.)

c.

Over the last five years, at least 80% of its graduates were employed within the first two years of graduation.

c.

Over the last five years, at least 80% of its graduates were employed within the first two years of graduation.

d.

Sustained linkage with industry as evidenced by working program(s) that significantly contribute to the attainment of desired student learning outcomes and to the employability of its graduates.

d.

Sustained linkage with industry as evidenced by working program(s) that significantly contribute to the attainment of desired student learning outcomes and to the employability of its graduates.

43

Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes-based and Typology-based QA. Section 6.6, pp. 24 – 26.

44 The score has to be harmonized with other accrediting systems. The accrediting agency makes a proposal of equivalences to CHED; approved equivalences maybe used in the vertical classification by 2015 (for institutions seeking initial institutional accreditation) and by 2017 (for institutions seeking renewal of institutional accreditation).

45 Refer to Footnote 44.

46 For first time takers; the national passing rate (taken from PRC data) = total national passers in the set of programs offered by the HEI divided by total national takers in the set of programs offered by the HEI. The passing rate of the HEI = total HEI passers in the set of programs offered by the HEI divided by total HEI takers in the set of programs offered by the HEI.

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Table 3. (con’t) Horizontal Type College

University

Evidences by 2014

Evidences by 2017

1.

The Institutional Sustainability Score or its equivalent47 ≥ 2.75 (Annex 2).

1.

The Institutional Sustainability Score or its equivalent48 ≥ 2.75 (Annex 2).

2.

At least 80% of all graduates were required as students to participate in a community-based research/public service/ extension program for a cumulative period of two years.

2.

At least 80% of all graduates were required as students to participate in a community-based research/public service/ extension program for a cumulative period of two years.

3.

Over the last five years, at least 20% of faculty members were engaged in research and extension services that contribute to instruction and/or community development.

3.

Over the last five years, at least 20% of faculty members were engaged in research and extension services that contribute to instruction and/or community development.

1.

The Institutional Sustainability Score or its equivalent49 ≥ 2.75 (Annex 2).

1.

The Institutional Sustainability Score or its equivalent50 ≥ 2.75 (Annex 2).

2.

At least 50 full-time faculty members or at least 30% of full-time faculty, whichever is higher, have been actively engaged in scholarly work (research or creative work) in the last two years.

(Evidence of this includes completed/progress reports, approved research grants, presentation at conferences, books and anthologies, and documented creative work.)

2.

At least 50 full-time faculty members or at least 30% of full-time faculty, whichever is higher, have been actively engaged in scholarly work (research or creative work) in the last five years.

(Evidence of this includes completed/progress reports, approved research grants, presentation at conferences, books and anthologies, and documented creative work.)

3.

At least 10% full-time faculty has patents or publications in refereed journals. Of these, at least 5% of full-time faculty has publications in internationally indexed journals and/or books published in reputable academic presses in the last five years.

47

Refer to Footnote 44.

Refer to Footnote 44.

49 Refer to Footnote 44.

50 Refer to Footnote 44.

48

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Table 4. Point System for Deregulated by Evaluation (Minimum of 65 points plus additional evidences)51 Horizontal Type Professional Institution

Evidences by 2014 1.

The Institutional Sustainability Score (e.g. ISA) or its equivalent52 ≥ 2.50 (see Annex 2).

Any two of the following:

1.

The Institutional Sustainability Score or its equivalent53 ≥ 2.50 (see Annex 2).

2.

Any two of the following:

a.

At least one program with licensure, or 20% of the school’s programs with licensure, whichever is higher, has a passing rate that is at least equal to the national passing rate54 in board/licensure exams, in the last five years.

a.

At least one program with licensure, or 20% of the school’s programs with licensure, whichever is higher, has a passing rate that is higher than the national passing rate in board/licensure exams, in the last three years.

b.

At least one program accredited under internationally agreed upon criteria and procedures, which promote professional mobility across national boundaries (e.g., accreditation under the terms of Washington Accord by ABET or by the PTC as a probationary member of said Accord; Bologna Accord, etc.).

b.

At least one program is accredited under internationally agreed upon criteria and procedures, which guarantee professional mobility across national boundaries (e.g., accreditation under the terms of Washington Accord by ABET or by the PTC as a full signatory of said Accord; Bologna Accord, etc.).

c.

Over the last five years, at least 70% of its graduates were employed within the first two years of graduation.

c.

Over the last five years, at least 70% of its graduates were employed within the first two years of graduation.

d.

Sustained linkage with industry as evidenced by working program(s) that significantly contribute to the attainment of desired student learning outcomes and to the employability of its graduates.

d.

Sustained linkage with industry as evidenced by working program(s) that significantly contribute to the attainment of desired student learning outcomes and to the employability of its graduates.

1)

The Institutional Sustainability Score or its equivalent55 ≥ 2.50 (Annex 2).

1.

The Institutional Sustainability Score or its equivalent56 ≥ 2.50 (Annex 2).

2.

At least 70% of all graduates are required to participate in a communitybased extension program for a cumulative period of two years.

2)

At least 70% of all graduates are required to participate in a community-based extension program for a cumulative period of two years.

3)

Over the last five years, at least 15% of faculty members were engaged in research and extension service that contributes to instruction and/or community development.

3.

Over the last five years, at least 15% of faculty members were engaged in research and extension service that contributes to instruction and/or community development.

2.

College

Evidences by 2017

51

Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes-based and Typology-based QA. Section 6.6, pp. 26 – 27.

52 Refer to Footnote 44.

53 Refer to Footnote 44.

54 Refer to Footnote 46.

55 Refer to Footnote 44.

56 Refer to Footnote 44.

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Table 4. (con’t) Horizontal Type University

Evidences by 2014

Evidences by 2017

1.

The Institutional Sustainability Score or its equivalent57 ≥ 2.50 (Annex 2).

1.

The Institutional Sustainability Score or its equivalent58 ≥ 2.50 (Annex 2).

2.

At least 30 full-time faculty members or at least 25% of full-time faculty, whichever is higher, have been actively engaged in scholarly work (research or creative work) in the last five years.

2.

At least 30 full-time faculty members or at least 25% of full-time faculty, whichever is higher, have been actively engaged in scholarly work (research or creative work) in the last five years.

3.

At least 7% full-time faculty has patents or publications in refereed journals.

It must be noted that vertical typology of the HEI requires that it states its horizontal type as seen in the point system. The triple role of the HEI (i.e., instruction, research, and outreach) can still be achieved, but the extent and manner to which this is done depends on the mission of the HEI. This emphasizes that the “operationalization of the horizontal typology do not mean that they are mutually exclusive to the HEI type, e.g. colleges and universities may offer professional programs, professional institutions and universities may have their own core curricula; professional institutions and colleges may conduct research associated with the scholarship of discovery.”59 The differences therefore lie on the focus and thrust of the HEI. Furthermore, HEIs that wish to qualify for Autonomous or Deregulated status should highlight type-based evidences, which are already part of the materials submitted for COEs/CODs and/or accreditation.

57

Refer to Footnote 44.

Refer to Footnote 44.

59 Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes-based and Typology-based QA. Section 5.1.3.8, p. 17.

58

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PART III – OUTCOMES-BASED EDUCATION “CHED is committed to developing competency-based learning standards that comply with existing international standards when applicable (e.g. outcomes-based education for fields like engineering and maritime education) to achieve quality and enable a more effective integration of the intellectual discipline, ethos and values associated with liberal education.”60 CHED defines outcomes-based education (OBE) as an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve a desired level of competence. OBE is “open to incorporating discipline-based learning areas that currently structure HEI curricula.”61 For the HEIs, this means describing the attributes of their ideal graduates based on their visions and missions as part of their institutional goals or outcomes, and using these as bases for developing specific program outcomes.

Program outcomes are the sets of competencies (related knowledge, skills, and attitudes) that all learners are expected to demonstrate. Institutional or program outcomes may also emphasize lifelong learning. For instance, HEIs could describe the attributes of their ideal graduates which they expect to see five years after graduation.

Standards & Demands

Institution’s Vision, Mission & Goals Institutional Outcomes (Competencies of Ideal Graduate) Program outcomes (Curriculum map) Course outcomes

Assessment & Evaluation

Course Design

Social. Environmental Context

These desired outcomes have to be translated to what the students learn in specific courses. The HEI should ensure that at the level of the courses, the desired course and learning outcomes are attained with the proper content, methodologies, and student performance assessment (refer to Figure 3).

Learning Environ: Content & Methodologies

Teaching-learning systems

Figure 3. Framework for Outcomes-based Education

60

CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an OutcomesBased and Typology-Based QA, Section 13, p. 4.

61 Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes-based and Typology-based QA. Section 3.1.4.3, p. 12.

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Course outcomes refer to the knowledge, values, and skills all learners are expected to demonstrate at the end of a course. Learning outcomes may result from a specific lesson, although it is sometimes used interchangeably with course outcomes. Thus, in the hierarchy, learning outcomes are seen as building blocks toward course outcomes, which in turn, support the program outcomes.

Implementing OBE further translates to the quality and orientation of the faculty members in charge of the courses. This may be more crucial than a total change of systems and structures, that is, education managers and faculty internalize the attitude that the core mission of teaching HEIs is to build the learning competencies and the ability to continuously learn of the students, as well as to mobilize resources and methods, including conventional pedagogies (e.g., lectures), that would enhance learning. 62 In the OBE paradigm, there is a shift in the focus of education from an inputs-based, teacher-centered “instruction” paradigm to an outcomes-based, learner-centered educational paradigm. Table 5 shows the difference between these two paradigms.

Table 5. Ideal Typical Depiction of Inputs-based and Outcomes-based Education Paradigms63 Dimension Mission and Purposes

Criteria for Success: Learning varies with …

Teaching/Learning Structures

The Instruction (Inputs-Based) Paradigm  Provide/deliver instruction

The Learning (Outcomes-Based) Paradigm  Produce learning

 Transfer knowledge from faculty

 Elicit student discovery towards construction of knowledge

 Offer courses and programs

 Create powerful learning environments

 Improve the quality of instruction

 Improve the quality of learning

 Achieve access for diverse students

 Achieve success for diverse students

 Inputs/Resources

 Learning and student success outcomes

 Quality of entering students

 Quality of exiting students

 Curriculum development, expansion

 Learning technologies development

 Quantity and quality of resources

 Quantity and quality of outcomes

 Enrolment and revenue growth

 Aggregate learning growth, Efficiency

 Quality of faculty, instruction

 Quality of learning

 Atomistic, parts prior to whole

 Holistic, whole prior to parts

 Time held constant, learning varies

 Learning held constant, time varies

 50-minute lecture, 3-unit course

 Learning environments

 Classes start, end at same time

 Environment ready when student is

 One teacher, one classroom

 Whatever learning experience works

 Independent discipline/ departments

 Cross disciplines/department

 Covering material/content

 Specified learning results

 End of course assessment

 Pre-during and post-assessment

 Grading within classes by instructors

 External evaluation of learning

 Private assessment

 Public assessment

 Degree equals accumulated credit hours

 Degree equals demonstrated knowledge and skills

62

Task Force on Quality Assurance (TFQA) Report, October 2011.

Barr, R. and Tagg, J. (1995). “Teaching to Learning: a New Paradigm for Undergraduate Education,” Change, November/December, pp. 13 – 25.

63

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Table 5. (con’t) Dimension Learning Theory

Productivity/ Funding

Nature of Roles

The Instruction (Inputs-Based) Paradigm  Knowledge “exists out there”

The Learning (Outcomes-Based) Paradigm  Knowledge exists in each person’s mind and is shaped by experience

 Knowledge comes in chunks and bits; delivered by instructors and gotten by students  Learning is cumulative and linear

 Knowledge is constructed, created

 Fits the storehouse of knowledge metaphor

 Fits learning how to ride a bicycle metaphor

 Learning is teacher-centered and controlled

 Learning is learner-centered and learnercontrolled

 “Live” teacher, “live” student required

 “Active” learner required but not “live” students required

 The classroom and learning are competitive and individualistic

 Learning environments and learning are cooperative, collaborative and supportive

 Talent and ability are rare

 Talent and ability are abundant

 Definition of productivity: cost per hour of instruction per student

 Definition of productivity: cost of unit of learning per student

 Funding for hours of instruction

 Funding for learning outcomes

 Faculty are primarily lecturers

 Faculty are primarily designers of learning methods and environments

 Faculty and students act independently and in isolation

 Faculty and students work in teams with each other and with other staff

 Teachers classify and sort students

 Teachers develop every student’s competencies and talents

 Staff serve, support faculty and the process of instruction

 All staff are educators who produce student learning and success

 Any expert can teach

 Empowering learning is challenging and complex

 Line governance/independent actors

 Shared governance, teamwork independent actors

 Learning is a nesting and interacting of frameworks

This paradigm shift has implications on the management of educational processes.64 While supply-side factors, inputs, access issues and investment efforts are important, OBE focuses on learning outcomes at the institutional, program, and course levels; the social demand for education; and the results and impact of educational processes and system efficiency (refer to Table 6).

64

Tawil, S., Abdeljalil, A., and Macedo, B. (2011). “Beyond the Conceptual Maze: The Notion of Quality in Education.” ERF Discussion Papers. Paris: UNESCO Education Research and Foresight No. 2.

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Table 6. Changing Educational Paradigms and their Implication for Education Management and Planning65 Education Management and Planning Education Management and Planning Focus on Concerned with Quantitative approach

Qualitative dimensions

Supply

Demand

Access

Equity and Relevance

Inputs

Results and Impact

Investment Effort

System efficiency

It is also important to note that assessment plays a very important role in OBE. Assessment drives OBE, and conventional methods are usually not sufficient to assess the achievement of desired outcomes.

As mentioned earlier, in the initial report of the Task Force on Quality Assurance (October 2011), the core mission of teaching HEIs is to build the learning competencies of students and their ability to continuously learn as well as to mobilize resources and methods, including traditional pedagogies (e.g., lectures), that would enhance learning.

If the spirit of this mission is imbibed, HEIs and CHED will find it easier to discern, in the specific contexts they are operating in, which elements of the instruction paradigm they have to change and which they can work with and bend to produce positive learning outcomes.

Determining Program Outcomes Aligning with the HEI’s VMG The vision and mission of an HEI should determine its institutional goals or outcomes, i.e., the kind of graduates it produces and the impact it has on society. Therefore, before an HEI can meaningfully discuss its program outcomes, it is important that the attributes of its ideal graduates are articulated and used as a foundation for outcomes at different levels of learning. The outcomes are the ends while the educational structures and curricula are the means in attaining these outcomes.

Thus, planners should be able to imagine and describe the competencies, qualities, and values they envision their graduates should have by the end of their stay in the HEI. These performance indicators would then be the bases of the design of academic and nonacademic programs (such as programs for student support, faculty development, extension programs, etc.), the learning resources to support the programs, the faculty profile, and the overall school environment.

While an HEI has an overall picture of its graduates, academic programs are designed to develop specific sets of competencies (knowledge, skills, and attitudes). Therefore, we 65

Adapted with permission from Figure 1 of the UNESCO draft paper of Tawil et. al. (2011), as it appears in the report of TFQA (October 2011).

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CHED Handbook on Typology, OBE, and ISA

speak of desired program outcomes which are more specific to the program of study and clearly aligned with the institutional goals.

Using PSGs as Guide to Determining Program Outcomes CHED’s new Policies, Standards, and Guidelines (PSGs) have been rewritten to reflect the minimum program outcomes that are: 1) common to all programs in all types of schools, 2) common to the discipline, 3) specific to a sub-discipline and a major, and 4) common to a horizontal type as defined in CMO No. 46, series 2012.

Thus, while these PSGs may be used as guide, an HEI may incorporate program outcomes that are unique in the context of its horizontal type as well as its vision and mission.

For example, the program outcomes common to all disciplines and types of schools may very well reflect some of the attributes of the HEI’s ideal graduate, namely, the ability to: a) articulate and discuss the latest developments in the specific field of practice66. b) effectively communicate orally and in writing using both English and Filipino. c) work effectively and independently in multi-disciplinary and multi-cultural teams67. d) act in recognition of professional, social, and ethical responsibility. e) preserve and promote “Filipino historical and cultural heritage”68.

Using HEI Type Some program outcomes are based on HEI type because this determines the focus and purpose of the HEI. For example: 

Graduates of professional institutions demonstrate a service orientation in one’s profession.



Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves.



Graduates of universities participate in the generation of new knowledge or in research and development projects.



Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans”69.

66

PQF Level 6 Descriptor Ibid.

68 Based on Republic Act 7722, The Higher Education Act of 1994 69 Ibid.

67

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Thus, a psychology graduate from different institutions will demonstrate common attributes, which are also measured through the licensure examinations. A psychology graduate from a professional institution is expected to clearly demonstrate service orientation in the professional practice. A psychology graduate from a college is expected to be more attuned to respond to needs of a community (geographic, sectoral, or sectarian). And a psychology graduate from a university is expected to be more prepared to do research and development projects.

Other desired attributes of the HEI’s ideal graduate could be added, based on their mission and vision or on the core values of the institution. For example, this could include “reflect and act in accordance with one’s faith” for some sectarian colleges, or “analyze and discuss different schools of thought” for universities.

Aside from the attributes of its ideal graduate, another institutional outcome would be the HEI’s impact to society. Again, this can be in the context of the HEI type.

Program outcomes begin with the end in mind: What are the attributes of the graduates of a program?

The general attributes are the desired competencies, qualities, and values of the graduates. Thus, they are much bigger than skills, knowledge, or attitudes of the graduates. Sometimes, the attributes that immediately come to mind are the competencies. If so, determine how related competencies can be articulated as program outcomes. The component competencies can then become the performance indicators of the program outcome. Although this is not exactly in the spirit of OBE, which uses the principle of designing down, this might be helpful for HEIs that are just beginning their transition to OBE. Box 1 shows more examples of program outcomes by discipline.

Example 1: An attribute of an engineering graduate, which can be written as a program outcome, is: Provide engineering solutions in the context of social, environmental and ethical considerations.

Note that the verb is active and can be observed/measured. Compare this with: Understand engineering solutions in the context of social, environmental and ethical considerations.

The verb “understand” is difficult to observe/measure.

In this example, the program outcome has the following the performance indicators (further discussed in the following section): 1) To produce an Environmental Impact Assessment; and 2) To design engineering solutions according to legal requirements.

This shows that the program outcome is something bigger than its component competencies, which actually become the performance indicators of the program.

Example 2: Another example is the program outcome for English: Communicate in oral and written English fluently, accurately, and creatively in diverse social, cultural, academic, and professional settings.

This program outcome is the combination of two competencies: 1) speak and write fluently, accurately, and creatively in English; and 2) assess the appropriate communication strategies in various social, cultural, academic, and professional settings.

These competencies are now the performance indicators of program outcome.

Box 1. Examples of Program Outcomes by Discipline

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Determining Performance Indicators and Standards Each academic degree program has a focus, and this is what program outcomes describe.

They describe what the graduate of that program can know, do and be. These program outcomes can be broken down to component competencies, which are actually the performance indicators that will show a match between the desired or intended outcomes and the design and implementation of the learning experience.

These particular competencies will then have to be developed in the specific courses of the program. The courses, thus, will have specific learning outcomes that develop particular competencies (related knowledge, skills, and attitudes). Knowledge refers to information that one has stored through experience. Skills are demonstrable abilities. Attitudes refer to evaluative cognitions regarding things/activities, usually associated with positive or negative judgment. See Box 2 for examples of learning outcomes.

For example, a graduate of the psychology program is expected to be able to apply psychological theories and methods to social, organizational, or clinical contexts.

This is a very broad idea, and needs to be broken down to specific competencies, such as the ability to: 1) apply appropriate methods to identify the needs of a particular group or situation; 2) use psychological theories and methods to analyze problems and situations; and 3) use these theories and methods to identify suitable interventions to a situation.

These competencies are developed at different levels with different scopes, in the various courses of the program, such as introduction to psychology, social psychology, clinical psychology, organizational development, research methods, etc.

Each of these courses spells out its learning outcomes, identifying particular knowledge, skills, and attributes pertinent to the course.

For instance, the Introduction to Psychology could include in its learning outcomes the following (adapted from the APA Undergraduate Learning Goals and Outcomes): 1) Describe the nature of psychology as a discipline; 2) Discuss concepts in selected content areas of psychology – theory and research, history of psychology, relevant levels of analysis, overarching themes in psychology, and ethical issues; 3) Apply the concepts, language, and major theories of the discipline to explain psychological phenomena; and 4) Explain major perspectives of psychology.

For the course on Social Psychology, the learning outcomes could include: 1) Give examples of how the scientific method is used in social psychology, particularly the generation of hypotheses, evaluation of the hypothesis through experimentation, or through observational, correlational and survey methods; 2) Discuss the major theoretical perspectives in social psychology and the latest advances in the field; and 3) Apply concepts and methods to specific areas of interest.

Box 2. Examples of Learning Outcomes

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Standards for the program and its component courses can also be defined, in terms of targeted levels of competencies. The HEI should check if there are national or international levels against which programs would be assessed. Based on these desired competencies and standards, administrators and teachers will design the learning environment, which includes the curricula, content, methodologies, and student assessment. This will be discussed in a subsequent section.

Indicators, Metrics, Targets In order for the HEI to know if the desired program outcomes have been attained, it needs to set its indicators, metrics, and targets. In some literature these are used interchangeably, but for the sake of a common language, indicators correspond to the competencies (which should be specific, measurable, attainable, realistic, and time-bound); metrics refer to what will be measured, and targets refer to the desired value.

At the level of the institution, indicators would be the overall program outcomes.

For example:  An attribute of the ideal graduates (an institutional goal) could be their ability to “apply their professional skills to become experts in their areas of specialization and expertise”.  Metrics could include overall results of licensure examinations or employment rates of graduates, awards to the graduates or to the institution, or the HEI’s involvement in the development of local/regional/national policies.  Targets refer to the desired standard, such as minimum values of 70% passing rate in licensure exams, 80% employment rate, an award per year, or involvement in the development of two local policies.

Each program outcome has performance indicators, which could also have been listed as the component competencies under each outcome.

For example:  An HEI’s engineering graduates are expected to “provide engineering solutions in the context of social, environmental and ethical considerations.”  Metrics could include completion of a capstone project or undergraduate thesis geared toward problem solving that contributes to professional practice, community concerns, or research.  The targets refer to the desired standard, such as 100% completion of projects or thesis with 70% having an impact on the profession, community, or research.

At the level of the course, indicators are the achieved learning outcomes.

For example:  After a course in Introduction to Psychology, students are expected to be able to “discuss concepts in selected content areas of psychology.”  Metrics could include the completion of papers and particular levels of examinations.  Targets would be desired standards, such as 100% completion with the average rating C+.

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Designing the Learning Environment The HEI’s vision and mission and institutional goals are important input in designing the learning environment, which includes the pedagogical philosophy, the curriculum, modes of delivery, non-academic programs, support structures, and the overall approach to learning and assessment.

The pedagogical philosophy is the lens through which the learning environment is seen.

The courses in the curriculum and their mode of delivery should contribute towards the achievement of program outcomes. Non-academic programs should develop other qualities and values to complement the academic programs. Learning resources and support structures enable and enhance the teaching-learning systems. Program assessment should improve the learning environment. The other details will follow if the major features are clear to everyone.

The learning environment should, therefore, be designed to produce the kind of ideal graduate of the HEI. There are some suggestions to help the HEI ensure that it is able to achieve its institutional goals: 1) correlate the courses in the curriculum with the program outcomes, 2) shift to student-centered learning, 3) assess program outcomes and use the feedback to enhance the learning environment, 4) provide learning resources and support services, and 5) provide opportunities to broaden perspectives through community engagement.

Preparing a Curriculum Map The new policies, standards and guidelines (PSGs) include a sample curriculum map which can indicate the extent to which the courses in the curriculum correspond to program outcomes.

The intended curriculum is the design of the degree program that will try to achieve the program outcomes. It should describe not only the courses but also major teaching, learning, and assessment methods that lead to the outcomes.

It is suggested that a curriculum map be developed to validate if there is a match between desired outcomes (competencies) and the content of programs. This will give the stakeholders a holistic perspective to see how the desired outcomes will be developed in the academic program. By making this map, the institution and the department concerned could redesign, add, or remove courses to develop the desired competencies.

As shown in Table 7, the curriculum map is prepared by making a grid with the outcomes occupying a row and the courses occupying a column (or the other way around). The idea is to check the outcomes to which each course contributes.

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Table 7. Sample Curriculum Map Courses/ Subjects

Outcome 1

Outcome 2

Outcome 3

Outcome 4

Outcome 5

Outcome 6

Solve problems using methods of management science L

Act within social and ethical dimensions

Develop the capacity for learning new knowledge and skills

Use interpersonal & communication skills effectively

Plan for selfdevelopment while managing one’s self

Accounting 101

Apply management theories & methods to various types of organizations L

O

P

O

O

Business Statistics

L

L

O

P

O

O

Marketing 101

L

L

O

P

O

O

Finance 101

L

L

O

P

O

O

Philippine Business Law

L

L

O

P

O

P

Organizational Behavior

L

L

O

P

O

O

Financial Management

L

L

O

P

O

O

Operations/ Production

L

L

O

P

P

O

Strategic Management

L

L

P

P

P

O

Practicum

L

L

P

L

P

P

(Legend: L–learned in the course; P–practiced in the course; O–not yet learned/practiced but the opportunity to exists)

A legend is useful in correlating the outcomes and the courses.

For example: L – learned in the course; P – practiced in the course; O – opportunity to learn or practice in the course, not yet learned or practiced.

Another legend is as follows: I – Introduce, P – Practice skills with supervision, D – Demonstrate skills, without supervision. Health-related programs use this legend since the courses are designed to develop competencies at different levels (see Annex 3).

It is also possible to simply put a check where the courses lead to certain program outcomes.

Planning for Resources The learning environment needs proper support structures, which means planning for the resources to put these things in place. If the HEI decides to put up a particular degree program, it should thus consider the resources that will go with it.

An important resource is the faculty. The nature of the learning environment determines the kind of faculty that the HEI hires, retains, and develops.

For example:  

a professional institution may wish to focus on hiring practitioners, a university on researchers,

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

a college on policy-makers or combinations of qualifications.

Facilities and learning resources are also important.

For example:     

a degree in chemistry or physics requires science laboratories; a degree in chemical engineering requires laboratories and pilot plants; a degree in computer science requires computer laboratories; a degree in maritime requires simulation laboratories; a degree in health sciences needs patient care facilities, both in hospitals and communities.

But it is not the facilities per se that are required, rather, it is the use of these facilities to develop particular competencies that underlies the need to put them in place. Library and other learning resources also have to be made available.

Non-academic programs also contribute to the learning environment. These include programs for student support, faculty development, and extension programs, among others.

Communal areas, especially those for study and extra-curricular activities, also have to be considered in the planning since they contribute to the well-being of students.

These are part of the decision and commitment that the HEI makes when it decided to exist as a provider of higher education in general and offer degree programs in particular. Given the limited resources of most HEIs, it is important to make the strategic decisions as to what programs to offer.

Implementing the Teaching-Learning System Curriculum Delivery: Student-Centered Courses OBE assumes a certain approach to delivering and assessing learning. There is a shift from the teacher being at the center of the learning process to the student being at the center of the learning process. This approach is also known as the Outcomes Based Teaching and Learning (OBTL)70.

In this paradigm shift, the teachers are not just experts giving inputs, they are facilitators of learning, allowing the students to play their part in constructing knowledge through experience, discussions, reflections, and other processes that promote analytical and critical thinking. Because the focus is now on the student’s attainment of competencies, there is a need to observe and/or measure the knowledge, skills, and attitudes that have been achieved.

The paradigm shift also means that the learning process involves a system that begins with designing the curriculum so that course outcomes are aligned with program outcomes, and that learning activities and assessment are aligning with the learning outcomes of each course. This systematic alignment of teaching/learning activities and assessment tasks to the course outcomes is referred to as constructive alignment.71 It means that the planning of these activities and tasks as well as other teaching decisions are always in view of “achieving or assessing the intended learning outcomes.”

70

Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does, 4th Edition (The Society for Research into Higher Education). US: Open University Press.

71 Ibid.

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These learning outcomes are written in terms of desired outcomes, and uses active verbs that can be observed/measured in terms of behavior. These describe exemplary behavior and standards that can be used as bases for assessment of performance. The revised Bloom’s Taxonomy72 provides a good starting point in choosing the verbs for learning outcomes and the different levels of thinking skills.

By its very nature, OBE is holistic in its outcomes focus. Attaining the learning outcomes is not an end in itself but it provides building blocks for achieving higher-level outcomes, such as applying learning, analyzing ideas, evaluating options, or creating new solution methods.

This new paradigm requires a new approach to assessment as well. Assessment tools have to reflect the attainment of desired competencies, which are stated in terms of something observable and/or measurable.

Developing an Outcomes-Based Syllabus and Learning Plan At the level of courses, the syllabus helps in shifting the paradigm from teacher-centered to student-centered learning. Preparing the syllabus begins with the writing of learning outcomes instead of course objectives.

The simple act of changing the verbs from the intent of the teacher to the competencies of the student actually helps both the teacher and the student shift their perspectives. Learning outcomes thus use verbs that are active and describe behavior that is observable/measurable (see Annex 4 for sample verbs).

These learning outcomes will then help the teacher determine the content and methodology that will help achieve the learning outcomes. The syllabus usually contains the learning outcomes, the planned content and methodology that will lead towards the learning outcomes, the learning resources to be used, the requirements, the grading system, and relevant policies for the class (see Annex 5 for sample syllabus).

Writing the Learning Outcomes Developing the syllabus begins with asking what competencies (knowledge, skills, and attitudes or KSA) students should have by the end of the course. 

What knowledge is the student able to articulate at the end of the course? – This refers to information that they would have stored through the learning experience.



What skills is the student able to demonstrate at the end of the course? – This refers to demonstrable abilities.



What attitudes is the student able to exhibit at the end of the course? – This refers to evaluative cognitions regarding things/activities (positive or negative judgment).



Finally, which KSAs can be grouped together to form a competency? – These competencies constitute the learning outcomes or objectives of the course as well as translate to the performance indicators of the course (see Annex 5 for sample syllabus).

Box 3 shows an example of determining learning outcomes.

72

Anderson, L. W. and Krathwohl, D. R. et al. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston, MA: Allyn & Bacon.

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For example, for a Basic English course, there are at least two ways of determining the learning outcomes: One is to think directly of the combination of KSAs, e.g., speak fluently, accurately, & creatively in English.

Or we can begin by thinking of the KSAs you want them to learn from the class, e.g., the knowledge of grammar, syntax, and pronunciation; the skills of organization, fluency, and enunciation; and the attitude of openness to communicate.

These can be combined in the competency: speak fluently, accurately, and creatively in English.

Box 3. Example of Determining Learning Outcomes

Once these competencies are determined, the learning outcomes should be written using active verbs that are observable/measurable and demonstrate exemplary behavior and standards, or a particular action, as mentioned earlier.

In many cases, since the course objectives had been written in the more traditional way, the exercise is to change the verbs, and in the process, change the perspective from teachercentered inputs to student-centered learning outcomes. Changing the verbs forces the teacher to see learning from the perspective of competencies the students learn and what they are able to know, do and be. (see Annex 4 for sample verbs.)

Table 8 shows the shift in perspective, with the use of an outcomes-based approach: Table 8. Shift in Perspective using an Outcomes-based Approach Teacher-Centered Inputs Student-Centered Learning Outcomes At the end of the course, students should have a At the end of the course, the student will be able to deeper and more reflective understanding of the share their reflections on the context within which context within which they will practice guidance they will practice guidance counselling. counselling.

Appreciate the interrelations between attitude, Discuss the interrelations between attitude, behavior and the other factors in society. behavior and the other factors in society.

Be aware of current issues and challenges in an Share insights on current issues and challenges in educational setting. an educational setting.

Pinpoint the national and international trends that will Pinpoint the national and international trends that will have an impact on education in the 21st century. have an impact on education in the 21st century.

Box 4 discusses some pointers or tips in writing outcomes.

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1)

Keep statements short and simple. State the outcome as a single sentence of 25 words or less.

2)

Keep goals and outcomes aligned with the aims of education as stated in the Philippine Constitution, the national goals of education, and the vision, mission and goals of the institution.

3)

SMART  Specific: Write the outcome so that it expresses exactly what the learner is going to show, perform or accomplish, hence a specific action that is observable. Start with an action verb.  Measurable: Identify the deliverables, focus on the evidence that learners will produce.  Attainable or Achievable: Ensure that the outcome can be achieved.  Realistic: Ensure that you have the appropriate resources to successfully attain the outcomes.  Time-bound: Set target completion date. State the preamble.

For program goals: “After five years, the graduate will be able to…”

For program outcomes: “Upon graduation, the learner will be able to…”

For learning outcomes: “At the end of the learning experience, the learner will be able to…”

If learning outcomes are achieved, then the program outcomes will be attained.

4)

Consider the three domains of learning (Bloom, 1956, 1973) in stating the preamble:  Cognitive (knowledge or mental skills)  Affective (emotional areas or attitude)  Psychomotor (manual or physical skills) For Cognitive and Psychomotor: “…..the learner will be able to…”

For Affective: “…..the learner will choose to/ demonstrate/ voluntarily/ freely/ etc.…”

5)

State learning outcomes as short-term statements and SMART. State program goals and outcomes as long-term general statements, but are still measurable, attainable, realistic, and time-bound.

6)

State learning outcomes as results, not processes (activities or strategies). Outcomes are ends while activities are means.

7)

Choose only one observable verb/behavior in a statement of outcome. Choose the behavior that is of a higher dimension of complexity.

8)

Sequence outcomes logically, e.g., according to –  Complexity – from lowest to highest level of the Taxonomy  Domain – cognitive, affective, psychomotor  Topic or content – sequence of learning experience Whatever the sequence, ensure that a range of abilities and skills is developed.

9)

State objectives from the learner’s point of view, not the teacher’s.

10) Align content, methodologies, and assessment with the learning outcomes.

Source: Compilation of Dr. Evelina Vicencio from various references.

Box 4. Ten Points to Remember in Writing Outcomes

Choosing the Methodology If the learning outcomes focus on the student, there should also be changes in the methodology used. While it would be difficult to totally do away with lectures for practical reasons, new approaches have to be implemented, particularly those that focus on the competencies that the student has to develop.

For example:  

An engineering class could have simulations, experiments, and problem solving.

A philosophy class could have discussions of readings, or critique of schools of thought.

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It is important to remember that with the student-centered focus, the competencies of the teacher will also have to change.

While traditional approaches start with what the teacher wants to impart, the studentcentered approach begins with what competencies the student has to learn as defined in the learning outcomes. This means that the teacher has to see the students in action, to diagnose where the students need improvement, and to make the necessary interventions to address these points of weakness.

This shifts the role of the teacher to being more of a facilitator of learning. As such, the processes may also take more time, and may be initially demanding for the teacher.

However, as this becomes part of what the teacher routinely does, the experience of listening, interaction and observation may actually be fulfilling.

In the previous example (see Box 3), the content includes the knowledge of English grammar, syntax, and pronunciation; the skills of organization, fluency, and enunciation; and the attitude of openness to communicate. 

One approach could be an exercise followed by a lecture followed by an application activity.



Another approach would be starting with a text that need to be corrected, culling the principles of grammar from the corrections, and then having writing exercises.

The latter approach would need more time but may actually have a deeper impact on learning.

Box 5. Example of Selection of Methodology

Assessing Student Learning Assessment involves one or more processes that identify, collect, analyze, and report data that can be used to evaluate achievement of learning outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures appropriate to the learning outcome73. This implies that there is no single best type of assessment. The basic consideration is that the assessment reflects the learning outcomes, that is, the assessment should be aligned with learning outcomes and not the other way around.

Very often, teachers and students alike give more importance to the content and the corresponding assessment than the learning outcomes because the result of assessment translates into the grades students will get. Learning outcomes stated in the syllabus become formalities that have to be formulated as an essential part of the syllabus and not used to determine methodology and assessment.

Alignment of learning outcomes, content, methodology and assessment cannot be overemphasized. Whether assessment is direct, indirect, quantitative, qualitative, formative, or summative, it is important to remember that it should be appropriate to the learning outcomes.

Assessment data inform the teachers of what, how, how much, and how well the students are learning what they are teaching, based on mutually agreed explicit criteria. It is,

73

CMO No. 37, series 2012, Policies Standards and Guidelines in the Establishment of an Outcomes-based Education (OBE) System in Higher Education Institutions Offering Engineering Programs

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therefore, an interactive process between the students and the teachers and mutually beneficial to both.

Being interactive focuses on assessment being student-centered since its primary aim is to improve learning. It also focuses on its being teacher-directed, because the teacher initially plans what and how to assess. As such, the criteria for assessment are mutually agreed upon by the student and the teacher. Meaning, as assessment improves the student’s learning, it likewise improves the teacher’s teaching.

The purposes of assessment have been categorized into three: 1) assessment for learning; 2) assessment as learning; and 3) assessment of learning.

The above order or sequence (for, as, of) is intentional, indicating the importance of assessment for learning and assessment as learning in enhancing student learning.

Assessment of learning is used in making summative decisions.74 The purposes are distinct, but interrelated.

Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. The students actively monitor and critically assess their own learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand and how they are learning.

Assessment for learning provides feedback to both the teacher and the student of the latter's progress towards achieving the learning outcomes, which should be used by the teacher to revise and develop further instruction.

Both assessment as learning and assessment for learning occur throughout the learning process, making it formative in nature.

Assessment of learning occurs at the end of the course, when teachers use evidence of student learning to make judgments on the student’s achievement against competencies and standards stated as learning outcomes, making it summative in nature. Whatever the purpose of assessment, they all use a variety of assessment methods.

Because the focus is on outcomes, examination questions should enable the student to demonstrate the deeper insights and higher order thinking skills (HOTS). Alternative modes of assessment, such as reflection papers, projects, portfolios, etc., can demonstrate a range of competencies that cover analytical, critical, and synthetic thinking.

For example:  Assessment for an engineering class showing the students’ theoretical knowledge, practical skills, and creativity, could be through design or manufacturing a product.  Assessment for a philosophy class demonstrating the students’ analytical and critical thinking could be through a discourse and reflection paper.

It is also important to remember that in developing alternative modes of evaluation and assessment, rubrics must be clear so that the process maintains a certain objectivity and transparency. These rubrics will have to be developed by each teacher (or by the department) and communicated to the students. This also means that the students should take a more proactive role in their own learning.

74

Western and Northern Canadian Protocol (WCNP). (2006). Rethinking Classroom Assessment with Purpose in Mind. Assessment for Learning Assessment as Learning Assessment of Learning. Manitoba, Canada: Crown in Right of Manitoba.

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Preparing the Learning Plan Based on the learning outcomes, the learning plan could be constructed, that is, lay out the plans for content, methodology, resources, and assessment. The learning plan is thus a syllabus with time element and specific activities. This entails planning the different lessons so that certain KSAs are learned in the process, that is, budgeting class time so that the content is learned using an appropriate methodology and student learning is properly assessed.

Note that some methodologies take more time than others to implement. The learning plan can have different styles (refer to Table 9 and Annex 6), but it is essentially a tool to oversee the match between the learning outcomes and the content and methodology.

In an excerpt from a sample learning plan, as shown in Table 9, the learning outcomes are presented against the topics, activities, resources, and assessment tools needed to attain the stated learning outcomes.

Table 9. Sample Elements of a Learning Plan Learning Topics Activities Outcomes Discuss the inter-  Introduction to  Case study relations attitude and  Discussion between attitude, behavior  Role playing behavior, and the other factors in  Interrelations society. between attitude, behavior, and other factors in society Share insights on  The nature of an  Lecture current issues educational  Small Group and challenges setting Discussion in an educational  Group Reports setting.  Current issues and challenges

Resources

Assessment

 Case files  Guide questions  Role playing exercises

 Case analysis:  identifying interrelations  concept mapping

 Readings  Guide questions  LCD projector  Laptop

 Group Report

Assessment of the Program Outcomes After going through OBE at the course level, the unit in charge of programs still need to make sure that the sum or combination of learning outcomes in the various courses is truly aligned with the program outcomes.

Furthermore, the HEI is encouraged to develop its own systems for monitoring and assessing the alignment of these program outcomes with its VMG. In developing this QA system for program assessment and evaluation, several elements should be included: First, it should consider the performance indicators that were set at the start while planning for the program, i.e., the competencies under each outcome, which each student should demonstrate at the end of the program.

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Second, it should consider the assessment methods which should be appropriately selected to measure the performance. These methods should also be able to look into the quality of the processes involved in running the program since this indicates the level of system design and preparation as well as the level of engagement of the faculty and program directors.

Third, it should consider the standards since these indicate the quality of the product, i.e., level of student performance. This element also indicates the presence, extent, and effectiveness of the implementation of the learning plan. This also means that the learning plan took into consideration the starting point of the students.

Fourth, the efficiency with which the program operates should be considered. This indicates how much (in terms of human/ physical/ financial resources) was required in order to deliver a certain level of performance.

The HEI may also want to incorporate at this stage the monitoring and evaluation elements of various accrediting and certification agencies.

The unit concerned (e.g., the department) can develop a scoring system at the program level so that it can better assess how effective it had been in implementing the program.

The results of this scoring system are valuable input to helping the unit and top administration to identify areas for improvement and eventually feed into the CQI (Continuous Quality Improvement) for the program.

Completing the Quality Cycle: Continuous Quality Improvement The gap between the actual measure and targets of the program outcomes serves as the basis for program evaluation and interventions for continuous quality improvement of the program. However, the Plan-Do-Check-Act quality cycle, which serves as the basis of the framework of CHED’s quality reforms, does not really end in a perfect state for the HEI. Instead, it is a cycle that helps the HEI adapt to its changing environment.

More so in the current context, the environment of HEIs is in flux. Thus, the HEI is faced with the challenge to constantly adapt, even its quality improvements. It is, therefore, a mindset that the HEI has to acquire, that is, continuing its quality reforms, and this can be achieved by implementing Quality Assurance systems. The HEI can develop a program for CQI that will help it move through different levels of performance.

Program outcomes themselves should be improved continuously, thus, there should be a system that helps the HEI to see the levels that should be attained in each cycle (or spiral, to indicate increasing levels), e.g., in the areas of employability and competitiveness. It could begin with internal indicators, then move on to benchmarking with industry, and then look at the level of macro indicators. The system should involve collaborative processes that enable stakeholder feedback, e.g., benchmarking vs. external indicators through alumni and industry.

The HEI’s development of program monitoring and assessment tools is one step in this direction. But the overall picture still needs to be considered since the HEI’s programs is just one aspect of the QA systems that have to be put in place.

Box 6 shows a system developed by the Technical Panel (TP) for Engineering in 2012 to illustrate how the concepts of OBE can be practiced.

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1)

It begins by asking the respondent (e.g., the department or HEI) to illustrate and explain its OBE Framework. Basic Program Information should also be provided, including information on the HEI, average annual student enrolment data, institutional visionmission statement, college vision-mission statement, and program educational objectives or PEOs. PEOs are broad statements describing the career and professional accomplishments that the program is preparing graduates to achieve within a few years of graduation, sed on the needs of the program’s constituencies.

2)

The program outcomes then have to be stated. These should specify what are expected for graduates to know and be able to do. These relate to the KSAs that the students acquire as they go through the program.

3)

A curriculum map has to be provided, indicating whether a course is:  Introductory course to an outcome,  Enabling course or a course that strengthens the outcome, or  Demonstrative course or a course that demonstrates an outcome.

A summary of course prerequisites (or a course prerequisite map) follows.

4)

There is also an Outcomes-Based Teaching and Learning Delivery Checklist, including:  Program of Study by Term  OBTL Framework and Short Description  OBTL-based Syllabus Template  Course Assessment/ Evaluation System  Faculty Qualifications Sheet  Faculty Loading Sheet Per Term  Faculty Classification/ Evaluation System  Classroom Facilities Sheet  Laboratory Facilities Sheet  Computing Facilities Sheet  Learning Resources Sheet  Faculty Development Support Sheet  Student Development Support Sheet

5)

The Program Outcomes – Performance Indicators – Assessment Evaluation Methods – Standards Matrix summarizes the important elements described in the section on the Assessing the Program Outcomes (see Annex 7).

6)

Finally, there is the CQI Information Sheet, which lists the documents pertaining to:  Institutional Mission-Vision CQI Process Description,  Program Educational Objectives CQI Process Description,  Program Outcomes CQI Process Description,  CQI Project/Program Proposal Template,  Sample Approved CQI Projects/Programs, and  Sample CQI Project/Program Reports.

Each step is evaluated, and thus provides valuable feedback to the HEI implementing the program.

Box 6. A System Illustrating how OBE Concepts can be Practiced as Developed by TP for Engineering

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PART IV – INSTITUTIONAL SUSTAINABILITY ASSESSMENT: TOWARDS OUTCOMES-BASED QUALITY ASSURANCE CHED promotes Institutional Sustainability Assessment (ISA) because it can serve as a learning process for the HEI and contribute to its continuing quality cycle.75 The ISA is developmental in nature and entails a more reflective review of the institution’s VMG and desired outcomes.76 The ISA Framework has five key result areas within which judgments are made about the performance of institutions:77 1) Governance and Management (including Management of Resources) 2) Quality of Teaching and Learning (competency, programs, faculty) 3) Quality of Professional Exposure, Research, and Creative Work (including linkages) 4) Support for Students (learning resources and support structures) 5) Relations with the Community (extra-curricular linkages, service learning, outreach) Within each key results area, there is a number of indicators. Some of these are core indicators that apply to all institutions. The other indicators apply to institutions to the extent that is appropriate in relation to the mission and stage of development of the institution.

There are fourteen indicators, eight of which are core indicators.78 (Refer to Annex 2 for the specific indicators.)

Determining Institutional Outcomes Outcomes based on HEI VMG The first step to this exercise is to establish the HEI’s VMG. The VMG are the foundations of an organization, a company, or an institution.

The Mission states what the institution is all about: its purpose and identity, its core values, its reason for being. This may be stated in the documents that created it, but this may also have been redefined in the course of its history.

The Vision is a picture of the long-term future, taking into consideration the institution’s mission and what it aspires to be.

The institution then moves toward this future by achieving particular goals within a timeframe, using appropriate strategies.

Many organizations revisit their VMGs in a process referred to as Strategic Planning. Key leaders of the organization, with inputs from other stakeholders, determine how the organization can best achieve their VMG in the context of the current environment. Strategic 75

Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes-based and Typology-based QA, Section 7.2, p. 28.

76 Primer on the Quality Assurance and Institutional Sustainability Assessment of HEIs, Annex 4 of Guidelines for the Implementation of CMO 46, series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomesbased and Typology-based QA, p. 17.

77 Ibid.

78 Ibid.

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Planning exercises usually begin with an environmental scan, in order to situate the institution within its immediate (local) as well as its macro-environment (regional, national).

While the Vision-Mission may not change often, the goals and strategies may have to be modified to respond to current opportunities and threats. The HEI then has to make key decisions in terms of how it will pursue its VMG in the new context.

Among the challenges of Philippine HEIs today are the limited human, physical, and financial resources available to them; the increasing competitiveness and accessibility of other universities in the Asian region; and complex problems requiring new skills from graduates of the HEIs. Thus, the HEI needs to understand not only its internal but also its external environment. The HEI can then identify its strengths and weaknesses based on the internal environment as well as the opportunities and threats coming from the external environment.

The HEI’s institutional goals or outcomes can be stated in terms of the ideal attributes of its graduates and its impact to society. The strategies describe how to achieve these outcomes with the proper programs and learning environment. The HEI also needs to decide how to allocate resources (e.g., human, financial, physical, learning resources) and what performance indicators to use in order to know if it has achieved its goals.

There should be a periodic review, which should yield enhancement of programs and systems that give quality outcomes. The cycle (or spiral) continues as the HEI develops into a mature institution.

For example: 

An HEI can do an environmental scan to show trends in the political, economic, socio-cultural, technological, legal, and environmental landscape as well as trends in higher education. It is good to see these trends at the local, regional, and/or national levels.



The HEI also needs to reflect on its internal environment, i.e., articulate the state of its organization in terms of its human, physical, and financial resources; the efficiency of its operations; its effectiveness in attaining its targets, etc. This can be done with the help of assessment and evaluation tools.



The internal and external environmental scan could be the basis of a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, i.e., determine the HEI’s strengths and weaknesses based on the state of its internal environment, as well as opportunities provided and threats posed by the external environment (refer to Figure 4).

Based on the SWOT analysis, the HEI can define outcomes in terms of graduate attributes and its contribution to local/regional/national development.   

What kind of graduate could be most productive in the context of the new environment?

What kind of competencies would this graduate need?

What is the role of the HEI in local/regional/national development?

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The HEI may even wish to revisit its VMG and strategies in the context of the new environment.     

What programs and learning environment will help move the HEI forward?

How should resources be allocated?

What are the performance indicators?

When will the review take place?

What improvements can be made to enhance the programs and systems?

Internal 

External 

Strengths

Weaknesses

• accessible location • experts among faculty • 70% accredited programs • affordable tuition • good reputation in the Region

• declining enrollment • lack of computer laboratories • lack of financial support for faculty development

Opportunities

Threats

• partnerships with local employers • linkages with top universities from other regions • scholarships through CHED

• new city college • ASEAN 2015 student mobility

Figure 4. Sample of a SWOT Analysis for an HEI

Describing the Ideal Graduate Attributes and Impact on Society The current context of higher education is much more complex because it is not limited to the local, regional, or national conditions. Global mobility, international rankings, and institutional sustainability are just a few factors that must also be considered.

Philippine HEIs are particularly challenged to produce Filipino graduates who can engage meaningfully in their communities and in building the nation and who are productive and competitive, especially in the context of ASEAN 2015 and the globalization of professional practice.

CHED recognizes that different types of HEIs will respond fittingly to particular global and national challenges and CHED classifies HEIs into horizontal typologies – Professional Institution, College, and University.

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In its journey towards quality, each HEI must then ask itself four things to serve as its roadmap – given its type, VMG, and the external environment: Question 1: What are the attributes of our ideal graduate?

The attributes of its ideal graduate can include competencies (skills, knowledge, and attitudes), qualities (traits, work ethics), and values. These attributes become the bases for the kind of teaching-learning environment and support systems that need to be designed for the HEI, including the resources that needed to implement these.

Question 2: As an institution, what impact do we want to have on society?

The HEI’s impact on local/regional/national development may include policy, economic, social, technological, and environmental aspects of development.

Question 3: How can we achieve these goals?

With the outcomes in mind, it will be easier to write the goals (ends) of the HEI and the strategy (means) that the HEI will employ to achieve the goals. These translate into the programs, learning environment, support and management systems that will be implemented. The goals will also determine the performance indicators against which the HEI will assess the success of its initiatives.

Question 4: Are our operations sustainable?

Institutional sustainability is an important question because this reflects not only the HEI’s capability to survive and achieve its VMG, but also its culture of quality.

The HEI’s desired outcomes regarding the attributes of its ideal graduate and its impact on local/regional/national development, together with the CHED PSGs, will then be the bases for the HEI’s program outcomes. (Refer to Box 7 for an example on how to institutionalize QA systems.)

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Step 1: A College can describe its ideal graduate as one who has:  competencies for meaningful employment in social work and healthcare;  qualities such as being articulate, disciplined, and professional; and  values such as honesty and service-orientation.

Step 2: It can also describe its desired impact on society as the catalyst for community-based solutions for rural development.

Step 3: The next question is what kind of programs will develop these graduate attributes and create the impact on society? How will the academic degree programs be implemented? Do we create a learning environment that promotes experiential learning or discourse? What kind of non-academic programs can be offered to promote service-orientation? What kind of extension programs will promote the interaction of people in communities?

Once these have been decided, the goals can be written, for example: 1) to improve public recognition of competencies of the HEI’s graduates; and 2) to implement community-based solutions for rural development.

Step 4: Strategies also need to be identified, such as:  linking with the healthcare industry and community development organizations for on-the-job training and  establishing extension programs for farmers or fisher folks in the locality.

Step 5: These then have to be translated into specifics of the programs such as:  the content and methodologies of teaching and learning (such as implementing active/experiential learning)  the kind of support systems that have to be put in place  the processes and procedures that will ensure a smooth flow of activities.

The HEI also needs to ask:  Who are the leaders who can champion these programs?  What resources are needed and where will they be sourced?  What are the performance indicators against which it will assess the success of its initiatives?

Step 6: At the program level, the departments will write their own program outcomes, considering the following: 1) the minimum program outcomes defined in the appropriate PSGs, i.e., outcomes common to all programs in all types of schools, common to a discipline, specific to a sub-discipline and a major, common to a horizontal type as defined in CMO 46 s 2012; 2) the attributes of its ideal graduate; and 3) its impact on local/regional/national development.

These program outcomes will spell out the competencies of the ideal graduate of a program as well as the potential impact of its related activities (extension, research, innovation) to society.

Step 7: These outcomes can then be mapped against the existing courses within the program to see if there is a match between the curriculum and the outcomes. The results of the curriculum mapping can provide inputs into the improvement of content, methodology, course delivery, learning resources, and support services.

Step 8: The HEI can also institutionalize its faculty development so that the faculty members have a shared view of their institutional outcomes, a culture of quality, and the practice of outcomes-based education in the HEI.

Box 7. Example of Institutionalizing QA Systems

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Indicators, Metrics, Targets Performance indicators or key performance indicators (KPI) are used to assess whether the goals of the institution have been achieved. They define what is being measured, how it is measured, and the unit of measurement (metric) if it is a quantitative indicator.

Although ideally KPIs should be specific and measurable, some qualitative indicators may also be useful. The HEI can then work towards a target value, which is then equivalent to successful performance.

Performance indicators should also be identified for the program outcomes, and these refer to the competencies that have actually been developed in the students, as discussed in Part III. Box 8 shows an example of setting the indicators, metrics, and targets.

For example: Some KPIs for the HEI goal of improving the recognition of competencies of the HEI’s graduates would be the:

1) performance of first-time takers in the licensure examinations; and 2) employability of graduates.

For the first KPI, the metric would be the passing rate reported by PRC and the target of the HEI could be 70% passing rate.

For the second KPI, the metric could be the percentage of graduates employed within one year determined through tracer studies and the target of the HEI could be 80% employment rate.

Box 8. Example of Setting Indicators, Metrics, and Targets

For the aspect of institutional sustainability, the CHED ISA tool can be used as a guide for determining the HEI’s indicators, metrics, and targets.

It is to be noted that while the thrust is outcomes-based QA, ISA has some inputs-based metrics that are still important foundations of the HEI. However, these will have to be aligned with the institutional and program outcomes. (See Annex 2 for the ISA Framework.)

Designing Institutional Systems After determining the goals and strategies, the next question is what kind of learning environment and what types of academic and non-academic can aid in the implementation of the strategic plan. The HEI must thus make decisions in this regard, particularly the thrust of its programs, the content and methodologies of teaching and learning, the kind of support systems these require, etc.

These decisions mean that the HEI is committing resources and other forms of support to the programs, teaching-learning systems, and other initiatives that will help the HEI achieve its goals.

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Planning for Resources While HEIs can dream, they must also be realistic in terms of their capabilities and resources. The HEI should explore different ways of achieving its goals, including the prioritization of its resources.

It helps to have key stakeholders involved in the planning for resources because they could contribute different things, depending on their background, e.g., learning paradigms, financial analysis and projections, Information and Communications Technology (ICT) solutions, and human resource management.

When planning for these resources, it is important to keep going back to the VMG, to be true to the mission and identity of the HEI, instead of making decisions based on short-term cosmetic effects.

In the long-term, this consistency to the VMG can give the HEI more focus on what it will do in terms of academic and non-academic programs, and make the institution more sustainable as it builds a more solid and consistent reputation.

It also helps to have a transparent process for planning and decision-making, especially when certain areas are given priority (and thus larger allocations) than others. One way of doing this is to set up the guidelines and criteria ahead of time, and not change the rules of the game midstream.

Planning with the KRAs Institutional QA systems are key to the organization’s sustainability. As mentioned earlier, CHED recommends that these QA systems cover five KRAs under the ISA Framework, namely Governance and Management, Quality of Teaching and Learning, Systems based on HEI Type (Professional Exposure, Research, and Creative Work), Support for Students, and Relationship with the Community. These KRAs and the corresponding criteria are summarized in Table A2-1 in Annex 2.

QA systems in HEIs refer to mechanisms, procedures and processes that help to achieve the desired quality in the five KRAs. If the HEI is clear about its desired institutional outcomes, then it is also expected to articulate the means that will lead to those outcomes, particularly for each of the five KRAs. These KRAs can guide the HEI in determining what systems to put in place. Some examples of general questions that can lead them to appropriate mechanisms, procedures and processes are: 

What governance and management systems are needed to ensure sustainable and transparent operations, so that the programs may be carried out over the long-term?



What kind of learning environment is needed to achieve the desired quality of teaching and learning? What mode of delivery is appropriate and what support systems are needed? In this regard, what kind of faculty will best implement the strategies?



What kind of type-specific programs will enhance the HEI’s contribution to national development?

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

What kind of support for students is needed for them to develop the desired attributes of the HEI’s ideal graduate?



How can the HEI best relate to the community so that their programs are relevant and benefit not only the students and faculty but also the development of the community?

To help HEIs design more specific systems, it would be helpful to use the ISA SelfEvaluation Document (SED) Guide. Under each criterion of the KRAs, there are suggested elements that may be used as a guide in determining what systems should be put in place to help the HEI in its quality cycles. The ISA SED Guide can be downloaded from the CHED website.

Governance and Management Governance refers to the systems that reflect the principles guiding the overall use of authority and decision-making of the institution’s governing body. The institution’s governance arrangements should demonstrate:     

probity strategic vision accountability awareness and management of risk, and effective monitoring of performance.

Governance should start with a clear articulation of the VMG which reflect the context of the HEI. There should also be a transparent governance system (such as structure and processes) especially in determining policies of the HEI. There should be systems for communicating these to the stakeholders.

Management refers to the overall systems and processes of operations of the institution.

The institution’s management, financial control, and quality assurance arrangements are sufficient to manage existing operations and to respond to development and change.

Governance and management are usually most effective if there are enabling features.

These refer to particular initiatives of the institution that contribute to efficiency, productivity, and quality of the community environment.

Examples are: 1) use of information, communications and technology (ICT) for more efficient and effective management; and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.

Box 9 lists some pointers to consider relative to planning the HEI’s governance and management.

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

In terms of governance, the HEI’s Board has clear processes in developing and approving policy, and communicating resolutions to the stakeholders. The criteria for choosing the Board members are clear and the processes of nomination and election are transparent.



In terms of management, the different aspects of the HEI’s operations are clearly documented in various manuals that guide the management of human, financial, and physical resources. There are criteria and processes for choosing key administrators, with a bias for merit and track record.



In terms of enabling features, the HEI has a strong Management Information System that allows it to keep track of resources, outputs, and wastage.

Box 9. Points to Consider in KRA Governance and Management

Quality of Teaching and Learning The quality of teaching and learning can be sustained if there are clear program standards.

These, in turn, are achieved through transparent processes of approval and implementation, as well as monitoring and review.

The results of these processes should enable the HEI to undertake actions to strengthen their programs. Thus, these three criteria should be considered in the teaching-learning systems: 1. Program Approval and Implementation This refers to processes for approving and implementing programs. Processes for program approval should take into consideration the HEI’s VMG and resources, the development needs of the region/country, and appropriate design to achieve the desired competencies of its graduates.

Processes for program implementation should ensure that every effort is made to achieve the intended outcomes through proper resources and oversight.

2. Program Monitoring and Review This refers to processes for monitoring and reviewing the effectiveness of its programs.

These processes should look at outcomes, especially in terms of student achievements, performance of graduates, and efficient use of resources.

3. Action to Strengthen Programs This refers to processes, which ensure that the HEI takes effective action to address weaknesses, build on strengths, and to enhance performance by the dissemination of good practice.

Aside from the programs themselves, faculty members are keys to the implementation of teaching-learning programs. Thus, there should be a system, which ensures that there is an adequate number of faculty members with the appropriate expertise and competence to teach and facilitate learning in the courses offered by the institution. The HEI needs to have systems and processes of hiring, retaining, and developing such faculty.

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In the context of contemporary modes of learning, the HEI needs to make effective use of learning resources, such as library resources, laboratories, and ICT to support student learning. Thus, there should be systems and processes in place that will ensure the relevance and appropriateness of such resources, as well as access and utilization by faculty and students.

Box 10 list some pointers to consider in developing quality of teaching and learning.

Setting and Achieving Program Standards Program Approval and Implementation There are clear procedures for proposing, approving, and implementing new programs.

Usually, the guidance of an office or an administrator could facilitate the dissemination of information regarding procedures. There are also requirements, such as the rationale of the proposed program, a feasibility study to ensure the sustainability of the program, persons/department in charge of implementation, etc. There is some form of documentation, such as manuals, memos, or minutes of meetings.

Such systems will protect the HEI from arbitrary program approval, and result to the sustainability of programs and efficient use of resources.

Program Monitoring and Review There are also clear procedures for monitoring and review of approved programs. These include the persons/bodies in charge, performance indicators and targets, and tools for observing/measuring performance.

Such processes will give feedback to the implementing groups and help them assess the actual state of the programs.

Action to Strengthen Programs Feedback mechanisms allow the HEI to gain an alternate perspective on how things are being managed on the ground. These should be the bases of any action to improve/ strengthen the program.

In some cases, the HEI may even look at the option of freezing or closing programs to preserve the overall effectiveness of the HEI. Undertaking the right action will help the HEI to become more efficient and focused in the use of its resources and in channeling the energy of its administrators.

Box 10. Points to Consider in KRA Quality of Teaching and Learning

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Faculty Profile Systems for hiring, retaining, and developing faculty help the HEI choose persons with the appropriate expertise and competence to facilitate learning, the right attitude that support the development of the attributes of the ideal graduate, and the values that are consistent with the HEI’s VMG. Since faculty members are key in the implementation of academic (and even nonacademic) programs, systems that help the HEI achieve its desired faculty profile can actually help the HEI achieve its desired institutional outcomes, thereby improving its reputation and competitive advantage.

Use of ICT and Learning Resources ICT and other learning resources support learning, especially in today’s context. It is, therefore, important that the faculty and students have access to and use these resources.

Given the limited resources of HEIs, a mechanism/system can optimize the availability of resources to users. It also ensures that students get the proper support for learning, especially in fields which require use of equipment, facility with software, and skill in operations.

Such systems can develop students who can better adapt to their work environment, or who can better innovate because of their training and exposure.

Box 10. (con’t)

Systems based on HEI Type (Professional Exposure, Research, Creative Work) HEIs should design programs to strengthen their horizontal types.

Professional Institutions are expected to have programs that allow students to practice their learned competencies in view of their future careers, such as programs for practicum, internship, and on-the-job training (OJT).

There should be mechanisms and processes that enable the students to avail of these programs, guided by faculty members.

Colleges are expected to promote creative work and/or innovation in the arts and humanities, science and technology, social sciences, and/or management science.

There should be mechanisms and processes that enable faculty and students to engage in creative work and innovation, whatever their field of study might be. In particular, such creative work and innovation should be relevant to the communities these colleges serve.

Universities are expected to develop a research community of faculty, post-graduate students and post-doctoral research workers, which fosters and supports creative research and other advanced scholarly activity.

There should be mechanisms and processes that enable faculty and students to participate actively in these scholarly activities.

Box 11 lists some points to consider relative to professional exposure, research, and creative work.

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

Different HEI types are still expected to have the three basic activities of instruction, research, and extension. However, different HEI types will have their own focus.



Professional exposure is one way to introduce the students into their future professional practice. Thus, programs are expected to truly enhance the students’ entry into the profession, instead of being used as labor for unrelated activities.



Colleges may focus on certain disciplines and it is their creative work and/or innovation, which may be an indication of how they respond to the needs of the communities they serve. For example, are there awards for creative work and/or innovation because these are recognized as contributions to a local, sectoral, or sectarian community?



The research in universities is demonstrated by publications and research activities.

However, it is not enough to just count the outputs, which may be generated by a very limited number of participants. One way to observe the systems and mechanisms for research is the presence of a research community, which involves faculty and students from different levels. By this, we mean not only research activity, but a sharing of resources, results, and learning.

Box 11. Points to Consider in KRA Professional Exposure, Research, and Creative Work

Support for Students If the HEI is true to its desire of developing particular attributes among its students, there should be appropriate and sufficient support. There should be processes for recruitment and admission of and academic support for students, taking special groups into consideration.

Furthermore, there should be effective arrangements to direct scholarships and study grants on merit to support the most able students in programs that develop competencies needed to support the Filipino economy and to enable the country to compete in global labor markets.

These processes can bring about a healthy combination of student diversity that can improve student quality.

There should also be structures and processes for delivering non-academic services for students that would enable them to complete their education and improve their performance.

Box 12 lists some points to consider in designing the support for students.

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

HEIs generally achieve quality through student performance. Thus, systems for recruitment, admission, and academic support are keys in developing graduates with particular competencies.



In the world ranking of universities, selectivity is a factor that has been correlated with good performance. However, many Philippine HEIs practice open admission, i.e., accepting anyone who applies. This practice can be very challenging in developing quality in the HEI.



The point is to have systems that will allow the HEI: o to match the aptitude of the student with the academic program (e.g., diagnostic tests), o to bring the students to the academic level required for that program (e.g., bridging programs), and o to help the students adjust to the demands of the program (e.g., academic counseling).

Box 12. Points to Consider in KRA Support for Students

Relations with the Community HEIs can have different kinds of relationships with the community.   

One relationship involves promoting developmental needs at local, regional, and national levels.

Another involves relationships with partner institutions.

A third kind of relationship involves more direct responses to the needs of its local community.

There should be mechanisms and processes for implementing programs that promote the social, cultural, economic, and/or developmental needs of the country at the local, regional, and/or national levels, as reflected in the HEI’s VMG and in consideration of the country’s need to compete effectively in global markets.

The HEI can also demonstrate its reputation through its networking and linkages. Thus, it is important to have structures and processes that promote and support partnership with other institutions.

Likewise, there should be structures and processes that promote extension programs which are relevant and responsive to the needs of the community, especially for people empowerment and self-reliance.

Box 13 discusses some points to consider in establishing relations with the community.

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

Philippine HEIs generally are very good in maintaining non-academic programs that reflect their relations with the community.



The challenge is to show that there are systems/mechanisms that help the institution select which relations and types of programs actually resonate with their VMG.



It is also important to balance what the HEI does to create impact on society with what the HEI does to produce quality graduates. This means balancing the non-academic with the academic programs. In some institutions, this may mean a good system for aligning and integrating certain activities to enhance both the academic program and the relations with the community.

Box 13. Points to Consider in KRA Relations with the Community

Implementing the QA Systems The HEI’s roadmap will not mean much if it remains a document. The HEI needs to be on the road implementing its plans. This means translating its plans to reality and making the necessary adjustments along the way.

Efficiency and Effectiveness Good managers try to ensure that initiatives and activities in the organization are done efficiently and effectively.

Efficiency refers to getting the most output or results from the input of resources or having the least wastage of resources.

Effectiveness generally refers to achieving the organization’s goals, or at least contributing toward achieving these goals.

These are challenges that HEI administrators face. Given limited resources, efficiency means channeling these into activities and initiatives so that the maximum results are achieved. For instance, this can mean choosing academic degree programs that will require less on-campus facilities, but capitalize on the strength of linkages with the industry within the region. Connected to this is ensuring that the planned programs are implemented accordingly, with the help of efficient processes and procedures that will give quality outcomes.

Some HEIs may have the systems in place, but these may not be documented. The practice of documenting these systems helps the organization pass on what were once “unwritten rules” or even the culture of the organization.

It helps if these processes and procedures are documented, usually in a manual that can be used as a reference by the different stakeholders. Although documentation seems tedious initially, getting people to do this contributes to the development of a culture of quality because documents allow others to review the processes and decisions.

Aside from the transparency that this brings, it also clarifies the accountability of the different persons, sectors, and offices.

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QA Systems for the KRAs The SED is designed to guide HEIs in developing QA systems. It is structured such that KRAs are broken down into indicators, which in turn are broken down into criteria. Under each criterion are elements, or statements that suggest the expectations and outcomes for the systems in that KRA. The HEI may add statements that reflect additional elements for that criterion.

Governance and Management The implementation of good governance systems leads to systematic policy formulation and decision-making as well as sustainability of operations.

Good governance systems also mean that an effective communication system is in place, so that stakeholders are familiar with the HEI’s vision and mission and are informed of policies and decisions.

Good management systems, on the other hand, lead to efficient and effective operations. This means that there is speedy and appropriate response to external and internal developments which in turn can strengthen the support of stakeholders.

Quality of Teaching and Learning Good teaching and learning systems will be reflected in student achievement and the performance of its graduates, and will have an impact on the reputation and competitive advantage of the HEI. The implementation of processes to set and achieve program standards increases the credibility of the HEI, the level of student achievements, and the performance of graduates of the program in licensure examinations, their employability, or contribution to society.

Good systems for hiring, retention, and faculty development lead to faculty competence that will help ensure better student performance.

Systems for access and use of learning resources also lead to better student performance as well as faculty engagement that can fuel innovative programs.

Systems based on HEI Type (Professional Exposure, Research, Creative Work) The implementation of mechanisms and processes that lead to student and faculty engagement in professional exposure, research, and creative work, should help the HEI achieve its VMG, particularly in responding to the needs of the country, the professions, the disciplines, or the community it serves.

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Support for Students Systems for the recruitment and admission of and academic support for students, and student scholarships ensure student diversity that could improve the teaching-learning quality and student performance which in turn could be instrumental in preparing citizens who can contribute to social development and compete in global labor markets.

Structures and systems for student services (such as guidance, counseling, and placement services) contribute to the well-being of students which may in turn contribute to their performance.

Relationship with the Community Structures and processes that promote local/regional/national development and global competitiveness allow the HEI to contribute to the social and economic development of the country.

Systems that promote and support partnership with other institutions improve its reputation and even allow it to create more impact because of shared resources.

Implementation of systems for extension programs provides a more direct engagement with local communities, especially for people empowerment and self-reliance.

Assessment of the Institutional Outcomes79 The HEI’s journey to quality starts with a roadmap, which will be followed as the institution hits the road with its implementation activities.

It is important to remember, however, that it is wise to make the occasional pit stop to check if the HEI is on the right track. This translates to monitoring and measuring the results of its activities according to performance indicators.

Monitoring and evaluation help the HEI determine how effective it has been in achieving its goals.

In monitoring these QA systems, the following are considered: 1) Presence of the system Mechanisms, procedures and processes exist, i.e., they are defined, known by users, and ideally, documented through a manual or a memo.

2) Extent of implementation All users follow the mechanisms, procedures, and processes. Exceptions to the system are documented and justified.

3) Outcomes The system leads to stakeholder satisfaction, HEI policy and reputation, etc.

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4) Effectiveness of implementation The implementation of the system helps the HEI achieve its goals and targets, as shown by the quantity and quality of outcomes.

The Institutional Sustainability Assessment Tool The ISA tool has been developed to help HEIs in the monitoring and evaluation process.

This tool takes the form of the Self-Evaluation Document (SED).

The SED guide not only gives the HEI the elements that external assessors will look for. It also gives the HEI a chance to reflect on its processes and outcomes. Hence, while it is essentially an assessment tool, it also serves as a guide in the design of institutional QA systems and the approaches to implementation.

Whether the HEI decides to be assessed by an external team or to simply use the tool to guide it in developing its QA systems, the ISA tool can be used in helping the HEI understand its systems better, reflect on areas for improvement, and search for solutions given their specific context.

Although ISA takes an outcomes-based approach to QA, there are still some inputs-based metrics included because these are important foundations of the HEI. However, these will have to be aligned with the institutional and program outcomes.

Completing the Quality Cycle: Continuous Quality Improvement To complete one quality cycle, the HEI needs to get back on the road again, acting on the points that need to be improved. This means that the HEI takes the assessment results to heart, and looks for ways to enhance and transform its systems.

Although one quality cycle may be completed, the cycle does not stop and the journey continues with changing destinations. The process goes through many iterations, partly because the HEI itself is being transformed and having different expectations, and partly because the environment changes and the HEI has to adapt.

This is where the transformation happens. The HEI internalizes its VMG, sets its own quality targets, and develops sensitivity to how it is positioned in a growing complex educational environment.

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Part V – Definition of Terms80 Terms

Definition

Accreditation

The process of assessment and review that enables a higher education program or institution to be recognized or certified as meeting appropriate standards [UNESCO Draft Toolkit for the Recognition of Foreign Qualifications, 2012).

Accreditation bodies

Agencies that assess the quality of educational institutions based on a set of criteria, measured through surveys and onsite reviews by experienced accreditors.

The following accreditation bodies are recognized by CHED: Under the umbrella of the Federation of Accrediting Agency of the Philippines (FAAP) –  Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU)  Philippine Association of Colleges and Universities Commission on Accreditation (PACU-COA)  Association of Christian Schools, Colleges and Universities – Accrediting Agencies Inc. (ACSCU-AAI) Under the National Network of Quality Assurance Agencies, Inc. (NNQAA) –  Accrediting Agency of Chartered Colleges and Universities in the Philippines, Inc. (AACCUP)  Association of Local Colleges and Universities Commission on Accreditation, Inc. (ALCU-COA)

Achieved learning outcomes

Learning outcomes that are actually attained by the students as opposed to intended learning outcomes.

ASEAN 2015

A roadmap to achieve better regional integration of the socio-cultural, economic, and political security pillars of the Association of Southeast Asian Nations (ASEAN) member-states by 2015.

ASEAN 2015, also known as ASEAN Community 2009-2015 will be marked by labor mobility within the region, among others.

Assessment

A process used to improve future performance by involving both the assesse and assessor in a thorough analysis of current performance, with the assessor providing quality feedback (Parker et al., 2001).

Applied to individuals: The process of evaluating the knowledge, skills or competencies of individual learners.

Applied to programs and institutions: The process of evaluating the educational quality of a higher education institution or program.

[UNESCO Draft Toolkit for the Recognition of Foreign Qualifications, 2012]

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Terms

Definition

Assessment of learners Direct Assessment

Gathers tangible evidence of what learners have and have not learned based on learner performance that demonstrates the learning itself; can be related to standards, or quantitative.

Examples are classroom assignments, presentations, test results, projects, logs, portfolios, and direct observations.

Indirect Assessment

Gathers evidence about how learners feel about learning and their learning environment rather than actual demonstrations of learning outcome achievement. Examples are surveys, questionnaires, interviews, focus groups, and reflective essays.

Qualitative Assessment

Uses flexible, naturalistic methods and is usually analyzed by looking for recurring patterns and themes. Examples are reflective writing, notes from focus groups, interviews, and observations, and online discussion threads.

Quantitative Assessment

Uses structured, predetermined response options that can be summarized into meaningful numbers and analyzed statistical. Examples are test scores, rubric scores, and survey ratings.

Formative Assessment

The gathering of information about student learning during the progression of a course or program and usually repeatedly to improve the learning of those students. Examples are reading the first lab reports of a class to assess whether some or all students in the group need a lesson on how to make them succinct and informative.

Summative Assessment

Done at the conclusion of the course or an activity or plan to determine or judge learner skills and knowledge or effectiveness of a plan or activity. An example is examining student final exams in a course to see if certain specific areas of the curriculum were understood less well than others, as well as for the purpose of assigning grades.

Autonomous HEIs (by evaluation)

HEIs that demonstrate exceptional institutional quality and enhancement consistent with their horizontal type through internal QA systems, and demonstrate excellent program outcomes through a high proportion of accredited programs, the presence of Centers of Excellence and/or Development, and/or international certification.

Autonomous HEIs (by legislation)

Chartered State Universities and Colleges (SUCs) and Local Colleges and Universities (LCUs) that are created by national legislation or local ordinance and whose charters are argued to give them relative autonomy.

Baldridge PQA

Philippine Quality Award (an award given by the Department of Trade and Industry in collaboration with the Development Academy of the Philippines) based on the Baldridge Criteria for Performance Excellence (leadership, strategic planning, customer focus, workforce focus, operations focus, results).

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Terms

Definition

Branch of knowledge

A broad clustering of disciplines with similar objects of study, frames of reference and methodological approaches, e.g., natural sciences and engineering, social sciences, the arts and humanities, and the management sciences.

Center of Development

A designation granted by the Commission on Higher Education in recognition of a unit’s evident above average performance in teaching, research and extension functions.

Center of Excellence

A designation granted by the Commission on Higher Education in recognition of a unit’s exemplary performance in its teaching, research and extension functions.

Colleges

HEIs that contribute to nation building by providing educational experiences to develop adults who have the thinking, problem solving, decision-making, communication, technical, and social skills to participate in various types of employment, development activities and public discourses, particularly in response to the needs of the relevant communities they serve – e.g., geographic, imagined community (e.g. religious community or a particular public).

Competencies

For purposes of CMO No. 46, series of 2012, competencies refer to the combination of knowledge, complex skills, behavior and attitude that enables an individual to perform a specific task or role.

The literature, nevertheless, cites overlapping ways of defining or interpreting competencies that include the following: General cognitive ability: “an individual’s knowledge and system beliefs, formed through experience” and with their own “achievements, influences subsequent performance through expectations, attitudes and interpretations”.

Competence-performance model: the breakdown of the notion of competence into: (1) conceptual competence (rule-based, abstract knowledge about an entire domain); (2) procedural competence (procedures and skills needed to apply conceptual competence in concrete situations); (3) performance competencies (required to assess a problem and select a suitable strategy for its solution).

Modified competence-performance model: goes beyond the cognitive bias of the competence-performance model and includes the available learning and practice environments that shape competence.

Action competence: includes all the cognitive, motivational and social prerequisites for successful learning and application and used to analyze the conditions of success in performing tasks. These include general problem solving competence; critical thinking skills; domain-general and domain-specific knowledge; realistic, positive self-confidence; and social competencies.

Key competencies: basic competences, such as literacy, numeracy, general education; methodological competences, like problem solving, IT skills; communication skills, including writing and presentation skills; and judgment competences, such as critical thinking.

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Terms

Definition Meta-competencies: skills in planning, initiating, monitoring and evaluating one’s own cognitive processes; experience and knowledge about different task difficulties; knowledge about learning and problem solving; skills in using effective cognitive aids and tools, such as graphics and analogies, and learning how to learn.

Sources: Weinert, F. E. (1999). Concepts of Competence. Published as a contribution to the OECD project, Definition and selection of competencies: Theoretical and conceptual foundations (DeSeCo).

Neuchâtel: DeSeCo. Munich, Germany: Manx Planck Institute for Psychological Research; Winterton, J., Delamare, F. Le and Stringfellow, D. E. (2005). Typology of knowledge, skills and competences: clarification of the concept and prototype, Toulouse:Centre for European Research on Employment and Human Resources Groupe ESC.

Course

The collection of learning experiences (e.g, lectures, experiments, academic exercises, and projects) within a particular subject area and organized to accomplish particular learning outcomes.

Deregulated (by evaluation)

HEIs that demonstrate very good institutional quality and enhancement consistent with their horizontal type through internal QA systems, and demonstrate very good program outcomes through a good proportion of accredited programs, the presence of Centers of Excellence and/or Development, and/or international certification.

Discipline

An area of study constituted by defined academic research methods and objects of study, frames of reference, methodological approaches, topics, theoretical canons, and technologies.

May also be seen as “subcultures” with their own language, concepts, tools and credentialed practitioners”.

Source: Petts, J., Owens, S. and Bulkeley, H. (2008) “Crossing boundaries: interdisciplinary in the context of urban environments,” Geoforum 39 (2008) 593-601.

EUR-ACE

The EURopean ACcredited Engineer is a certificate awarded by an authorized accreditation agency to an engineering degree program which has reached the educational standards of the European Higher Education Area (EHEA).

Evaluation

A process used to judge the quality of a performance or work product against a standard (Parker et al., 2001).

Field of study

Recognized areas of specialization within a discipline or subdiscipline.

Full-time faculty

A faculty member employed by an HEI on a full-time basis.

Functional differentiation

Differentiated according to the functions of the HEIs as determined by its vision and mission.

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Terms

Definition

Graduate attributes

The “qualities, skills and understandings a university community agrees its students should develop during their time with the institution and, consequently, shape the contribution they are able to make to their profession and as a citizen (Bowden et al 2000).

Graduate programs

A set of advanced courses or study, the completion of which leads to either a master’s or doctorate degree.

Hegemonic paradigm

Dominant paradigm

Higher Education

Refers to post-secondary-level education, training or research that is recognized by the relevant authorities of a party as belonging to its higher education system [UNESCO Draft Toolkit for the Recognition of Foreign Qualifications, 2012].

Higher Education Institution (HEI)

An establishment recognized by the relevant authorities of a party that provides higher education [UNESCO Draft Toolkit for the Recognition of Foreign Qualifications, 2012].

Higher Education Program

A program of study recognized by the relevant authorities of a party as belonging to its higher education system, the completion of which provides a student with higher education qualifications [UNESCO Draft Toolkit for the Recognition of Foreign Qualifications, 2012].

Horizontal Typology

A functionally differentiated typology of HEIs that does not imply any hierarchy. The differentiation is along the following dimensions: 1) 2) 3) 4)

qualifications and corresponding competencies of programs; nature of degree programs offered; qualifications of faculty members; types of available learning resources and support structures available; and 5) nature of linkages and community outreach activities.

For the Philippines at this juncture, HEIs may be differentiated horizontally as Professional Institutions, Colleges, or Universities.

Implemented learning outcomes

The implemented curriculum/syllabus to achieve specific learning outcomes.

Indexed Journals

Journals recognized as authoritative and high quality source of information in particular fields of study/disciplines because their articles are part of a citation index (e.g. Institute for Scientific Information or ISI or Sci-Verse Scopus).

Institutional accreditation

Refers to the evaluation of a whole educational institution of which the guidelines and standards shall be formulated in collaboration with the existing federations/networks of accrediting agencies and approved by CHED.

Institutional goals or Institutional outcomes

Based on its vision and mission, a statement of what the institution wants to achieve within a given timeframe.

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Terms

Definition

Institutional Quality

The quality of HEIs as reflected in their Institutional Accreditation, Institutional Quality Assurance Monitoring and Evaluation (IQuAME), the Institutional Sustainability Assessment (ISA) or other evidences in the areas of governance and management, quality of teaching and learning, quality of professional exposure, research, and creative work, support for students, and relations with the community.

Institutional Quality Assurance Monitoring and Evaluation (IQuAME)

Refers to a CHED-established mechanism for monitoring and evaluation of the outcomes of the programs, processes, and services of Higher Education Institutions in the key area of quality of teaching and learning as supported by governance and management; support for students; relations with the community; and management of resources.

CHED is replacing IQuAME with the Institutional Sustainability Assessment (ISA).

Institutional Sustainability

An organization’s ability to address current educational needs and to have the agility and strategic management to prepare successfully for future educational, market, and operating environment.

Institutional Sustainability Assessment (ISA)

A quality assurance process that assesses the institutional sustainability of an HEI in the key areas of quality of teaching and learning as supported by governance and management; support for students; relations with the community; and management of resources.

Sensitive to the horizontal typology, it aims to: 1) support HEIs in developing institutional systems that lead to quality outcomes, as demonstrated by students and graduates whose competencies meet internationally recognized standards when applicable and are relevant to employment; 2) support HEIs in developing a culture of quality, reflected in internal QA systems that will help them perform effectively and efficiently and meet their desired outcomes and performance targets; and 3) engage HEIs in addressing policy issues, especially those that address the need to improve the quality of higher education.

Intended learning outcomes

The learning outcomes expressed as objectives of the course or program.

International accreditation

Accreditation by a reputable international accreditation body (e.g.

ABET, EUR-ACE)

Internationally agreed upon frameworks and mechanisms of global practice

Agreed upon international frameworks for professional programs such as the Washington Accord for engineering.

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Terms

Definition

Learning competencybased standards

Standards that are based on duly-specified learning competencies for a particular field of study or discipline.

In an outcomes-based approach, the outcomes are the set of learning competencies that enable learners to perform complex tasks/functions/roles.

Learning resources and support structures

These are libraries, practicum laboratories, relevant educational resources, linkages with the relevant disciplinal and professional sectors, etc. that allow students to explore basic, advanced, and even cutting edge knowledge in a wide range of disciplines or professions.

Liberal Arts programs

Studies intended to provide general knowledge and intellectual skills rather than professional or occupational skills.

Examples of liberal arts programs are those in the arts, humanities, natural sciences, social sciences, and mathematics

Lifelong Learning (LLL)

Lifelong learning is a process that involves the acquisition and upgrading of knowledge, skills, values and qualifications throughout all stages of a person’s life — from early childhood through adulthood.

LLL promotes the development of competencies that will enable citizens to adapt to a knowledge-based society and participate actively in all spheres of life.

It values all forms of learning including formal learning (e.g. university-based learning), non-formal learning (e.g. skills acquired at the workplace) and informal learning (e.g. inter-generational learning).

Local Accreditation

The issuance of a certificate of accredited status by any of the accreditation bodies in the Philippines attesting to the quality or standards of a higher education institution or to any of its educational programs, and to the effectiveness of the management and operations of the institution offering the program, as exceeding the minimum standards or criteria for government recognition.

One-size-fits-all QA System

An imposed common set of quality indicators for all Philippine HEIs regardless of their mission, compelling institutions to direct their QA efforts towards meeting CHED quality indicators that may not be aligned with quality outcomes associated with their respective missions.

Outcomes

The benefit or change after an activity or process, such as new competencies, which may be associated with the output or the process itself.

Within a learner-centered paradigm, outcomes are the set of learning competencies that enable learners to perform complex tasks/functions/roles.

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Terms

Definition

Outcomes-based education (OBE)

In a nutshell, OBE implies the best way to learn is to first determine what needs to be achieved. Once the desired results or ‘exit outcomes’ have been determined, the strategies, processes, techniques and means are put in place to achieve the predetermined goals.

In essence, it is a working-backwards with students as the center of the learning–teaching milieu.

Outcomes-based QA

Program level: A direct assessment of educational outcomes, with evaluation of the individual programs that lead to those outcomes.

In this approach, the program outcomes are largely measured against the policies, standards, and guidelines of the discipline.

Institutional Level: An audit of the quality systems of an institution, to determine whether these are sufficiently robust and effective to ensure that all programs are well designed and deliver appropriate outcomes. This approach takes into consideration the vision, mission, and goals of the HEI.

Output

The direct product of any activity or the result of a process.

Paradigm

A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline.

Paradigm shift

A change in basic assumptions, premises and frameworks.

A change of mindsets or perspectives with real consequences for practice.

Patents

Consists of exclusive rights granted by a sovereign state to an inventor or their assignee for a limited period of time in exchange for public disclosure of an invention.

Permanent faculty

Tenured faculty members who can only be removed from office for cause (e.g. incompetence, immorality) following the proper administrative procedures.

Professional Institutions

HEIs that contribute to nation building by providing educational experiences to develop technical knowledge and skills at the graduate and undergraduate levels, which lead to professional practice, e.g., Engineering, Medicine, Law, IT, Management, Teacher Education, Maritime Education.

Professional Institutions develop adults who will have the technical and practical know-how to staff the various professional sectors that are required to sustain the economic and social development of the country and the rest of the world, as well as to contribute to innovation in their respective areas.

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Terms

Definition

Professional programs

Traditionally refers to programs whose professional practice is regulated through a licensure examination. For purposes of developing the typology, however, CHED, upon the recommendation of its Technical Panels, broadened the notion of profession-oriented practices beyond those regulated by the Professional Regulatory Commission (PRC) to cover programs with direct (tangible, observable) application of frameworks and skills in future practice.

CHED adopted the recommendations of the Technical Panels for the classification of programs within their respective disciplinal jurisdiction. These “professional” programs include unlicensed professions like Journalism, Broadcast Communications, Management, and Information Technology, which are associated with communities of practice that are guided by a Code of Ethics.

Program

Broadly refers to a plan of action and a collection of activities, which aim to accomplish pre-determined objectives, e.g., in research, education, and extension.  Degree program refers to the collection of courses and experiences which is designed and arranged to develop competencies and accomplish objectives, and lead to the awarding of a degree.  Program major refers to the primary specialization in a field of study in which the student takes a specified number of courses as part of the requirement for obtaining a degree.

This may also be called area of specialization, field of concentration, professional major, or just plain major (CSO, No. 42, series 2003).

Program evaluation

See Outcomes-Based QA: Program level.

Program excellence

Excellence of academic programs as manifested through accreditation, Centers of Excellence and Development, and international certification.

Qualifications

A combination of academic preparation (degree completion) augmented by subsequent activities that maintain or establish preparation for a particular task, job, role or profession.

Quality

For quality assurance purposes, CHED adopts the notion of quality as:  “Fitness for purpose”, which is generally used by international bodies for assessment and accreditation. Requires the translation of the institution’s vision, mission, and goals into its learning outcomes, programs, and systems;  “Exceptional”, which means being distinctive; exceeding very high standards; or conformance to standards based on a system of comparability using criteria and ratings; and  Quality, as “developing a culture of quality”, is the transformational dimension of the CHED notion of quality.

[Harvey, L, Green D (1993). “Defining quality”. Assessment and Evaluation in Higher Education 18(1):9-34].

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Terms

Definition

Quality Assurance

An ongoing process of evaluating and enhancing the quality of a higher education system, institution, or program to assure stakeholders that acceptable standards of education, scholarships, and resources for delivery are being maintained.

QA does not mean merely specifying the standards or specifications against which to measure or control quality. Rather, quality assurance is about ensuring that there are mechanisms, procedures and processes in place to ensure that the desired quality, however defined and measured, is delivered [Church, C.H. (1988). “The Qualities of Validation”. Studies in Higher Education 13:27-43].

Refereed journals

Scholarly journals peer-reviewed by experts prior to publication. The reviews are often blind, i.e., the names of the author and the reviewer are withheld.

Regulated HEIs

Institutions, which still need to demonstrate good institutional quality and program outcomes

Reputable academic presses

University presses or academic publishers known for the good quality of their publications

Six Sigma Process

A system of accreditation that lets the market know whether an organization has complied with rigorous standards for the area accredited. It usually covers a training firm’s qualifications, an instructor’s knowledge and competency, adequacy of curriculum content and the robustness of an internal corporate program.

Skills

A “goal-directed, well-organized behavior that is acquired through practice and performed with economy of effort” [Proctor, R. W., & Dutta, A. (1995). Skill acquisition and human performance.

Thousand Oaks, CA: Sage: 18].

There are different types of skills:    

the skill of making distinctions or judgments or perceptual skills; the skill in selecting the appropriate response or response skills; the manual aspects of performance or motor skills; and the skill to solve concrete problems or problem-solving skills [Winterton, J., Delamare, F. Le and Stringfellow, D. E. (2005). Typology of knowledge, skills and competences: clarification of the concept and prototype, Toulouse:Centre for European Research on Employment and Human Resources Groupe ESC.]

Note that while skills and competencies are not the same conceptually, the broad notion of skills as encompassing attitudes and practical skills and the different interpretations of “competencies” account for the interchangeable use of the terms “skills” and “competencies” in the literature.

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Terms

Definition

UNESCO Recognition of Comparable qualifications, degrees, diplomas, certificates in the Asia-Pacific region (1983)

Refers to the 1983 Regional Convention of Studies, Diplomas and Degrees in Higher Education in Asia and the Pacific, a legally binding instrument which aims to promote and facilitate academic mobility in the Asia-Pacific region.

Undergraduate Program

Refers to a set of four or five-year courses (possibly three for some programs when K to 12 is implemented) or study focused on applied knowledge and hands on learning, the completion of which leads to a baccalaureate degree.

Universities

HEIs that contribute to nation building by providing highly specialized educational experiences to train experts in the various technical and disciplinal areas and by emphasizing the development of new knowledge and skills through research and development.

The Convention was revised in 2011 to hasten the effort of determining the comparability of programs across the region. The revised Convention, which is in the process of ratification by UNESCO member states in the region, is also referred to as the Tokyo Convention.

The focus on developing new knowledge is emphasized from the basic post-secondary (i.e., baccalaureate) academic programs through the doctoral programs. Thus, a research orientation is emphasized in the Bachelor, Master’s and doctoral degree programs.

Universities contribute to nation building by producing experts, knowledge, and technological innovations that can be resources for long-term development processes in a globalized context.

Vertical Typology

Refers to the classification of HEIs according to three elements of quality: 1) alignment and consistency of the learning environment with the institution’s vision, mission, and goals; 2) demonstration of exceptional learning and service outcomes; and 3) development of a culture of quality.

Washington Accord

Signed in 1989, it is an international agreement among bodies responsible for accrediting engineering degree programs.

It recognizes the substantial equivalency of programs accredited by those bodies and recommends that graduates of programs accredited by any of the signatory bodies be recognized by the other bodies as having met the academic requirements for entry into the practice of engineering.

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Bibliography Anderson, L. W. and Krathwohl, D. R. et al. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston, MA: Allyn & Bacon.

Barr, R. and Tagg, J. (1995). “Teaching to Learning: a New Paradigm for Undergraduate Education.” Change, November/December, 13-25.

Biggs, J. and Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does, 4th Edition (The Society for Research into Higher Education). US: Open University Press.

Bloom, B.S. (1956). Taxonomy of Educational Objectives. Handbook I: The Cognitive Domain. NY: David McKay. Bowden, J., Hart, G., King, B., Trigwell, K., and Watts, O. (2000). Generic Capabilities of ATN University Graduates. Canberra: Australian Government Department of Education, Training and Youth Affairs. Available at http:/www.clt.uts.edu.au/ATN.grad.cap.project.index.html, accessed October 2011.

British Columbia Institute of Technology(BCIT) Learning Resources Unit (2003). Writing Learning Outcomes. British Columbia: BCIT. Butler, Mollie (2004). Outcomes Based/Outcomes Focused Education Overview. Available at www.kfshrc.edu.sa/.../files/Outcomes Based Education.doc, accessed July 2012.

Church, C.H. (1988). “The Qualities of Validation”. Studies in Higher Education 13:27-43.

CMO No. 37, series 2012, Policies Standards and Guidelines in the Establishment of an Outcomes-based Education (OBE) System in Higher Education Institutions Offering Engineering Programs.

CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-Based and Typology-Based QA. CSO, No. 42, series 2003. Commission on Higher Education.

Dave, R.H. (1975).Psychomotor levels. In R.J. Armstrong (Ed). In Developing and Writing Behavioural Objectives (pp.33-34). Tucson, AZ: Educational Innovators Press.

Deming, W. E. (1986). Out of the Crisis. Massachusetts: Massachusetts Institute of Technology Press, 88.

Guidelines for the Implementation of CMO 46, Series 2012 on the Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomesbased and Typology-based QA. Harrow, A. (1972). A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral objectives. NY: David McKay. Harvey, L. and Green, D. (1993), “Defining quality”, Assessment and Evaluation in Higher Education, 18(1): 9-34.

Inter-Agency Committee on Education Statistics (IACES) and National Statistical Coordination Board, Glossary of Commonly Used Terms in Education Statistics, 2006, p. 33.

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Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1973). Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook II: The affective domain. NY: David McKay. Leskes, A. (2002). “Beyond Confusion: an Assessment Glossary.”In Association of American Colleges and Universities Peer review, Winter/Spring, 4(2/3). Retrieved from http://www.aacu.org/index.cfm.

McTighe, J. and Wiggins, G. (1998). Understanding by Design Framework. Alexandria, VA: Association for Supervision and Curriculum Development. Available at http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf.

Accessed 3 January 2014.

Parker, P.E., Fleming, P.D., Beyerlein, S., Apple, D., and Krumsieg, K. (2001) “Differentiating Assessment from Evaluation as Continuous Improvement Tools,” Abstract No. 1462, 31st ASEE/IEEE Frontiers in Education Conference, October 10 13, 2001 Reno, NV. PATE, no date. Module on Program Assessment and Evaluation. Private communication.

Petts, J., Owens, S. and Bulkeley, H. (2008) “Crossing boundaries: Interdisciplinarity in the Context of Urban Environments.” Geoforum 39 (2008), 593-601.

Proctor, R. W., & Dutta, A. (1995). Skill acquisition and human performance. Thousand Oaks, CA: Sage: 18.

Republic Act 7722, The Higher Education Act of 1994.

Simpson, E.J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, D.C.: Gryphon House.

Task Force on Quality Assurance (TFQA) Report, October 2011.

Tawil, S., Abdeljalil A., and Macedo, B. (2011). “Beyond the Conceptual Maze: The Notion of Quality in Education.”ERF Discussion Papers. Paris: UNESCO Education Research and Foresight No. 2.

UNESCO Draft Toolkit for the Recognition of Foreign Qualifications, 2012.

Weinert, F. E. (1999). Concepts of Competence. Published as a contribution to the OECD project, Definition and selection of competencies: Theoretical and conceptual foundations (DeSeCo). Neuchâtel: DeSeCo. Munich, Germany: Manx Planck Institute for Psychological Research.

Western & Northern Canadian Protocol (WCNP). (2006). Rethinking Classroom Assessment with Purpose in Mind. Assessment for Learning Assessment as Learning Assessment of Learning. Manitoba, Canada: Crown in Right of Manitoba.

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Winterton, J., Delamare, F. Le and Stringfellow, D. E. (2005). Typology of knowledge, skills and Competences: Clarification of the concept and prototype, Toulouse: Centre for European Research on Employment and Human Resources Groupe ESC.

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Annex 1 – Criteria for Commitment to Excellence: Equations to Determine Points for Local Accreditation The points for local accreditation take into account several factors.

1) Proportion of accredited programs It is the proportion of accredited programs in relation to the total number of programs covered by accreditation that is measured.

For example: 

HEI X has five Level II-accredited programs in a total of 20 programs that can be accredited, while HEI Y has also five Level II-accredited programs but in a total of 10 programs that can be accredited.



HEI Y will have more points than HEI X because it has a higher proportion of Level II accredited programs.

2) Level of accreditation There are increasing weights (values) from Level I to Level IV. 3) Undergraduate/graduate programs The weights for undergraduate (UG) or graduate (G) programs depend on HEI type and the proportion of programs at the two levels.

Total points for local accreditation is the sum of undergraduate and graduate components:

đ?‘¨đ?’„đ?’„đ?’“đ?’†đ?’…đ?’Šđ?’•đ?’‚đ?’•đ?’Šđ?’?đ?’? = đ?‘źđ?‘Ž đ?‘¨đ?’„đ?’„đ?’“đ?’†đ?’…đ?’Šđ?’•đ?’‚đ?’•đ?’Šđ?’?đ?’? + đ?‘Ž đ?‘¨đ?’„đ?’„đ?’“đ?’†đ?’…đ?’Šđ?’•đ?’‚đ?’•đ?’Šđ?’?đ?’?

The weights for the UG and G components depend on the percentage of enrollment in the graduate or undergraduate programs. The points for accreditation are based on the sum of the ratios for the different accreditation levels, multiplied by a value for the level (refer to Table A1-1).

Table A1-1. Weights for Accreditation Levels Level Inputs based

Outcomes-based (Levels III & IV)

Level IV

1.25

1.50

Level III

1.00

1.25

Level II

0.75

Level I

0.50

Note: After two years, it is recommended that accrediting agencies use the outcomes-based approach in its instruments for which higher weights will be given.

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The UG and G accreditation components are given in Equations 1 and 2.

Equation 1: đ?‘źđ?‘Žđ?&#x;’ đ?‘źđ?‘Žđ?&#x;‘ đ?‘źđ?‘Žđ?&#x;? đ?‘źđ?‘Žđ?&#x;? đ?‘źđ?‘Ž đ?‘¨đ?’„đ?’„đ?’“đ?’†đ?’… = {( Ă— đ?&#x;?. đ?&#x;?đ?&#x;“) + ( Ă— đ?&#x;?. đ?&#x;Žđ?&#x;Ž) + ( Ă— đ?&#x;Ž. đ?&#x;•đ?&#x;“) + ( Ă— đ?&#x;Ž. đ?&#x;“)} Ă— đ?‘žđ?’• đ?‘źđ?‘Ž đ?‘źđ?‘Ž đ?‘źđ?‘Ž đ?‘źđ?‘Ž where Wt UG Accred UG UG4 UG3 UG2 UG1

= Percentage of undergraduate enrollment, e.g., 90% = 90 = the points earned from the accredited undergraduate programs = total number of UG programs offered = number of UG programs accredited at Level IV = number of UG programs accredited at Level III = number of UG programs accredited at Level II = number of UG programs accredited at Level I

Equation 2: đ?‘Žđ?&#x;’ đ?‘Žđ?&#x;‘ đ?‘Žđ?&#x;? đ?‘Žđ?&#x;? đ?‘Ž đ?‘¨đ?’„đ?’„đ?’“đ?’†đ?’… = {( Ă— đ?&#x;?. đ?&#x;?đ?&#x;“) + ( Ă— đ?&#x;?. đ?&#x;Žđ?&#x;Ž) + ( Ă— đ?&#x;Ž. đ?&#x;•đ?&#x;“) + ( Ă— đ?&#x;Ž. đ?&#x;“)} Ă— đ?‘žđ?’• đ?‘Ž đ?‘Ž đ?‘Ž đ?‘Ž where Wt G Accred G G4 G3 G2 G1

= Percentage of graduate enrollment, e.g., 10%=10 = the points earned from the accredited graduate programs = total number of G programs offered = number of G programs accredited at Level IV = number of G programs accredited at Level III = number of G programs accredited at Level II = number of G programs accredited at Level I

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Annex 2 – Institutional Sustainability Assessment Framework The Institutional Sustainability Assessment (ISA) Framework of CHED consists of five key result areas (KRAs), each of which has one or more criteria, as shown in Table A2-1. Tables A2-2 and A23 show the ISA Indicators by HEI Type while Table A2-4 presents the rubric for each indicator. The minimum scores to qualify for autonomous and deregulated status are shown in Table A2-5.

Table A2-1. ISA: KRA Indicators and Criteria KRA 1: GOVERNANCE AND MANAGEMENT Core Indicator: Governance

Criterion: The institution’s governance arrangements demonstrate probity, strategic vision, accountability, awareness and management of risk, and effective monitoring of performance.

Core Indicator: Management

Criterion: The institution’s management, financial control, and quality assurance arrangements are sufficient to manage existing operations and to respond to development and change.

Indicator: Enabling Features

Criterion: The institution has enabling features such as the use of Information and Communication Technology (ICT) for more efficient and effective management; and a viable, sustainable and appropriate resource generation strategy to support its development plans.

KRA 2: QUALITY OF TEACHING AND LEARNING Core Indicator: Setting and Achieving Program Standards

Criterion 1: Program Approval.

The institution sets the objectives and learning outcomes of its programs at appropriate levels, and has effective mechanisms to ensure that its programs achieve those objectives and enable students to achieve the intended outcomes (including board passing rates).

Criterion 2: Program Monitoring and Review.

The institution has effective arrangements for monitoring the effectiveness of its programs.

Criterion 3: Action to Strengthen Programs.

The institution takes effective action to address weakness, build on strengths, and to enhance performance by the dissemination of good practice.

Core indicator: Faculty Profile

Criterion: The institution has an adequate number of faculty with the appropriate expertise and competence to teach the courses offered by the institution.

Core Indicator: Appropriate Learning Resources

Criterion: The institution makes effective use of learning resources, such as library resources, laboratories, and information and communications technology, to support student learning.

KRA 3: QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, AND CREATIVE WORK Indicator: Professional Exposure

Criterion: The institution has programs that allow students to practice their learned competencies in view of their future careers, such as programs for practicum, internship, on-the-job training (OJT), and case writing (for graduate level).

Indicator: Research Capability

Criterion: The institution has a research community of faculty, students and post-doctoral research workers that fosters and supports creative research and other advanced scholarly activity.

Indicator: Creative Work and/or Innovation

Criterion: The institution has programs that promote creative work in the arts and/or innovation in science and technology and in other fields of study.

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Table A2-1. (con’t) KRA 4: SUPPORT FOR STUDENTS Indicator: Equity and Access

Criterion 1: Recruitment, Admission, and Academic Support.

The institution is effective in recruiting, admitting, supporting, and graduating students, including those from indigenous groups, the handicapped, low-level income classes, foreign students, and other special groups.

Criterion 2: Student Scholarships.

The institution operates effective arrangements to direct scholarships and study grants on merit to support the most able students in programs that develop competences needed to support the Filipino economy and to enable the country to compete in global labor markets.

Core Indicator: Student Services

Criterion: The institution has programs for student services, to support the non-academic needs of the students.

KRA 5: RELATIONS WITH THE COMMUNITY Core Indicator: Relevance of Programs

Criterion: The institution offers programs that take into consideration the socio-cultural, economic, and developmental needs of the country at local, regional, and national levels, as well as the need for the country to compete effectively in global markets.

Indicator: Networking and Linkages

Criterion: The institution is valued as a partner by other higher education institutions; professional, government, and/or non-government organizations; and industry, within the Philippines and internationally.

Indicator: Extension Programs

Criterion: The institution is valued by its local community as a provider of extension programs that are responsive to the needs of the community for people empowerment and self-reliance.

Table A2-2. ISA Indicators by HEI Type Indicator

Professional Institute

College

University

Governance

Core

Core

Core

Management

Core

Core

Core

Enabling Features

Indic

Indic

Indic

Setting and Achieving Program Standards

Core

Core

Core

Faculty Profile

Core

Core

Core

Appropriate Learning Resources

Core

Core

Core

Governance and Management

Quality of Teaching and Learning

Quality of Professional Exposure, Research, and Creative Work Professional Exposure

Req

Indic

Indic

Research Capability

Indic

Indic

Req

Creative Work and/or Innovation

Indic

Req

Indic

Equity and Access

Indic

Indic

Indic

Student Services

Core

Core

Core

Relevance of Programs

Core

Core

Core

Networking and Linkages

Req

Indic

Req

Extension Programs

Indic

Req

Indic

Support for Students

Relations with the Community

Legend: Core – Core indicator; Req – Required indicator; Indic – Indicator

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Table A2-3. Summary of ISA Indicators according to HEI Type Professional Institutions Core Indicators:

Governance, Management, Setting and Achieving Program Standards, Faculty Profile, Use of ICT and Learning Resources, Equity and Access, Student Services, Relevance of Programs

Required Indicators:

Professional Exposure, Networking and Linkages

Optional Indicators:

Enabling Features, Research Capability, Creative Work and/or Innovation, Extension Programs

Colleges Core Indicators:

Governance, Management, Setting and Achieving Program Standards, Faculty Profile, Use of ICT and Learning Resources, Equity and Access, Student Services, Relevance of Programs

Required Indicators:

Creative Work and/or Innovation, Extension Programs

Optional Indicators:

Enabling Features, Professional Exposure, Research Capability, Networking and Linkages

Universities Core Indicators:

Governance, Management, Setting and Achieving Program Standards, Faculty Profile, Use of ICT and Learning Resources, Equity and Access, Student Services, Relevance of Programs

Required Indicators:

Research Capability, Networking and Linkages

Optional Indicators:

Enabling Features, Professional Exposure, Creative Work and/or Innovation, Extension Programs

Table A2-4. Rubric for Rating Each Indicator Rating

Description

4

The criterion/criteria for the indicator is/are fully met, and its elements are achieved at a level of excellence that provides a model for others.

3

The criterion/criteria for the indicator is/are met, with most elements demonstrating good practice.

2

The criterion/criteria for the indicator is/are met in most respects, but improvement is needed to overcome weaknesses in some elements.

1

The criterion/criteria for the indicator is/are met in some respects, but much improvement is needed to overcome weaknesses.

0

The criterion is not met.

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Table A2-5. Minimum Scores to Qualify for Autonomous and Deregulated Status Indicator

Professional Institution

College

University

3* 3*

3* 3*

3* 3* 3*

3* 3* 3*

AUTONOMOUS Governance and Management C - Governance 3* C - Management 3* I - Enabling Features Quality of Teaching and Learning C - Setting and Achieving Program Standards 3* C - Faculty Profile 3* C - Appropriate Learning Resources 3* Quality of Professional Exposure, Research, and Creative Work I - Professional Exposure I - Research Capability I - Creative Work and/or Innovation Support for Students C - Equity and Access C - Student Services Relations with the Community C - Relevance of Programs I - Networking and Linkages I - Extension Programs Minimum Average Score = 2.75 No score below 2

3* 3* 3* 3* 3*

3* 3*

3* 3*

3* 3*

3*

3* 3*

3*

DEREGULATED Governance and Management C - Governance C - Management I - Enabling Features Quality of Teaching and Learning C - Setting and Achieving Program Standards C - Faculty Profile C - Appropriate Learning Resources I - Professional Exposure I - Research Capability I - Creative Work and/or Innovation Support for Students C - Equity and Access C - Student Services Relations with the Community C - Relevance of Programs I - Networking and Linkages I - Extension Programs Minimum Average Score = 2.50 No score below 1 *Required, C = Core, I = Indicator

3* 3*

3* 3*

3* 3*

3* 3* 3* 3*

3* 3* 3*

3* 3* 3* 3*

3* 2* 3*

2* 3*

2* 3*

2* 2*

2*

2* 2*

2*

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Annex 3 – Sample Curriculum Maps from the Nursing Program Mapping of Nursing Program Outcomes by Year Level

79

GE – Arts Appreciation

IP/L

I/L

I/L

I

I

I

I

I

I

I

I

I

I

IP

I

I

I

I

I

I

-

-

-

-

I

I

I

I

-

-

-

-

I

-

-

-

I

I

I

I

I

IP

IP

IP

GE – Bioethics

GE- Readings in Philippine History

Apply knowledge of physical, social, natural and health sciences and I IP IP IP/L I/L IP/L I/L IP/L humanities in the practice of nursing.

2. Provide safe, appropriate and holistic care to individuals, families, I IP IP IP I I I I population groups and communities utilizing nursing process.

3. Apply guidelines and principles of evidence-based practice in the I I I I I I I I delivery of care in any setting.

4. Practice nursing in accordance with existing laws, legal, ethical and I I IP IP I IP IP I moral principles.

5. Communicate effectively in writing, speaking and presenting using I IP I I IP IP I I culturally-appropriate language.

6. Document and report on client care accurately and comprehensively.

I IP IP 7. Work effectively in teams, in collaboration with other disciplines and I I I I I I I I multi-cultural teams.

8. Practice beginning management and leadership skills in the delivery of IP IP client care.

9. Conduct research with an experienced researcher.

I I I I I 10. Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health I I I I I I I I developments in particular.

11. Demonstrate responsible citizenship and pride of being a Filipino.

I I I I IP I Legend: I - Introduced concepts/principles; P - Practiced with supervision; D - Demonstrated across different clinical setting with minimal supervision 1.

Logic with Critical Thinking

STS – Science, Technology and Society

GE – Understanding Self

Chem 2 Biocehemistry

GE - Purposive Communication

Health Assessment

NCM 100Fundamentals of Nursing

Anatomy and Physiology

PROGRAM OUTCOMES First Year

Theoretical Foundation

First Year Level Outcomes: The student 1) demonstrates self-awareness, 2) communicates effectively, 3) discusses beginning theories and principles, 4) works effectively as a team, 5) demonstrates background on the laws (national and traditional).

CHED Handbook on Typology, OBE, and ISA

I/L

PD/L

D/L

Pathophysiology

NCM 102

P/L

Math, Science and Technology (Elective)

Health Education

P/L

Nursing Informatics

Contemporary World

P/L

Pharmacology

Microbiology & Parasitology

Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing.

Nutrition and Diet Therapy

2.

CHN Community Health Nursing

1.

PROGRAM OUTCOMES Second Year

NCM 101

2nd year Level Outcomes: The student demonstrates safe, appropriate, and holistic care, utilizing the nursing process, in the context of a normal and a high-risk family, as well as mother and child in any health setting.

D/L

P/L

IP/L

P/L

I/L

PD

PD

P

I

P

P

P

I

P

P

-

I

P

D

P

I

P

D

-

I

P

D

P

I

I

P

I

I

I

IP

IP

I

P

P

IP

I

D

D

D

I

Provide safe, appropriate and holistic care to individuals, families, population PD PD IP IP PD D D groups and communities utilizing nursing process.

3. Apply guidelines and principles of evidence-based practice in the delivery P P I I I P P of care in any setting.

4. Practice nursing in accordance with existing laws, legal, ethical and moral P P P I IP D D principles.

5. Communicate effectively in writing, speaking and presenting using P P P P D D P culturally-appropriate language.

6. Document and report on client care accurately and comprehensively.

D D P P D D D 7. Work effectively in teams, in collaboration with other disciplines and multiP D P P P D P cultural teams.

8. Practice beginning management and leadership skills in the delivery of P P I I D D P client care.

9. Conduct research with an experienced researcher.

P P IP I I P I 10. Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in P D P D D P D particular.

11. Demonstrate responsible citizenship and pride of being a Filipino.

D D D D D D D Legend: I - Introduced concepts/principles; P - Practiced with supervision; D - Demonstrated across different clinical setting with minimal supervision

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CHED Handbook on Typology, OBE, and ISA

Apply knowledge of physical, social, natural and health sciences and PD PD PD PD PD PD PD humanities in the practice of nursing.

2. Provide safe, appropriate and holistic care to individuals, families, PD PD PD P PD PD PD population group and community utilizing nursing process.

3. Apply guidelines and principles of evidence-based practice in the delivery PD PD PD PD PD PD PD of care.

4. Practice nursing in accordance with existing laws, legal, ethical and moral PD PD PD PD PD PD PD principles.

5. Communicate effectively in speaking, writing and presenting using PD PD PD PD PD PD PD culturally-appropriate language.

6. Report and document up-to-date client care accurately and PD PD P D D D P comprehensively.

7. Work effectively in collaboration with inter-, intra- and multi-disciplinary and D D D D D D D multi-cultural teams.

8. Practice beginning management and leadership skills in the delivery of PD PD D D D D PD client care.

9. Conduct research with an experienced researcher.

P P P P P P P 10. Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in PD PD P D I PD PD particular.

11. Demonstrate responsible citizenship and pride of being a Filipino.

D D D D D Legend: I - Introduced concepts/principles; P - Practiced with supervision; D - Demonstrated across different clinical setting with minimal supervision 1.

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PD

I

PD

I

PD

I

PD

I

PD

I

D

I

D

I

PD

I

P

I

I

I

D

PD

Gerontological Nursing

Spiritual Care (Elective)

Rizal

GE Elective Bioethics

Nursing Research 1

NCM 105

NCM 104

GE Elective Arts & Humanities

Health Economics

GE Math in the Modern World

PROGRAM OUTCOMES Third Year

NCM 103

3rd year Level Outcomes: The student demonstrates safe, appropriate, and holistic care, utilizing the nursing process, in the context of individuals, families and population group with physiologic and psychosocial alterations and maladaptive patterns of behavior in community, hospital and other healthcare settings.

CHED Handbook on Typology, OBE, and ISA

1.

Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing.

D

D

D

D

D

Provide safe, appropriate and holistic care to individuals, families, population D D D D D group and community utilizing nursing process.

3. Apply guidelines and principles of evidence-based practice in the delivery of D D D D D care.

4. Practice nursing in accordance with existing laws, legal, ethical and moral D D D D D principles.

5. Communicate effectively in speaking, writing and presenting using culturallyD D D D D appropriate language.

6. Report and document up-to-date client care accurately and comprehensively.

D D D D D 7. Work effectively in collaboration with inter-, intra- and multi-disciplinary and D D D D D multi-cultural teams.

8. Practice beginning management and leadership skills in the delivery of client D D D D D care.

9. Conduct research with an experienced researcher.

D D D D D 10. Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in D D D D D particular.

11. Demonstrate responsible citizenship and pride of being a Filipino.

D D D D D Legend: I - Introduced concepts/principles; P - Practiced with supervision; D - Demonstrated across different clinical setting with minimal supervision 2.

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-

Emergency and Disaster Nursing

Foreign Language (Elective)

Practicum

Nursing Leadership and Management with RLE

Intensive Nursing Practicum

NCM 107B

NCM 107 (RLE)

Nursing Research 2

PROGRAM OUTCOMES Fourth Year

NCM 106-

4th year Level Outcomes: The student manages safe, appropriate, and holistic care, utilizing the nursing process, in the context of groups of clients (individuals, families, population groups and communities) at risk and/or with alterations or in varying health status.

CHED Handbook on Typology, OBE, and ISA

Annex 4 – Recommended Verbs for Writing Learning Outcomes (Adapted from BCIT (2003) and PATE Module on Assessment and Evaluation) ADAPTED FROM THE REVISED BLOOM’S TAXONOMY COGNITIVE (K) REMEMBER Retrieve knowledge from long-term memory

UNDERSTAND Construct meaning from instructional messages, including oral, written, graphic communication

Sample Verbs:        

83

Define Describe Label List Match Recall Recognize State

APPLY

ANALYZE

Carry out/use procedure in a given situation

Break material into constituent parts; determine how parts relate to one another and to an overall structure or purpose

Sample Verbs:

Sample Verbs:

Sample Verbs:              

Classify Compare Discuss Exemplify Explain Identify Illustrate Infer Interpret Predict Report Review Summarize Translate

        

Apply Change Choose Demonstrate Execute Implement Prepare Solve Use

       

Analyze Attribute Debate Differentiate Distinguish Examine Organize Research

EVALUATE Make judgments based on criteria and standards

CREATE Put elements together to form coherent or functional whole; reorganize elements into a new pattern or structure

Sample Verbs:    

Appraise Check Critique Judge

Sample Verbs:             

Compose Construct Create Design Develop Formulate Generate Invent Make Organize Plan Produce Propose

CHED Handbook on Typology, OBE, and ISA PSYCHOMOTOR81 (S) PERCEIVE Senses cues that guide motor activity

SET Is mentally, emotionally, physically ready to act

Sample Verbs:         

81

Detect Differentiate Distinguish Identify Observe Recognize Relate Describe the perception Describe the sensation: o Hear o Listen o See o Smell o Taste

RESPOND AS GUIDED Imitates and practices skills

Sample Verbs:      

Assume a stance Display Perform motor skills Position the body Proceed Show

ACT Performs acts with increasing efficiency, confidence, ad proficiency

Sample Verbs:       

Copy Duplicate Imitate Operate under supervision Practice Repeat Reproduce

RESPOND OVERTLY Performs acts automatically

Sample Verbs:                

Assemble Calibrate Complete with confidence Conduct Construct Demonstrate Dismantle Fix Execute Improve efficiency Make Manipulate Measure Mend Organize Produce

ADAPT Adapts skill sets to solve a problem

Sample Verbs:      

Act habitually Control Direct Guide Manage Perform

Creates new patterns for specific situations

Sample Verbs:      

Adapt Alter Change Rearrange Reorganize Revises

Note: Same verbs as “ACT”, but with modifiers describing the performance, e.g., faster, better, more accurate, outstanding, etc.

Dave (1967), Simpson (1972), and Harrow (1972; mainly used for Physical Education) separately developed the Psychomotor set. The one used here is based on Simpson.

84

ORGANIZE

Sample Verbs:        

Arrange Build Compose Construct Create Design Originate Make

CHED Handbook on Typology, OBE, and ISA

AFFECTIVE (A) RECEIVE Selectively responds to stimuli

RESPOND Responds to stimuli

Sample Verbs:      

85

Acknowledge Choose Demonstrate awareness Demonstrate tolerance Locate Select

VALUE Attaches value or worth to something

Sample Verbs:        

Answer Communicate Comply Contribute Cooperate Discuss Participate willingly Volunteer

ORGANIZE Conceptualizes value and resolves conflict between this value and other values

Sample Verbs:           

Adopt Assume responsibility Behave according to Choose Commit Express Initiate Justify Propose Show concern Use resources to

INTERNALIZE (CHARACTERIZE) Integrate the value into a value system that controls behavior

Sample Verbs:           

Adapt Adjust Arrange Balance Classify Conceptualize Formulate Organize Prepare Rank Theorize

Sample Verbs:         

Act upon Advocate Defend Exemplify Influence Perform Practice Serve Support

CHED Handbook on Typology, OBE, and ISA

Annex 5 – Sample Syllabus Ch 101 - General Chemistry (Lecture and Laboratory) Name of Faculty: _____________

MWF, 9-10, Rm 100, Chemistry Hall; Th 8-12, Chemistry Lab

A. Course Description This course covers fundamental chemistry concepts and theories for science and engineering majors. Topics covered include atomic structure, the periodic table and properties of elements, stoichiometry, introduction to aqueous solution chemistry, thermochemistry, electronic structure and chemical bonding, molecular geometry, intermolecular forces, and properties of gases and the condensed phases.

B. Course Objectives By the end of the course, you should be able to: 1) describe the world of atoms and molecules and discuss basic concepts and their applications; 2) accurately observe and describe chemical phenomena; 3) Demonstrate logical, analytical and critical thinking inherent in the practice and process of science; 4) apply your basic knowledge of the atoms and molecules, fundamental properties of matter, its transformations, classification, nomenclature, structure and reactivity to actual situations; and 5) apply computational skills in gas laws, stoichiometry and thermochemistry.

C. Course Outline and Timeframe (tentative schedule) Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Topic Introduction to & Overview of the Course; The Atomic View of Matter Atoms, Molecules, Ions; The Periodic Table; Mole, Molar Mass, % Composition Chemical Formulas and Equations; Solution Stoichiometry; Chemical Reactions in Water: Precipitation, Acid-Base Chemical Reactions in Water: Oxidation; FIRST LONG TEST Gases; Ideal Gas Equation and Applications; Gas Mixtures and Partial Pressures Kinetic Molecular Theory; Effusion/Diffusion; Real Gases Thermochemistry; Heats of Reaction; Calorimetry Hess’s Law; Standard Heats of Reaction; SECOND LONG TEST Nature of Light; Atomic Spectra Quantum Theory and Atomic Structure; Chemical Periodicity Chemical Bond Molecular Geometry; Bonding Theories Bonding Theories; THIRD LONG TEST Intermolecular forces: Properties of Liquids and Solids, Phase Changes The Solution Process, Concentration and Properties of Solutions Colligative Properties, FOURTH LONG TEST Chemical Kinetics; Activation Energy and Reaction Mechanisms; Summary and Review FINAL EXAM

D. Required Reading (Textbook) Silberberg, Martin, Chemistry: The Molecular Nature of Matter and Change, NY: McGraw-Hill, 2012.

E. F. G. H. I.

Suggested Readings and References Course Requirements Grading System Classroom Policies Consultation Hours

86

Annex 6 – Sample Learning Plan Ch 101 - General Chemistry (Lecture/Lab) - Name of Faculty - MWF, 9-10, Rm 100, Chemistry Hall; Th 8-12, Chemistry Lab Learning Outcome Describe the world of atoms and molecules and discuss basic concepts and their applications

Topic  The Atomic View of Matter  Atoms, Molecules, Ions  The Periodic Table  Mole, molar mass, % composition  Chemical Equations; Solution Stoichiometry Accurately observe and describe chemical  Chemical Reactions in water phenomena  Gases  Applications of Ideal Gas Equation  Gas Mixtures and Partial Pressures Apply basic knowledge of atoms and  Kinetic Molecular Theory molecules, properties of matter,  Effusion and Diffusion classification, nomenclature, structure  Thermochemistry and reactivity to actual situations  Heats of Reaction Demonstrate logical, analytical and critical  Real Gases thinking inherent in the practice and  Calorimetry process of science  Hess’s Law; Standard Heats of Reaction Apply computational skills in gas laws,  Gas laws stoichiometry and thermochemistry  Thermochemistry  Stoichiometry Describe the world of atoms and  Nature of Light; Atomic Spectra molecules and discuss basic concepts  Quantum Theory and Atomic Structure and their applications  Chemical Periodicity  Chemical bond  Molecular Geometry; Bonding Theories Apply your basic knowledge of the atoms  Intermolecular forces and molecules, fundamental properties of  Properties of Liquids and Solids matter, its transformations, classification,  Phase Changes nomenclature, structure and reactivity to  The Solution Process actual situations  Concentration and properties of solutions  Chemical Kinetics  Activation Energy; Reaction Mechanisms Note: This example is intended for use of the teacher

87

Methodology Demonstration Lecture Visualization exercise Problem solving Experiment

Resources LCD projector Glassware Paper and pen Lab hardware Atomic models Laboratory Chemicals Balance

Assessment Drawing of atomic models Problem-solving Performance of experiments Lab report

Demonstration Lecture Problem solving Experiment Demonstration Lecture Problem solving Experiment Problem solving Experiment

Lab hardware Laboratory Balance

Lecture Problem solving Experiment Demonstration Lecture Problem solving Experiment

LCD projector Paper and pen Chemicals Glassware LCD projector Paper and pen Atomic models Chemicals Paper and pen Chemicals Glassware Paper and pen Chemicals Glassware LCD projector Paper and pen Atomic models Chemicals

Problem-solving Performance of experiments Lab report Discussion of concepts Problem-solving Performance of experiments Lab report Discussion of concepts Problem-solving Experiment design Lab report Performance of experiments Problem-solving Lab report Drawing of models Performance of experiments Problem-solving Lab report

Demonstration Lecture Problem solving Experiment

LCD projector Paper and pen Atomic models Chemicals

Glassware Lab hardware Laboratory Balance

Glassware Lab hardware Laboratory Balance Lab hardware Laboratory Balance Lab hardware Laboratory Balance Glassware Lab hardware Laboratory Balance

Problem-solving Experiment design Performance of expts Lab report Discussion of concepts

Annex 7 – Program Outcomes – Performance Indicators – Assessment Evaluation Methods – Standards Matrix Technical Panel for Engineering PO Code

a

PO Statement

Performance Indicators (PI) 1 2 3

b

1 2 3

c

1 2 3

d

1 2 3

e

1 2 3

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Codes of Key Course(s) for the PI(s)

Assessment Methods A1

A2

A3

Evaluation Method(s)

Standards

Evaluator's Comments

Commission on Higher Education Office of Institutional Quality Assurance and Governance HEDC Building, C.P. Garcia Avenue U.P. Diliman, Quezon City 1101 Philippines E-Mail: oiqag.qadivision@gmail.com Website: www.ched.gov.ph Telefax: +632 441 - 1254

STATEMENT OF THE UP DILIMAN UNIVERSITY COUNCIL ON THE DAP 7 July 2014 The University Council (UC) of the University of the Philippines Diliman (UPD) calls upon the Aquino government for accountability and transparency in light of the Supreme Court (SC) ruling on the partial unconstitutionality of the Disbursement Acceleration Program (DAP) on July 1, 2014.

Based on the SC decision, the petitions for certiorari and prohibition were partially granted because of three acts under DAP found to be unconstitutional: (1) "withdrawal of unobligated allotments from the implementing agencies, and the declaration of the withdrawn unobligated allotments and unreleased appropriations as savings"; (2) "cross-border transfers of the savings of the Executive to augment the appropriations of other offices outside the Executive"; and (3) "funding of projects, activities and programs that were not covered by any appropriation in the General Appropriations Act." In addition, the SC declared void "the use of unprogrammed funds despite the absence of a certification by the National Treasurer that the revenue collections exceeded the revenue targets for non-compliance with the conditions provided in the relevant General Appropriations Acts."

The UPD UC, composed of assistant professors, associate professors and professors, repeats what the UP President, together with the Presidents of Ateneo de Manila University and Miriam College, said in a statement dated September 11, 2013 on the pork barrel issue: "Accountability, transparency and other principles of good governance require not only the prudent use of discretionary funds but also the assurance that public funds are used for the genuine needs of the people." We maintain that public funds should be used properly and democratically for basic social services like education.

Consistent with UP's role as a public service university, we call on the public to remain vigilant and demand accountability from all those culpable. Let us all work together to ensure that a thorough investigation on the use of public funds is conducted, and that those involved are prosecuted so that justice is served. (end) This statement was approved by the University Council at its 132nd meeting on July 7, 2014 at the Abelardo Hall Auditorium, College of Music, UP Diliman.

FOR IMMEDIATE RELEASE: 28 July 2014 For reference, contact: Cham Perez, 09156531122, 4112796

Corruption deprives women of services –CWR Poor women and their families could have benefited from the reported Php144 billion of the questionable disbursement acceleration program (DAP), according to a research and training institution for women, the Center for Women's Resources (CWR).

“Each centavo transferred to DAP deprives a poor family of health service,” explains Jojo Guan, CWR executive director.

CWR estimates that the Php144 billion DAP funds could have provided women and children with the following health services: vaccination for four million babies which includes 5-in-1, MMR, Hepa-B, rotavirus, varicella @ P11,000 each; one year salary of 60,000 doctors @ P40,000 and 178,000 nurses @P25,000 per month; purchase of 1,000 fetal monitors @P328,000 each; purchase of 1,000 ultrasound scanner machine 2D @ P1,395,000 each; purchase of 1,000 mammography system @ P3.5 million each; purchase of 500,000 hospital beds @ P25,568.00 each. These amount to PhP144 billion.

“Eleven Filipino women die every day because of maternal-related deaths that could have been prevented if the basic health services are made accessible to poor women,” says Guan.

Women from the low-income group could hardly afford the expensive and privatized health services. They voiced out their disgust and discontent of Aquino's hand in DAP when CWR interviewed them on the upcoming state of the nation address (SONA) of President BS Aquino.

“Sawa na ang tao sa korapsyon! Ayaw na namin kay Noynoy!” (“Enough of corruption, enough of Noynoy!”), says Rena Yabut from Bagong Silangan, Quezon City.

Sa mga panloloko at pagtatago niya ng kanyang sariling nakaw sa kaban ng bayan, hindi na karapat-dapat si Noynoy maging presidente. Hahayaan ba nating lokohin at pagnakawan pa tayo hanggang 2016?” (“With his deception and secrecy of his own ill-gotten gains from the people’s money, Noynoy no longer deserves to be president. Do we have to wait until 2016 and experience more deception and corruption from him?), declares Badette Andales from Tatalon, Quezon City.

“Women’s overwhelming disgust and anger will resonate at the People’s State of the Nation Address (People’s SONA) today. They want long-term solutions on the corruption problem. So, together with other concerned citizens, women will be part of building a just and corrupt-free bureaucracy,” Guan concludes. ### (Center for Women’s Resources joins the women’s groups at the People’s SONA today in Quezon City. Women march from Luzon Avenue at 11AM to the House of Representatives, where President BS Aquino will deliver his SONA.)

Center for Women’s Resources 127-B Scout Fuentebella, Bgy. Sacred Heart, Quezon City 1103 Philippines (02) 411-2796 | (02) 920-1373 | www.cwrweb.org facebook.com/cwr1982 | twitter.com/cwr1982

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INTRODUCTION 1.0

DEFINITIONS 1.1

UNIVERSITY OF THE PHILIPPINES MASTER PLAN The University of the Philippines Master Plan (UPMP) in its drawn and written form is a policy document which endows upon the University’s present and future administrators the duty to develop the University’s real estate assets in a well-planned and organized manner. It will guide the university in resource development and generation in accordance with its mandate. The document is intended to assist in the understanding of the intentions of the various land use zonings for all University of the Philippines real estate properties and contains the guiding principles and strategies for their development.

The UP Master Plan takes off from the UP Strategic Plan 2011-2017 (See Appendix ---), translating into the physical form the University’s Vision of a “One UP” by formulating a System-wide Master Plan (See Figure 1). It is composed of the following documents: a. b. c. d.

1.2

UP Development Principles and Design Guidelines UP Campuses Master Plans UP Land Grants Master Plans UP Minor Properties Master Development Plans

UP CAMPUS MASTER PLAN The UP Campus Master Plan (UPCMP) is a campus-specific policy document that defines the academic, academic-support and administrative needs of the constituent universities and its translation into land uses and development plans consistent and in compliance with the UP Strategic Plan and the UP Development Principles and Design Guidelines, for the development of the real estate properties assigned to each constituent University under the University of the Philippines System. The UPCMPs are composed of: a. b. c.

1.3

the UP Campus Land Use Plan (CLUP) the UP Campus Master Development Plan (CMDP) the Site Development Plans of each campus land-use cluster (SDP)

UP LAND GRANT MASTER PLAN and MINOR PROPERTY MASTER DEVELOPMENT PLAN The UP Land Grant Master Plan (UPLGMP) and UP Minor Property Master Development Plan (UPMPMDP) are the physical policy documents that cover Land Grants and other additional minor UP System properties awarded and/or donated to the University to be used for development.

Figure 1. UP Master Plan Contents

OFFICE OF DESIGN AND PLANNING INITIATIVES

OFFICE OF THE VICE PRESIDENT FOR DEVELOPMENT

UNIVERSITY OF THE PHILIPPINES DEVELOPMENT PRINCIPLES AND DESIGN GUIDELINES doc 6/18/14

2.0

MASTER PLAN Page 2 of 82

AUTHORITY FOR THE PLAN AND PROCEDURE 2.1

POLICY FORMULATION The UPMP was formulated by the whole UP System. At the top of the Planning Organization is the U.P. Board of Regents (BOR), who gave the authority to the University President for the execution of a system-wide planning project, as well as the final approval of the UPMP and the various UPCMPs for implementation. At the bottom of the planning organization are the various UP constituent universities, its administrators, faculties and staff, who assisted in the preparation and the formulation of their respective CLUPs. (See Figure 2) Figure 2. Planning Organization of the University of the Philippines Master Plan

The Office of the Vice President for Development (OVPD) through the Office of Design and Planning Initiatives (ODPI), formally instituted in the BOR Meeting No. 1252 dated 18 December 2009, was tasked to prepare the planning format, to examine the architectural, urban design, planning, traffic and engineering aspects associated with the development of all University of the Philippines real estate properties, to integrate and collate the various initiatives, and to prepare the planning document.

OFFICE OF DESIGN AND PLANNING INITIATIVES

OFFICE OF THE VICE PRESIDENT FOR DEVELOPMENT

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Creation of the Office of Design and Planning Initiatives The ODPI is mandated to direct, review, and recommend approval of the formulated land use and master plans for all UP Campuses, and other UP System properties and land grants, and coordinate with the Chancellors of the different constituent universities in the regular update and enhancement of their respective master plans. These shall be in accordance with the Guidelines for General Development Strategies presented to and approved by the President’s Advisory Council (PAC) during its meeting held in Baguio City on 14 August 2009.

The Office shall be headed by a Director who shall be a member of the faculty of the College of Architecture. He shall be assisted by a deputy director from the School of Urban and Regional Planning (SURP), with consultants from the College of Engineering, the College of Business Administration, the College of Social Work and Community Development, and other academic units, as needed. An initial staff complement of four (4) shall be required to ensure that the office is able to effectively fulfill its objectives. Such staff shall be initially composed of an Administrative Officer (strong in design and research), two designers/CADD people, and a support/liaison person. The Office shall be based at the College of Architecture in UP Diliman. (See Annex--- for qualifications.)

Figure 3. Office of Design and Planning Initiatives Initial Organization

Specifically, the Office shall: a. Review the Campuses Land Use Plans of the constituent universities (CU) at least once every ten years, to ensure that such plans remain relevant and in consonance with current conditions and realities. Changes will then be suggested to the Chancellors of the different CUs on possible updates that may be integrated into each existing plan; b. Formulate Campuses Master Development Plans for the different CUs, to serve as guides in the continuing physical development of the University and its different constituent universities. The end result would be plans showing the actual physical layout of campuses and other University properties, locations of individual buildable lots, traffic and pedestrian configurations, utility requirements and layout, in-campus transportation systems, and other physical requirements.

Professional help may be required for the more detailed plans, which may then be contracted out; For this and the above task, the ODPI shall work with the Office of the Campus Architect (OCA) of the different CUs; c. In support of the above, formulate guidelines for the development of transport and traffic management plans for the respective campuses to ensure the efficient flow of traffic, to use lowcarbon public transport systems and transport facilities in ensuring inclusive mobility and to OFFICE OF DESIGN AND PLANNING INITIATIVES

OFFICE OF THE VICE PRESIDENT FOR DEVELOPMENT

UNIVERSITY OF THE PHILIPPINES DEVELOPMENT PRINCIPLES AND DESIGN GUIDELINES doc 6/18/14

d. e. f. g.

h.

MASTER PLAN Page 4 of 82

promote environmentally sustainable transport systems in the university, particularly at the various campuses.

Define the distinctive UP character that shall be integrated into buildings and landscapes to be designed and constructed within University premises; Design for the present and projected utility requirements of the University, ensure the efficient use of such facilities, and move towards the realization of more sustainable sources of energy; Assist the different constituent universities in planning for housing facilities for faculty, staff, and students, working towards the reasonable satisfaction of such housing requirements; Assist in the formulation of physical plans for the more effective utilization of the University’s real estate assets, so as to generate maximum revenue from such land resources. Plans shall however be balanced with UP’s ecological and environmental concerns, and shall keep in focus the University’s main thrusts of teaching, research, and extension services; and Have oversight functions over the OCA of the different CUs and manage and approve the plans and designs of all University projects.

Creation of the UP SYSTEM DESIGN AND PLANNING COMMITTEE (UPS-DPC) In order to institute campus participation and enhance decision-making in the planning and design process, a UP System Design and Planning Committee shall be established under the OVPD-ODPI. This Committee will be chaired by the Director of the Office of Design and Planning Initiatives with the members composed of all the campus architects of the various campuses. The Committee shall convene at least every quarter annually and discuss issues relating to the campus master plans and the design of all campus buildings, facilities and utilities. The Committee shall have the following major functions: a. Review and propose improvements in the policies governing planning and design of land and real estate assets of the University. b. Discuss and seek recommendations for approval of respective campus land-use plans, master development plans, building and facilities plans and utilities plans of the respective campuses. c. Study and propose for the more effective utilization of campus’s real estate assets for teaching, research, and extension services, as well as, for the generation of maximum revenue from such land resources. d. Study and propose for the implementation of additional housing facilities for faculty, staff, and students. e. Study and recommend the conduct of traffic impact assessment (TIA) of development projects in the campuses of the university so as to minimize the traffic impacts of those projects. f. Study and propose for the present and projected transportation and utility requirements of the respective campuses moving towards more efficient transportation and sustainable energy use. g. Study and propose for the better management of the respective campus’s properties.

2.2

UPMP AND UPCMP APPROVAL BY THE UP BOR The following is Table 1, cataloguing the UP Master Plan and its related documents as approved by the UP Board of Regents: Table 1. UPMP and UPCMP BOR Resolution Numbers

TYPE OF PLAN

BOR RESOLUTION NO.

1

General UP Development Principles and Planning Guidelines

2

Campus Sites UP Diliman Campus Master Plan

2a

Bolinao, Pangasinan Master Plan

3

UP Los Baños Campus Master Plan

OFFICE OF DESIGN AND PLANNING INITIATIVES

DATE

September 30, 2013

October 30, 2013 October 30, 2013 November 30, OFFICE OF THE VICE PRESIDENT FOR DEVELOPMENT

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2.3

MASTER PLAN Page 5 of 82

4

UP Manila Campus Master Plan

5

UP Cebu Lahug Campus Master Plan

6

UP Cebu SRP Campus Master Plan

7

UP Visayas Iloilo Campus Master Plan

8

UP Visayas Miag-ao Campus Master Plan

9

UP Mindanao Campus Master Plan

10

UP Baguio Campus Master Plan

11

UP Open University Campus Master Plan

12

UP Pampanga Campus Master Plan

13

UP Leyte Campus Master Plan

14

UP System Properties Pandacan Master Plan

15 16

Cupang Master Plan Forbes Park Master Plan

17

Research Areas Bay - Los Ba単os Laguna Master Plan

18

Makiling Forest (Laguna-Batangas) Master Plan

19

Under Stewardship UP Los Banos Laguna Land Grant Master Plan

20

UP Laguna-Quezon Land Grant Master Plan

21

UP Cebu Talisay Master Plan

22

UP Mindanao Marilog Master Plan

2013 October 30, 2013 September 30, 2013 September 30, 2013 September 30, 2013 September 30, 2013 November 30, 2013 November 30, 2013 October 30, 2013 October 30, 2013 November 30, 2013

December 30, 2013 N.A. December 30, 2013

December 30, 2013 December 30, 2013 November 30, 2013 November 30, 2013 September 30, 2013 November 30, 2013

IMPLEMENTATION The development of the UP properties assigned to the respective constituent universities is controlled through the UP Development Principles and Design Guidelines, the Campus Master Plan and its related contents, the covenants, rules and regulations, conditions, and restrictions relating to land development, building construction, including the Philippine codes on environmental protection, structural, electrical, fire, mechanical, water supply, plumbing, and sanitation.

The Chancellor shall be the executive officer of his designated area. It is the duty of the Chancellor to strictly implement the development of his/her assigned properties according to the UPMP, the respective UPCMPs, and their related contents, through the Office of the Campus Architect. Each constituent university shall institute the Office of the Campus Architect, wherein the Campus Architect shall be appointed by the BOR upon review of credentials and recommendation by the OVPD (See Annex--- for

OFFICE OF DESIGN AND PLANNING INITIATIVES

OFFICE OF THE VICE PRESIDENT FOR DEVELOPMENT

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MASTER PLAN Page 6 of 82

qualifications.). The OCA is responsible for having all planning and design projects reviewed and approved by ODPI for implementation.

The Campus Architect of each constituent University shall be solely responsible for detailed planning, architecture and engineering design and implementation of all land development, building construction, rehabilitation and building interior works within the respective areas. He/she shall see to it that all site and building construction activities shall be implemented following the covenants of the CLUP and CMDP, and are in accordance with all Philippine laws, codes and regulations. All construction activities will require a university-issued U.P. Permit To Construct (UP PTC) to be issued, approved and signed by the Campus Architect.

No site and/or building construction activity shall be allowed within University premises without a University-issued Permit To Construct (UP PTC). No utility company shall service any building or structure within University premises without a university-issued U.P. Permit to Occupy (UP PTO). All existing buildings shall be required to apply for a University-issued UP PTO upon safety inspection and certification by the OCA. 2.4

AMENDMENTS If conflicts are discovered in the course of using this document, they shall be brought to the attention of the Office of Design and Planning Initiatives.

Any intent to change or propose amendments to the UPMP, CLUP, CMDP and other related and official documents shall not be permitted unless explicitly allowed and approved by the BOR. All changes in the UPMP and related documents shall be recorded with the following format: Section

Amendment No.

Date

Description

Changes shall be indicated before each section and registered in the Master List of Amendments (See Appendix ---).

3.0

OBJECTIVES OF THE MASTER PLAN 3.1

GENERAL To formulate a UP Campus Master Plan (UPCMP) for the University of the Philippines that will serve as the framework for all developments in the constituent universities and its campuses. The main objective of the UPCMP is to stimulate, govern and control development, designate land-use zones and indicate road and pedestrian networks so as to guide the development and ensure the creation of the University of the Philippines which is socially responsible, functional, innovative and visionary as embodied in the vision statement of the University of the Philippines Strategic Plan (2011-2017) “Padayon UP! Onward UP! On the Path to Greatness in the 21st Century�.

3.2

SPECIFIC a. b. c. d.

To establish a framework for the physical growth and change that can be anticipated for the next 10 years and to serve as the basis for re-planning and development beyond the planning period.

To translate the preferred spatial strategy into future land use patterns that will guide land allocation for various academic activities and support facilities consistent with the mandate, vision, and development goals of UP. To formulate the Campus Master Development Plans for all developable UP properties in line with BOR-approved Campus Land Use Plans.

To ensure that the university will maintain low-carbon campuses with environmentally sustainable transportation systems with efficient levels of services, anchored on ensuring inclusive mobility and the promotion of non-motorized transport in the various campuses.

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e.

MASTER PLAN Page 7 of 82

To formulate building design and landscape policies and guidelines that address energy, environment, and e-concerns of the University.

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VOLUME I 1.0

MASTER PLAN Page 8 of 82

UP DEVELOPMENT PRINCIPLES AND DESIGN GUIDELINES

MASTER DEVELOPMENT PLANNING PRINCIPLES 1.1

INSTITUTIONAL AUTONOMY AND ACCOUNTABILITY Exercise the University’s right to determine the nature and direction of the development of its lands in order to effectively respond to and accommodate the academic needs of its constituents. Greater autonomy with increased accountability allows the University to improve institutional quality and strategic management capacity.

1.2

INTEGRATED CAMPUS PLANNING Translate the preferred spatial strategy into future land use patterns that will guide land allocation for various academic activities and support facilities consistent with the mandate, vision, and development goals of UP.

1.3

CONTEXTUALISM AND URBAN INTEGRATION Consider the unique setting of each site, and ensure that designs respond successfully to its surroundings. Create plans– site, architectural, engineering and landscape– which respect the topography and environment, and which blend well with the natural physical and existing built-up features of the site. Enhance the existing links of the university site to its neighboring properties, and provide a continuous linkage inside.

1.4

ONE UNIVERSITY CONCEPT Set a common architectural character for sites and buildings while factoring in exceptional contexts of each constituent unit. Formulate standards, harmonized systems, and shared services across constituent units with decentralized execution.

1.5

GREEN UP: ENVIRONMENTALLY SUSTAINABLE AND RISK-SENSITIVE DESIGN Promote environmentally sustainable and green architecture design, aimed at reducing the negative impacts of the construction of buildings on the natural environment and at promoting the comfort, safety and well-being of its users.

1.6

HIERARCHY OF DISCOURSE AREAS Create venues for speech and discourse of various settings and sizes within buildings and sites in the campus premises which will encourage discussions and debates and enhance the creation of new ideas, principles and knowledge among students, faculty and staff. Create venues for university-wide interaction.

1.7

BARRIER-FREE DESIGN Uphold the University’s tradition of academic freedom through openness and collaboration by employing barrier-free designs in the physical environment with minimal enclosures within the campuses. All academic and academic-support clusters should be open and linked to each other. Locate fences, which should be see-through, only at campus boundaries.

1.8

PEDESTRIAN AND BICYCLE FRIENDLY COMMUNITY Encourage walking and biking as a pleasurable means of transportation by providing the safety devices and infrastructure for these environmentally friendly activities, such as bicycle paths and bicycle parking, and pedestrian walkways, foot paths and sidewalks. This is consistent with the promotion of low carbon campuses through the adoption of environmentally sustainable and non-motorized transportation systems.

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1.9

MASTER PLAN Page 9 of 82

E-UP: USE OF INNOVATIVE TECHNOLOGIES Apply globally competitive, new and appropriate technologies in the modernization of academic programs, administrative operations, and in the development of transport, communications, utilities, and support systems.

1.10

OPERATIONAL EFFICIENCY Formulate policies and programs that mandate or provide incentives to constituent units that implement energy efficiency programs in their utility operations, thereby reducing total energy expenditures and improving energy efficiency awareness system-wide. Incorporate innovative energy efficiency technologies in the overall building and utilities design and planning to achieve improvements in utility generation, transmission, and distribution.

1.11

PROTECTION AND ENHANCEMENT OF WILDLIFE Overlay protected zones in the existing land use plans of the constituents units and other land assets and superimpose additional regulations specifically targeted to protect important physical characteristics and to design the constituent units’ land assets for wildlife habitat protection and for the healthy coexistence of people and wildlife.

1.12

PROMOTION OF URBAN AGRICULTURE Contribute to food security and food safety, through bio-intensive and energy-saving food production methods in non-productive land areas, by increasing the amount of food available, such as fresh vegetables, fruits and meat products, to campus constituents and other people living in the vicinity.

1.13

CULTURAL HERITAGE PRESERVATION Preserve the University’s tangible culture such as buildings and works of art, and natural heritage such as landscapes and biodiversity.

1.14

TOURISM PROMOTION AND DEVELOPMENT Formulate a tourism program for the UP campuses: identify potential tourism spots among UP properties; develop these areas as prime tourist destinations and organize annual tourism events with the constituent units’ respective communities.

1.15

CAMPUS ENTREPRENEURSHIP Explore the entrepreneurial opportunities and activities that exist in the constituent units. This includes establishment of academic-related companies on campus, educational offerings in the entrepreneurial space, University structures and institutions that support entrepreneurship, and markets created on or inspired by universities and campus constituents who also are entrepreneurs.

1.16

SOCIAL RESPONSIBILITY Be sensitive to the basic needs of the country, and in particular, the basic needs of the communities surrounding the campuses. Development in the University shall adhere to the principles of Gender and Development as well as Inclusive Growth or a sustained growth that creates jobs, draws the majority into the economic and social mainstream and continuously reduces mass poverty.

1.17

SYMBIOTIC EXISTENCE Accommodate University-accredited residents who will service the University and its constituents in various capacities for a limited time period according to existing laws and regulations.

1.18

CONSULTATIVE PLANNING

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MASTER PLAN Page 10 of 82

The MDP shall be based on an overall shared planning vision and development framework, to be developed with key stakeholders through a process of meetings and consultations focused on solutions.

Social preparation and addressing moral hazards are vital in consultative planning.

1.19

PRIDE OF PLACE There must be a high esteem for the University which will lead to the conscientious usage and care for campus spaces. As the national state university, UP must be accorded with the respect it deserves, especially by the community it nurtures. The concept of pride of place aims to emphasize these facts, as well as encourage the community to build up on each other and to care for communal spaces.

Distinctive ornamentation should be embodied by campus buildings and spaces to instill a love for the campus and to enhance memories associated with campus life.

Also, personalization and decoration will be allowed during celebrations and commemorations of events and festivities. These should be done in a manner which is tasteful and respectful of the open spaces and the built environment, and must not in any way damage their integrity.

2.0

PLANNING AND URBAN DESIGN GUIDELINES 2.1

GENERAL The Planning and Urban Design Guidelines shall serve as a model for all Constituent Units of the University. Elements from the subsequent sections shall be incorporated in each Unit, with the campus layout and character patterned after these general policies.

2.2

ALLOWABLE LAND USES “Land use” shall refer to the manner of utilization of campus land, including its allocation, development, and management. “Land use classification” shall refer to the act of delineating or allocating lands according to academic land use, protection land use, open space and amenity land use, settlements development, and infrastructure development. It divides the jurisdiction of campus land into different zones and complexes showing the type of occupancy, building characteristics and population density.

The allowable land uses for UP land shall compose of the following: a.

Campus Core The historic and unifying center of the campus– with appropriately maintained pioneer buildings, heritage trees, and other campus elements– that shall become the inspiration for all future developments on-campus.

b.

Academic/ Academic-Support Units Units and zones where the faculty, students and staff shall engage in the basic academic activities of instruction, research and public service, alongside the facilitation of administrative activities, and which shall collectively lead to academic excellence.

The Academic/Academic-Support Land Use may be further classified as: 

ACAD-1 – Zone composed of academic clusters based on the site groupings of related academic programs and fields of specialization. This is where teaching and research activities are situated, normally in choice positions around the Campus Core.



ACAD-2 – Zone composed of academic-support spaces where research and student services are performed. It is recommended that the buildings in this zone are inter-collegiate managed in order to enhance the networking functions of related colleges. Activities in this zone shall include research and professional services for outside/non-University entities, especially national and local government offices, the procedures and products of which are intended to contribute to or strengthen the University database. Academic support buildings include: § University Theater and Performance Centers

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§ § § § § § c.

MASTER PLAN Page 11 of 82

University Cinema University Museum and Art Gallery University Library University Press and Bookstore University Student Union and Study Centers University Extension Buildings

Science and Technology Park Mixed-use zones that shall drive the knowledge economy, where UP as the academic institution links with business/industry for the generation of basic materials and technological innovations.

d.

Resource Generation Zone Mixed-use zones allowing for the development and generation of resources, both income and knowledge-based, the benefits of which shall redound to the students, faculty and staff.  Endorse art and technology incubators which encourage faculty, staff and students to develop their ideas and research into social and commercial ventures that are beneficial to the community.

e.

Residential/Mixed-Use Zone Areas on-campus designated for residential and related activity needs of faculty, staff, students and other constituents. With the privilege of residing on-campus, faculty and staff shall comply with the new and more relevant University rules on housing. 

Offer a variety of housing options, and recommend flexible programs which meet the needs of the student, faculty, and staff populations. Allow rooms in awarded housing to be further rented out to university-accredited parties. This method shall cover the surplus in the overall housing requests in the campus.

The residential/mixed-use areas shall be zoned as follows: 

RES-1 – Residential areas for faculty and staff composed of single-detached, duplex and townhouse type designs. Land/buildings and land only may be leased out at market rates to accredited lessees according to a predetermined time frame. Two other land-use activities will be allowed in R-1 zones: § Rooms can be rented out to students according to University-approved guidelines, for which the area will also be treated as a faculty-student village. § Faculty and staff lessees will be allowed to establish entrepreneurial activities within the leased premises under the Creative Arts Business Incubator Zone, according to the rules and regulations of the University. This is to make the most of the educated employee base, with a flexible work force and students as part-time employees. Examples of creative arts businesses include: - Indoor Art Gallery for Faculty and Student Works - Outdoor (Public) Art Plaza - T-shirt and Poster Printing Shop - Software Development - Food Technology Incubator Restaurant - Herbal Medicine Center - Acupuncture and Alternative Medicine - Model Making for Architectural Presentation - Design and Drafting Services - Green Contraptions Development for the House (Mechanical & Electrical Engineering) - Music Making and Performance Incubators - Health, Recreation, and Fitness Centers - and others, as approved by the BOR

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§





f.

MASTER PLAN Page 12 of 82

To preserve the residential/mixed-use character of this zone inside University premises, the following uses are NOT PERMITTED: - Massage Parlors - Funeral Parlors and Crematorium - Liquor Shops and selling of liquor in restaurants - Firearms stores - Pollutive industrial activities (noise, dust, bad smell) - Poultry, Piggery and commercial raising of animals - and others

RES-2 – Residential areas for faculty and students composed of medium rise walk-up housing and dormitories located in clusters. This zone shall allow the conversion of the ground floor of such mid-rise buildings to house services for the occupants, such as: laundry shops, sari-sari stores, boutiques, beauty and barber shops, coffee and food shops, internet cafes and tailor shops according to the rules and regulations of the University. It shall also allow the building of a central clubhouse which shall house the rest and recreational spaces needed for the use of the faculty and students.

RES-3 – Residential areas for university-accredited residents who service the University and its constituents in various capacities. A system of accreditation shall be formulated to regulate bona fide informal settlements as follows (See also Section 2.7 Special Considerations on Informal Settlers): § Length and attribute of stay § Types and quality of offered service to the University and its constituents § Quality of dwelling § Willingness to sign a lease-contract with the University involving amount and time of lease § No criminal record, etc.

Community Services Zone Zones designated for the siting of community facilities that shall communally serve the University community, including the immediate families of faculty, students and staff. 

Locate community service buildings in prominent and easily accessible sites distributed within the campus.

Community services shall be divided into two general land use zones as follows:

g.



COMM-1 – Community services which directly deal with the constituents of the university and includes the following facilities: § University Shopping Center and/or Mall § University Hotel and Convention Center § University Health Service and Wellness Centers § University Geriatric Center § University Spiritual Centers § University Post Office



COMM-2 – Community services which deal with securing and maintaining the facilities of the university and includes the following facilities: § University Police and Fire Stations § Logistics Center/ Campus Logistics and Maintenance Offices § Warehouses, Storage, Repair Garages, Work Shops

Historical and Tourism Districts Sections of the campus with historically and/or architecturally significant buildings or structures which are preserved and/or developed, based on University-approved parameters and existing laws, for their heritage and tourism potential.

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h.

MASTER PLAN Page 13 of 82

Programmed Open Spaces Large tracts of campus green spaces, integrated with softscape and hardscape in a designed exterior environment, which allows for a variety of human activities, both passive and active.

The range of activities shall include: § Active sports activities (soccer and baseball field, running track, marching grounds) § Discourse areas (amphitheater, plazas, outdoor music arenas, demonstration corner) § Passive open areas (parks and playgrounds, meditation gardens, outdoor study areas) § Animal grazing area for sports and recreation (Horse grazing and stud farm, bridle path) § Transportation network (roads and parking, pedestrian paths and bikeways)

i.

Protected Natural Open Spaces Designated zones of natural or man-made forests, waterways, wetlands and geo-hazard areas which shall remain untouched and protected, in accordance with law and University rules and regulations. In relation to the needs of the faculty, students and staff, it shall be used mainly as an Urban Wildlife Habitat (UWH) for academic purposes with minimum or no negative human intervention.

Four important components shall be present and or created in the UWH as follows: § Shelter for wildlife – trees for birds, tall grass for insects, clump of trees beside a waterway for endemic trees § Bodies of water – unpolluted water needed for drinking § Food – small berries from specific trees, fish in waterways, insects in tall grass, snakes and other small animals under the bird chain § Place to rear the young – shelter from the elements for young endemic trees, undisturbed habitat for birds, insects and other small animals

j.

Agricultural Zones Expanses of urban land and wetlands that are preserved and protected for agricultural production and educational purposes.

Agricultural zones may be further classified as:  AGRI-1 – Agricultural zone for low land-use intensity where mechanization is limited. Local plant varieties are propagated without the use of fertilizers and pesticides. Yields depend primarily on the fertility of soils and environmental conditions.  AGRI-2 – Agricultural zone for medium and high land-use intensities where mechanization is needed. Improved plant varieties are used with application of fertilizers and pesticides.  AGRI-3 – Pasture land where quality of management of the land can be assessed by the carrying capacity of the area and the actual number of animals grazing the area Note: 1.

Additional land-uses that will be supportive and consistent with this document shall be allowed in the Campus Land-Use Plans (CLUP) as reviewed by the ODPI and approved by the BOR.

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MASTER PLAN Page 14 of 82

Table 2. Color Coding for Campus Land Use Plans

a.

Campus Core

STANDARD COLOR green

b.

Academic/Academic Support ACAD-1

sky blue

LAND USE

ACAD-2

light blue

c.

Science and Technology Park

purple

d.

Resource Generation Zone

red

e.

Residential/Mixed-use Zone R-1

light yellow

f.

R-2

yellow

R-3

dark yellow

Community Services COMM-1 COMM-2

light gray dark gray

g.

Historical and Tourism District

orange

h.

Programmed Open Spaces

mid-green

i.

Protected Natural Open Spaces

dark green

j.

Agricultural Zones AGRI-1

light brown

AGRI-2

medium brown

AGRI-3

dark brown

AutoCAD COLOR INDEX [RGB Equivalent] color 3 (green) [0,255,0] color 141 [127,223,255] color 4 (cyan) [0,255,255] color 163 [102,127,204] color 242 [204,0,51] color 51 [255,255,127] color 2 [255,255,0] color 52 [204,204,0] color 253 [173,173,173] color 252 [132,132,132] color 30 [255,127,0] color 62 [153,204,0] color 74 [76,153,0] color 43 [204,178,102] color 56 [127,127,0] color 59 [76,76,38]

Note: 1.

Additional colors for new land uses shall be provided by the ODPI in consultation with the campuses.

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2.3

MASTER PLAN Page 15 of 82

PLANNING GUIDELINES AND CONTROLS/ DEVELOPMENT CRITERIA a.

General Principles Planning and development in the Campus shall conform to the following criteria, as detailed in each constituent University’s Campus Master Development Plans:

b.

Development Density The permitted development density for each campus shall depend on the area needs of each constituent unit, the availability of developable space, the capacity of the natural and human environments to absorb the proposed developments and its consistency with the plans of the national and local governing bodies.

In general, the academic zone shall follow a pyramidal skyscape where the academic population is concentrated in the surrounding area around the central core and tapers down towards the zones in the outlying rings. However, Resource Generation Zones, Science and Technology Parks and Residential RES-2 Zones can have a Floor Area Ratio of from 2 to 4 depending upon the need for academic entrepreneurial spaces.

Aside from Land-Use as described in Section 2.2, Development Density is further defined by the following development controls:  Parcel and Parcel Line – A parcel is the size of land or a lot assigned to a college or an academic unit. Parcel lines are the lines that define the boundaries of a parcel.  Floor Area Ratio (FAR) – is the ratio between the Gross Floor Area (GFA) of a building and the area of the parcel in which it stands, determined by dividing the gross floor area of the building and the area of the parcel. The controlling rule is that the gross floor area of any building shall not exceed the prescribed floor area ratio (FAR) multiplied by the parcel area in any given zone.  Carrying Capacity – refers to the capacity of natural and human environments to accommodate and absorb change without experiencing conditions of instability and attendant degradation. This is used as a planning tool to assess the impact of plans, policies and regulations upon built and natural resources.

c.

Percentage of Site Occupancy (PSO) – is the ratio of the building footprint over the area of the parcel. Generally academic environments shall be designed with more exterior areas for discourse and for passive as well as active recreation. As a rule a PSO of from 30% to 50% is acceptable.

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d.

Gross Floor Area (GFA) – is the total floor space within the perimeter of the permanent external building walls, such as office areas, residential areas, corridors, lobbies and mezzanine levels. The GFA shall also include building projections which may serve as floors or platforms that are directly connected to or integrated with areas within the building. GFA excludes the following: a) covered areas used for parking and driveways, services and utilities; b) vertical penetrations in parking floors where no residential or office units are present; c) uncovered areas for helipads, airconditioning cooling towers or ACCU balconies, overhead water tanks, roof decks, laundry areas and cages, swimming pools, whirlpools or Jacuzzis, terraces, gardens, courts or plazas, balconies exceeding 10 square meters, fire escape structures and the like.

e.

Building Line – is the line formed by the intersection of the outer surface of the enclosing wall of the building and the surface of the ground. 

2.4

MASTER PLAN Page 16 of 82

The building line of any structure must comply with easement/setback requirements of the College/Unit Parcel Plan.

f.

Building Setbacks - is the open space left between the building and parcel lines as defined in the College/Unit Parcel Plan. As a rule, the setbacks shall follow the existing building setback lines while the minimum distance between buildings shall be reckoned from the distance of the exterior building walls set at a minimum of 4 meters apart.

g.

Building Height – The vertical distance from the established grade elevation to the highest point of the coping of a flat roof, to the average height of the highest gable of a pitch or hip roof, or to the top of the parapet if the roof is provided with a parapet. In case of sloping ground, the average ground level of the buildable area shall be considered the established grade elevation.

h.

Easements – is the open space required for the protection of buildings and human-activity areas from natural hazard zones and/or the open space needed for the accommodation of utility pipes such as electrical, drainage, sewer and water lines. Easements beside waterways shall be set 5 meters away from the 100-year floodplain level and ____ meters away from minor earthquake faults. For rugged terrain or cliffs, a 45 degree vertical angle is drawn from the bottom of the cliff towards the ridge and the resulting horizontal distance is the no-build zone. Buildings that are designed in the vicinity of these natural hazards are subject to the final approval by a civil, structural and a geotechnical engineer.

URBAN DESIGN CHARACTER PER LAND USE A standard campus layout shall be adopted by all constituent units in order to preserve the University’s character as a learning environment, with clustered institutional and support buildings and generous green spaces strategically arranged in a park-like setting. There shall be a set planning hierarchy, with more formal and grand plans for the central and communal academic buildings and spaces, and less formal and less grand for smaller private units.

In order to create and maintain a desired and relevant built and natural fabric without stifling architectural creativity, each campus shall be divided into zones of architectural and landscape architectural character. The appropriate architectural style, materials, massing, scale and setting shall be observed in each character zone in order to create a cohesive architectural environment.

The components of this layout, with the prescribed zones of architectural and landscape architectural character, shall be the following: a.

Campus Core Zone The Campus Core shall be the nucleus of the campus plan, around and from which all structures and roads shall proliferate. It shall be recognized as the main identity of the campus via the installation of stately buildings, figures and spaces, arranged formally in a grand manner. The campus core shall be composed of the following urban design components: University Central Park

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MASTER PLAN Page 17 of 82

A predominantly green zone of interwoven forest and open areas that shall function as the main activity area for cultural and musical performances, show exhibits, campus-wide fairs, and other special events.

The original terrain of the Central Park, including its existing trees and bodies of water, shall be preserved and protected, unless deemed dangerous or threatening to the security of the University. Any improvements shall be minimal and the greater area shall remain open and unbuilt to maintain the natural state of the Park.

New trees introduced to the Central Park shall be of the endemic and/or indigenous type. (See Section 5.0 Landscape Design Principles and Guidelines) Only the following structures shall be allowed inside the Central Park: § Main Administration Building; § Main Library Building; § Carillon Tower and/or Campus icon; § Approved public art or sculptures, such as the Oblation Statue; § Horizontal assemblies, such as platforms or stages for regular campus events and performances; and § Temporary structures, such as booths and similar assemblages for student-related programs or activities.

Loop Road (Main Academic Loop) The loop road is a tree-lined physical boundary of the Central Park, around which the principal buildings of the campus shall be built. The Philippine national tree, Narra (Pterocarpus Indicus), shall define both sides of the road, planted in line with each other and preferably spaced 15-20 meters apart.

Principal Campus Buildings The Main Administration Building with the Oblation, the Main Library Building, and the Carillon Tower or campus icon shall be the only principal structures allowed inside the University Central Park. The first two buildings mentioned shall always be located on opposite ends of the Park or the Campus Core.

Buildings to house some of the major colleges and institutes of the campus shall be built around the Loop Road in a linear and organized manner conforming to the formal road network in this area. The main entrance of these buildings shall be oriented towards the University Central Park.

Significant academic support buildings such as the campus museum, student organization building and places of assembly may also be constructed around the Loop Road.

Buildings in the Campus Core shall be designed, clustered and organized such that the hierarchy and connectedness of both interior and exterior spaces are carefully considered.

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MASTER PLAN Page 18 of 82

Essentially the architectural heritage center of the campus, principal buildings in and immediately around the Core shall be iconic and adopt the classic style, making use of timeless and simple but memorable lines. The integrity of the style and materials shall be maintained by adhering to a “onelook” architectural character. 

Five principles of visual aesthetics shall be manifested in the planning and design of the site and buildings in the Campus Core: § Formal Balance § Monumental Scale § Good Proportion § Rhythm § Institutional Character

Future developments in the Campus Core, whether by in-fill, redevelopment, or new construction, shall strictly adhere to the architectural character of the area.

Campus Core - Landscape Architectural Character The Campus Core is the heart of the campus and shall be characterized by a relative formality and symmetry of building elements. The materials used in this zone shall reflect its place of prominence in the campus with the use of high quality paving, finishes, benches, lighting, and other site furnishings. Landscape treatment in this zone shall involve a manicured and refined management of plant materials in order to reflect the strong architecture and site lines. A pedestrian-friendly Campus Core shall be prioritized.

The following guidelines shall be followed: A formal tree layout along the Campus Core streetscapes shall be implemented to reinforce the linear and axial form and layout of the zone’s pedestrian and vehicular corridors.

A landscaped buffer zone along the perimeter of the Campus Core shall be established.

Accent paving materials may be used for the sidewalks, to be approved by the Campus Architect.

Main intersections, pedestrian entry areas, and points of interest shall be highlighted by using an increased scale of planting.

Vertical sculptural and hardscape elements shall be placed along pathways that run parallel to the Campus Core streetscape.

A diverse and varied layout of plant materials, paving materials, and landforms shall be developed to establish an attractive year-round pedestrian experience. b.

Academic and Academic-Support Zone Buildings and roads outside the Campus Core shall radiate from the center in a semi-concentric pattern. The area surrounding the core shall be used for both academic and non-academic purposes. Aside from other institutions, outlying rings may contain academic support facilities, amenities for athletics and recreation, commercial spaces, student and faculty housing, places of worship, and others, as long as the structures are in compliance with University guidelines.

The next layer of buildings and roads may be laid out in more organic clusters, stretching to the outer peripheries by following the natural contour of the site or ordered by considerations of view.

Identify locations for the expansion of research and extension facilities which will serve as the “new centers of growth and development” of the campuses in the near future.

Academic and Academic-Support Zone - Architectural Character For the peripheral academic and academic support areas, the architectural style, size, and shape of the buildings shall be more flexible, in order to make the iconic buildings stand out and to establish a visual hierarchy. A higher floor-to-lot area ratio shall be allowed as well. However, institutional character shall still be prioritized and buildings belonging to the same academic cluster shall remain well-related and conversant with one another. Visual and physical relatedness is required.

c.

Auxiliary Zones (Community Services/ S&T Parks/ Resource Generation Zones)

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Auxiliary Zones - Architectural Character Community service zones and other auxiliary research and development areas in the perimeter region of the campus may adopt more modern and function-appropriate architectural styles, sizes and shapes, subject to approval by the Office of Design and Planning Initiatives. However, developments shall allocate adequate tree buffer zones and open spaces without encroachment of building and compliant with the requirements detailed in Section 5.0 Landscape Design Guidelines. d.

Residential Mixed-Use Zones Residential Mixed-Use Zones - Architectural Character Architectural styles for residential areas may vary but shall remain cohesive with existing and surrounding buildings in the vicinity or complex.

Plan for a university town, wherein the community shall have access to a unique environment with affordable housing options, dining establishments, cultural/entertainment/performance venues, sports and recreation facilities, selected retail shops and amenities, mobility via efficient transit, and jobs.

e.

Programmed Open Spaces Programmed Open Space - Landscape Architectural Character These areas are intended for programmed uses such as athletic competition, public interaction, and organized recreation. These exterior spaces include athletic fields, plazas, courtyards and quadrangles.

Programmed Open spaces shall allow for a variety of passive and especially active recreational opportunities and shall accommodate different intensities of use. Each individual area shall have a distinctive character but generally maintain uniformity by way of cohesive materials, finishes, and site furnishings. These areas shall be designed as a visual supplement and complement to the campus fabric, its nearby communities and the university as a whole.

Locate sports facilities in several areas in the campus to foster an environment of healthyliving. When possible sports facilities within parcels are encouraged.

f.

Protected Natural Open Spaces These are non-build zones designated as protected forests, wildlife habitat and open areas dedicated to trees and landscaping and shall be free of any construction, permanent or otherwise.

As much as possible, natural landforms should be maintained. Areas proclaimed unbuildable by the National Building Code or any geological or engineering expert should remain unbuilt. When building on sloped land, the natural landform should be followed as much as possible.

Land cut-and-fill operations shall be minimized to preserve the integrity of the natural terrain, however they may be permitted once certified as safe by any geological and/or engineering expert and approved by the Office of Design and Planning Initiatives. (See Section 10.0 Construction Guidelines) Protected Natural Open Spaces - Landscape Architectural Character Forested areas, creeks, lagoons, grasslands, and other similar natural open spaces play an important role in the campus setting, serving as breathing spaces and habitats for wildlife. Due to the visual prominence and environmental sensitivity of these natural open areas, they shall be preserved and remain undeveloped. Layout and massing of adjacent buildings shall not obstruct but rather frame the open spaces.

2.5

URBAN DESIGN FEATURES a.

Campus Gateways

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These are points of access to the University that shall serve as portals to the campus grounds.

These shall provide a glimpse of the campus as a distinctive institutional environment that balances academic excellence with ecological awareness and social involvement.

Main Gateway The main gateway to the campus shall be established from the identified major road adjacent or nearest to the site and shall be composed of the following: § University Entrance Monument Sign – a prominent and permanent marker that shall be uniform for all campuses, containing the University’s brand name and logo (See Section 10.0 Wayfinding Guidelines); § University Avenue – a ceremonial highway that shall serve as the official gateway to the campus, bordered on both sides by an expanse of open non-build area (See Section 9.0 Circulation Guidelines); and § Main Guardhouse and Campus Information Center – a structure that shall function as the information hub regarding campus sites, maps, campus tourism spots and others. (See Section 10.0 Wayfinding Guidelines) The main entrance shall terminate at the Oblation Statue with the Campus Core as the backdrop.

No other structures and contraptions, such as advertisement tarpaulins, fences, and the like, shall clutter the main entrance way. Approved notice boards shall be supported by poles and erected only on a pre-designated area of the Avenue.

A LED advertisement board shall be allowed in an unobtrusive but conspicuous location at the entrance of the campuses to announce important academic functions and events.

Minor Gateways Several minor gateways shall be strategically located both for vehicular and pedestrian access into the campus. The number of gateways shall depend on the easy access of vehicles and pedestrians to and from the university campus grounds.

Minor entrances shall be provided with security outposts, automatic turnstiles and CCTV cameras to enhance security within the campus.

Campus Gateways - Landscape Architectural Character Campus Gateways shall be developed to be important symbols of the campuses and shall convey a sense of arrival and departure. Gateways shall create pleasant transitions of ingress and egress.

A hierarchical system of gateways shall be developed, highlighted with ornamental landscaping and hardscape elements that reflect the architectural character of the campus. Strategic placement of ceremonial landmarks and monuments shall also create a memorable and identifiable image of the campus.

Gateways and gateway signage shall be clearly visible from surrounding streets and shall be enhanced with appropriate electric lighting treatment.

Major Gateways As symbolic front gates to the campus, Major Gateways shall be enhanced to create an effective sense of entry and arrival by using appropriate landscape and architectural features.

Hardscape and softscape elements shall be in scale with and coordinated with adjacent structures and site components such as lighting, signage, and pedestrian walks.

Landscape elements shall be bold and simple in arrangement, alignment, and massing.

Major gateways shall be distinguished with unique art and architectural features associated with each specific campus.

Portals Entry points to the campus that are less significant than major gateways, Portals similarly shall be reinforced with suitable landscape and architectural features to signify entrance and arrival.

Hardscape and softscape elements shall be in scale and coordinated with adjacent structures and site components.

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Landscape elements shall be simple in arrangement, alignment, and massing.

Material and color templates shall be uniform and consistent for all Portals within a particular campus.

A consistent vocabulary of entry monuments and uniform material and color templates shall be established for each campus. b.

Road Network and Movement Systems Circulation requirements of the campus shall be served by a network of hierarchical roads, bicycle paths and pedestrian walkways. (See Section 9.0 Circulation Guidelines) The Road Network, with a hierarchy of campus roads and paths allowing for different modes of access and circulation, shall include the following: University Avenue – is a wide and scenic thoroughfare, serving as the main ceremonial gateway to the campus.

Main Academic Loop – is the arterial road that traverses the University Avenue and from which other principal avenues of the campus stem out.

Gridiron Roads – are sub-arterial roads in and within the vicinity of the Campus Core that shall be planned and laid out in a gridiron pattern, serving as the major collector roads for the Main Academic Loop.

Outlying Roads – are roads in the outer peripheries of the property, which may follow the natural contours of the Site.

Boundary Roads – are roads along the boundaries of the property linking the University to adjacent developments, and which may be wider than in-campus roads.

c.

Campus Streetscape Campus streetscapes shall communicate an image of a quality, well-maintained and pedestrianoriented campus landscape. A consistent landscape treatment shall reinforce legibility of both vehicular and pedestrian corridors.

A single row of regularly spaced trees shall be planted along both sides of internal campus streets. Spacing shall depend on the expected mature size of trees to be planted, the average being 5 to 8 meters-on-center. Wider spacing shall be specified for larger species of trees (more than 15 meters tall) with spreading canopies.

Street trees shall be planted in alternating small groups of different species. 4-6 trees of a single species is recommended per individual cluster.

Street tree planting shall be based on a hierarchy of street types. The trees shall be regularly spaced in a consistent alignment to reinforce vehicular and pedestrian circulation routes.

Landscape treatments shall be coordinated with walks, lights, signage, and other site amenities.

d.

Campus Edges Campus edges shall be clearly defined, as this also contributes to the identity of the University.

These may be characterized by buildings, landscaping, major thoroughfares, surface parking lanes, fences with gates, or a combination of said elements. Campus edge design shall depend on the size, location, and history of the campus, and shall be uniform throughout the boundaries of the whole property. A properly identified edge shall limit outward building sprawl and inward informal settlements. (See Section 5.2 Landscape Character Zones) Campus Edges - Landscape Character Landscape treatment of Campus Edges shall be permeable, neighborly, and welcoming. The character of edges shall project a distinctive campus image in the surrounding areas while creating

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as minimal visual barriers as possible. View corridors, adjacent properties and land uses, and natural features shall be considered.

Fences along the campus edges are permitted but not recommended. If possible, define campus edges by trees and softscape elements. Where fences are to be installed, they shall be of the permeable type. Fences in and around individual zones and buildings within the campus shall be strictly prohibited.

Site furnishings and finishes shall be uniform throughout the campus edges. e.

Campus Community Services Community services complexes and buildings and shall be divided into COMM-1 facilities or those that shall be located in prominent locations, easily accessible by the community and COMM-2 facilities or those that need to be made separate from core locations and hidden from view. (See Section 2.2 Allowable Land Uses) COMM-2 Service areas shall be accessible to service workers but shall be concealed visually from the public.

COMM-2 Complexes which include the University Police and Fire Headquarters, the Campus Maintenance Office and the Logistic Center shall preferably be located in a unified service area.

2.6

SUSTAINABLE PLANNING PRINCIPLES To complement the planning and design of the University’s academic campuses, ten principles for livable communities* shall be adapted. The ten principles are as follows: *Based on The American Institute of Architects (AIA) ten principles for livable communities

a.

Buildings on a Human Scale The campuses lay-out shall be compact, pedestrian-friendly and designed to match the human scale. This will allow the students to walk to their classrooms from their dormitories, walk to the library, the canteen, shops and to their places of research and work. Walkable distance is a function of proximity, the quality of the pedestrian walkway as well as the amenities, the views and the people who you encounter when walking. a. b. c.

b.

College’s /Unit’s facilities shall be clustered and connected to each other in a parcel.

Related Colleges and units shall be proximate and connected to each other in a complex.

Student dormitories shall be located at a walkable distance to the academic areas, research areas, recreational areas and the shopping and eating areas.

Community with Choices The campus plan shall be designed with a variety of building types and a range of transportation systems for users to be able to choose from. This will allow the servicing of a mix of socioeconomic classes of students which the University is proudly known for. An academic community with choices creates a lively neighborhood. 

 

Student accommodations shall be varied in types such as: rooms for rent in student villages and in faculty and staff housing areas; dormitory rooms of different sizes and occupancies; hotel-type accommodations for visiting students and faculty.

Faculty and staff housing shall be varied in type and size such as: single detached units, duplex units, townhouse-type units, condominium-type units.

Shopping and food facilities shall be varied in type, such as: food kiosks spread out in appropriate locations in the campus grounds, canteen inside academic buildings, fast food in shopping and student centers, fine-dining restaurants in resource generation zones, food business incubators in housing areas and others.

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c.

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Mixed Use Development The residential land-uses in the campuses shall be mixed, complementing each other, and distributed in neighborhood units near the academic zones with a variety of places to live, work, eat, recreate and shop. The mix of services and amenities creates a vibrant and sustainable academic community.   

d.

Student dormitories shall be clustered and distributed to service the needs of students in the vast academic zone.

Faculty and staff housing shall also be clustered and distributed as in the student dormitories.

Shopping complexes and places for food and recreation shall be accessible and proximate to student centers.

Existing Urban Centers The campus plan shall be sensitive to the plan of the adjacent communities surrounding it.

Connecting streets and service infrastructure and relating the campus development to the city’s/municipality’s land uses and its growth shall be mutually beneficial and secure. 

 e.

Do a map of the campus lot and its actual boundaries and show the campus’s road network and utility systems in relation to the city’s/municipality’s infrastructure network bordering that of the campus.

Secure the Comprehensive Land Use Plans (CLUPs) of the adjacent cities/municipalities bordering the campus.

Transportation Options The choice to either walk, bike, drive your own car, take the ikot/toki jeepney, or ride the monorail are choices that will provide different options, including healthy ones, that shall answer the different transport needs of the academic community. This shall be consistent in ensuring low carbonenvironmentally sustainable transportation, the promotion of pedestrianization, and the provision of efficient public transportation systems that support inclusive mobility in the campuses through the development/formulation of responsive transport and traffic management plans at various campuses.   

     

f.

Pedestrian walks shall be designed to be walkable and shall be routed to service student activity areas.

Bicycle paths shall be designed to be safe and separate from vehicular roads and routed to service student activity centers.

Bicycle parking shall be located and designed with facilities to secure and manage the bicycle transportation system. For example for electric bicycles, a metered electric recharging system shall be provided at the bicycle parking stations.

Provide roads that are hierarchical, of the grid-type, continuous and looped.

Provide tropical parking areas for private cars, motorcycles and jeepneys.

Provide routes for monorail and/or High Occupancy Vehicle (HOV) systems and their respective stations in population centers suitable for the campuses.

Formulate seamless traffic circulation plans supported by responsive traffic management and travel demand management (TDM) schemes.

Carry out Traffic Impact Assessments (TIA) of proposed development projects with significance in the campuses.

Study and implement the imposition of transport user charges/fees (e.g., parking fees, road user charges), as approved by the BOR, based on the following: beneficiary pay principle (BPP), willingness-to-pay (WTP) and capacity-to-pay (CTP).

Vibrant Public Spaces The campuses shall provide a variety of vibrant public spaces that shall be used for discourse, exhibits, music, dance and other art and culture appreciation, student fairs, community participation

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and public events. The natural congregation of people is encouraged through proper design of public spaces and the criteria for design include: shading, thermal comfort, landscaping, the presence of amenities and aesthetics.    g.

Provide outdoor public spaces located at the north side of building blocks.

Provide public spaces with park amenities such as toilets, drinking fountains, outdoor lighting, discussion tables and benches.

Provide public spaces with utility services such as electric power, water and drainage outlets.

Neighborhood Identity Creating a neighborhood identity or a “sense of place” is a function of the blending of both the physical and the social environments. While the physical involves the natural and the designed environments, which planners and designers are responsible for projecting, the social part is the cultural feature of the place which in the campuses involves the academic community and its values and beliefs. In the university, academic culture is defined as HONOR and EXCELLENCE. The University campuses have a very strong “sense of place” because they create pride and hold special meaning to the U.P. alumni, their families and to the country as a whole.  

h.

Preserve the tangible and intangible resources of the campus, buildings, sites, natural features and views, with historical and cultural significance.

Renew, recycle, rehabilitate and do adaptive re-use of buildings and sites (including roads and parking) whenever possible to memorialize such areas. A cost-benefit study is required to be done, submitted and approved by the ODPI-OVPD whenever any physical asset is planned for demolition in any of the campuses.

Environmental Resources Protection The University campus shall be noted for the protection and enhancement of their environmental resources and their wildlife and it shall be the policy of the University to ensure that all U.P. campuses shall be designed for the healthy co-existence of people and wildlife. . 

 i.

Campus development shall be conscious of the preservation and enhancement of the natural ecosystems, such as the conservation of topography and topsoil, the protection of wildlife habitats (grasslands and forests), the management of waterways and others.

Do an Environmental Resources Protection Map identifying the natural ecosystems in the campuses for planning and design purposes.

Landscapes Conservation As much as possible, existing and contiguous open spaces that are presently used as farms, forests and wildlife habitats shall be preserved and prevented from being developed into buildable land. Hazardous areas such as cliffs, earthquake faults, river flood plains and the like shall be provided by buffers to be preserved as open space and enhanced as wildlife habitats. 

j.

Do a Landscapes Conservation Map identifying the natural and man-made landscape features of the campus to be preserved as programmed open spaces, protected natural open spaces and agricultural open spaces.

Design Matters It shall be the policy of the University that all man-made structures and sites in University premises shall be done with design excellence for the University adopts the philosophy that “Design excellence is the foundation of successful and healthy communities.”   

Provide buildings and sites that are functional.

Provide buildings and sites that are structurally safe.

Provide buildings and sites that are pleasing to the eyes.

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 2.7

MASTER PLAN Page 25 of 82

Provide building and site that are sustainable.

SPECIAL CONSIDERATIONS a.

Crime Prevention through Environmental Design Reinforce security in the campus through environmental design, making use of passive strategies instead of common practices such as the installation of fences around every block or unit. Isolated sections of the campus become more prone to crime as barriers tend to decrease visibility thus making spaces more indefensible. The more successful methods to reinforce security are through passive environmental design techniques such as: Design a diverse range of developments, with classrooms, administration offices, research areas, recreation, and other uses in close visual and physical proximities to each other to encourage continuous activities all throughout the day.

Building frontages may include spaces that overlook roads (i.e. balconies) to encourage passive surveillance by building users.

Roads and pathways shall be visible from buildings to promote natural surveillance.

Plant materials shall not interfere with sight lines.

Install adequate nighttime lighting to expose active and passive people-centered areas.

b.

Development on Flood Prone Land Do not build on flood prone sites.

c.

Informal Settlements First, it is the policy of the University that all of the present and future academic and academic support land requirements of the campuses are met. All University lands have to be covered with a BOR-approved comprehensive Land-Use Plan where these academic and academic support zones are defined and protected from illegal occupants. All informal settlements within these zones shall be relocated to other areas within or outside University premises according to University rules and regulations, and in coordination with the LGU. Second, all existing informal settlements shall be treated with sensitivity, compassion and social justice.

Third, no new informal settlements or new informal settlers shall be allowed to set up house within University lands upon approval of this document, the U.P. Development Principles and Design Guidelines, by the BOR.

3.0

ARCHITECTURAL DESIGN PRINCIPLES AND GUIDELINES 3.1

3.2

GENERAL a.

All buildings within the University of the Philippines premises must conform to the BOR-approved UP Development Principles and Design Guidelines detailed in this document, as well as laws, ordinances, standards and codes, rules and regulations related to land development, and building construction including the National Building Code, the various planning and safety codes of the Philippines and any amending or new legislation.

b.

The purpose of the UP Development Principles and Design Guidelines is to promote efficiency and visual consistency among campus architecture, and encourage the creation of an aesthetically pleasant academic built environment.

SUSTAINABLE BUILDING DESIGN PRINCIPLES

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Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. This principle shall be applied during the design stage of buildings and sites. Sustainable development is simply the design of buildings and sites using sustainable materials and systems which do not deplete the earth’s natural resources, are renewable, usually recyclable, easily maintained and long-lasting or those that continue to capably function during the entire life-cycle of a building.

It is the policy of the University to re-use all built structures within University premises to save on the University’s scarce resources, prevent pollution generated to build new ones, avoid unnecessary accretion of solid waste and preserve the natural environment otherwise used for new sites.

In general, the principles of sustainable design of college/unit buildings and sites are summarized as follows: a.

Responsible Use of Land and Existing Structures 

  



  b.

Conservation of the Earth’s Natural Resources        

c.

Campus colleges/units shall do a master site development plan of their respective parcels and create spaces for indoor and outdoor uses, open spaces, landscape spaces for lawns and trees, and spaces for future expansion.

Create master site development plans having a percentage of site occupancy (PSO) of a minimum of 30% and a maximum of 50%.

Avoid sprawling development, conserve land and develop unbuildable land for urban wildlife habitats.

As much as possible, existing structures shall be preserved, rehabilitated, retrofitted and/or adapted to new uses. A cost-benefit study shall be required for all structures planned to be demolished.

A Historical and Cultural Significance Study is required for all structures and sites, fifty years old and above as required by law (Republic Act 10066: An Act Providing for the Protection and Conservation of the National Cultural Heritage, Strengthening the National Commission for Culture and the Arts and its Affiliated Cultural Agencies and for Other Purposes) and shall be approved by the National Commission for Culture and the Arts (NCCA) and the National Historical Institute (NHI).

Adopt smart landscape maintenance systems such as going organic for pest control and composting.

Use permeable pavements and design to include sustainable landscape features such as rain gardens, detention ponds and wetlands.

Preserve existing trees and natural landscape ecosystems in college/unit parcels.

Avoid extensive cut and fill.

Preserve (strip, store, spread) topsoil for re-use after construction.

Recycle grey water.

Harvest rain water from buildings and sites.

Use potable water judiciously.

Avoid polluting land, water and air.

Use natural resources judiciously with high levels of durability, renewability, recyclability and re-use.

Optimization of Sun and Wind Energy    

Considering micro and macro climate conditions, orient buildings correctly to optimize the effect of sun and wind on building interiors.

Design buildings to minimize heat gain on roofs and walls facing east, west and south.

Design buildings to optimize natural interior day-lighting from the sun, sky and the ground.

Take advantage of ground shade and shadows of buildings to locate outdoor activity areas.

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 

 d.

MASTER PLAN Page 27 of 82

Whenever possible, design buildings with solar photovoltaic systems for alternative selective energy use in buildings.

In the implementation of the above solar design strategies and depending on the funds available for construction, start with the easiest and least expensive strategies as follows: § Correct building orientation § Light building roof and wall paint colors on the sunny sides (east, west and south) § Window placement and size – east and west walls with smaller windows, north walls with big northern windows, § Shading – Horizontal exterior overhands on the south; vertical shading on the east and west § Dynamic shading - using plants, green walls and green roofs § Tinted Glazing § Day-lighting – Light shelves, skylights, clerestories § Active solar heating for hot water § Photovoltaic lighting and energy Design buildings to effect cross ventilation.

Improving Indoor Air Quality and Thermal Comfort 

Orient the house to take advantage of prevailing NE winds (“amihan”) during the summer season, November to April, and SW winds (“habagat”) during the rainy season, May to October. These breezes will be valuable for cross flow ventilation for screened-in rooms, interior open lounges, balconies and porches.

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

Whenever possible, design the building with passive stack ventilation.

 

Use landscaping elements, shrubs and trees to direct wind flow into the building interiors.

Use natural finishing interior materials and avoid pollutants from toxins, such as asbestos and formaldehyde and materials that promote toxins, such as mold, mildew, fungus, bacteria and dust mites.

Reduce indoor humidity (to 30-60%) to decrease mold growth by: increasing natural cross ventilation, using exhaust fans for toilet and bathrooms, laboratory dryers, kitchen, dishwashing, cleaning rooms and other moisture-generating source-areas to vent the air towards the exterior and using air conditioners and dehumidifiers for air-change.

Reduce potential for condensation on cold surfaces by adding insulation and avoiding marked differences in temperature levels between adjacent areas.

Passively give vent to roof-ceiling voids using ventilation area of L/300 for open ventilation areas and L/150 for screened-ventilation areas where L = ceiling area.

When necessary, introduce exhaust fans and/or choose ventilation systems that remove dirt, dust, moisture, humidity, and pollutants.



   e.

Creation of High Performance Building Envelopes 

3.3

MASTER PLAN Page 28 of 82

Create a building envelope with more durable and energy-efficient materials that: § shelters the interiors from rain; § shades the building from the intense sun; § balances indoor and outdoor room temperatures; § controls moisture; § seals the building from air leaks and save on cooling costs; § permits cross flow ventilation; § allows the interiors to be day-lit; § protects the interiors from external hazards; and, § ensures a long-lasting finish.

BASIC BUILDING DESIGN PRINCIPLES a.

Code Compliance The National Building Code (PD 1096), the Fire Code (PD 1185), the Disability Act (BP 344) and other codes regarding the physical built environment should be followed for all projects that are built within the campus. Strict compliance should be observed.

b.

Culture Sensitivity Each UP campus has its own culture, and so the designed physical environment shall embody said culture. The campus’s history, traditions, symbols, and local setting shall be considered in the

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designs, as well as the social aspects of the people inhabiting it. Develop sensitivity and increase awareness on the different cultural norms, attitudes and beliefs. Value diversity and acquire knowledge about building practices and principles of the different regions where the University campuses are located.

Building and landscape designs must respect the area’s academic and local character, regardless of the building’s use. The building’s character shall also be infused with attributes from the immediate locality as well as the campus’s academic mission. Building designs shall not feel foreign to the general public. Use Filipino as the design inspiration. c.

Space Efficiency, Expansibility and Flexibility Maximum utilization of spaces shall be considered and applied at the planning stage of buildings and open spaces. A high level of optimization and efficiency of the built space reduces energy wastage in “dead spaces” and helps balance costs and benefits. Space utilization encompasses the frequency rate and occupancy rate of building spaces, where frequency rate is defined as the measurement of the proportion of time the space is used to its availability whereas occupancy rate is defined as the measurement of how full the space is compared to its capacity.

Applications of space efficiency in building design include, but are not limited to the following: Assessment and consideration of projected users and activities, space needs, and space provision for management and modification of spaces during the design process Provision of a high ratio of usable area versus gross built area Versatility in spaces, furniture, fittings, and design features that will allow different activities at different times Optimization of furniture sizes, footprint, and layout for effective work The application of this principle shall take effect at the early planning stage of buildings and open spaces. This is to allow maximization of spaces as well as to avoid “dead spaces” that can contribute to energy wastage.

Maximize the built space on the site footprint of new buildings and by modest additions and extensions in existing buildings.

Match new uses to the existing built form in renovation and retrofitting projects.

Provide a high ratio of from 75% to 80% of usable area to gross built area.

Capture balance areas for active use where possible.

Provide versatile and/or multipurpose spaces for diverse activities, Specify design features that allow different activities at different times.

Optimize space standards for effective work.

Create more versatile office and research space, with appropriate open plan areas, supplemented by additional meeting and quiet spaces Provide stackable furniture and fittings that can be easily stored when required Optimize furniture sizes for effective work.

Provide for wireless data access to enable maximum effective use of common space.

Optimize utilization of spaces. Assess the utilization rate of building spaces according to their actual or predicted use.

During the planning stage, evaluate the frequency rate and the occupancy rate of building spaces within the units. The frequency rate measures the proportion of time the space is used compared to its availability whereas the occupancy rate measures how full the space is compared to its capacity.

d.

Pleasant Aesthetic Attributes Aesthetics must be in line with cultural sensitivity. The “pleasant-ness” of a built environment should be agreeable to the general public, and not be biased to a particular individual or group of people.

However, aesthetics should not take precedence over function.

e.

Daylighting for Building Interiors

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MASTER PLAN Page 30 of 82

Daylighting is the controlled admission of natural light – direct sunlight and diffuse skylight – into a building to reduce electric lighting and saving energy.* Among the proven benefits of daylighting are better light quality, lower operational costs, decreased carbon footprint, reduced peak usage, connection to nature, and improved student performance.

The general goal for daylighting is to obtain a minimum level of ambient daylight illumination of 100 lux and a minimum level of working daylight illumination of 300 lux inside building interiors during daylight hours, so that the best quality of light for the teaching and research environment can be achieved. The means to attain this goal are: § To use the diffused light of the sky, the reflected light of the sun and the light coming from the ground and the surrounding exterior and interior surfaces; § To allow the sun’s rays to penetrate directly into the non-working areas inside building interiors such as, lobbies, stairs, hallways, corridors, corners, nooks and the like; § To use daylight fixtures that will allow daylight to penetrate deeper into workroom interiors; § To prevent daylight glare caused by the unprotected top openings of windows; § To prevent excessive brightness ratios in workrooms; § To prevent veiling reflections from happening on work planes; and § To diffuse daylight by means of multiple reflections off ceilings and walls.

Building Orientation and Design Rectangular buildings shall be oriented with the long axis running east-west to lessen unwanted solar heat gain coming from the east and the west. The buildings can also be oriented along the northwest-southeast axis to maximize wind flow for ventilation.

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MASTER PLAN Page 31 of 82

Academic and academic support buildings shall be designed with a larger exterior surface area for more exposure to daylight. Whenever possible single-loaded corridors shall have preference over double-loaded corridors.

Especially for multistory structures, atria or light wells shall be introduced to the building design to bring large quantities of sunlight into building interiors. The ratio of height to width of light wells shall not be greater than 2:1; otherwise, reflectors or diffusers shall be suspended within the atrium space to bounce light sideways and therefore deeper into adjacent internal spaces.

Sidewall Windows The amount of daylight entering a room shall be increased by achieving a minimum window to floor area ratio of 1:5. Larger and more windows shall be located on the north and south sides of the building while smaller and less windows shall be provided on the east and west sides.

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MASTER PLAN Page 32 of 82

Taller and higher windows that reach close to the ceiling cause deeper penetration of daylight into the work room. A minimum window head height (WHH = window height from floor level minus window sill height from floor level) of 0.30 x depth of room shall be used. For classrooms, maximum sill heights shall be 0.80m from floor level while minimum WHH shall be 1.60m, setting the total window height to a minimum standard of 2.40m from floor level.

Adequate windows shall be positioned and spaced properly to admit a comfortably uniform balance of daylight illumination inside the room.

Whenever possible, windows shall be provided on multiple sides of the room or evenly distribute daylight by equitably allocating windows all around the rooms. Locate windows in interior walls when possible.

Use daylight fixtures and manipulate the angles of room surfaces to reflect the light coming from the diffused sky and the sun to the innermost portions of the work room.

Windows shall be located beside and close to light colored walls.

Window openings shall be slanted so that the inner opening is larger than the outer opening.

Large light colored window sills shall be used to project light into the room.

Clerestory Windows

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MASTER PLAN Page 33 of 82

Clerestory windows are vertical window openings located on the roof facing the same direction as the sidewall windows that they supplement and are used for buildings with very deep rooms. Locate the clerestory window away from the sidewall window at a distance of 1.5 x the sidewall WHH. The height of the clerestory window is preferably 1.2 x the sidewall WHH. (Bernard Greene)

Orient clerestory windows to the diffused northern sky. However, when orienting clerestory windows to the southern sky and sun, diffuse daylight by multiple reflections using either louvers or a daylight scoop; the sun being at 50 deg. altitude during hot season and at 70 deg. altitude during the cold season.

Distribute clerestory windows evenly at a distance of 2-1/2 x H (the total height of the sidewall window from the floor).

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MASTER PLAN Page 34 of 82

Whenever possible, position the clerestory window at a steep slope of 60 deg. from the horizontal. This position will increase the area illuminated by the clerestory thus permitting a bigger room width. (Greene)

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MASTER PLAN Page 35 of 82

When needed, use an interior reflecting wall in tandem with a clerestory window, especially one facing the southern orientation. The reflection of southern sun on this wall will make the room brighter and more pleasant.

Use overhangs and diffusing horizontal baffles below clerestory windows for high-quality lighting.

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MASTER PLAN Page 36 of 82

Skylights

Where possible, skylights shall be integrated to the roof design of the building.

Angled louvers or some other form of seasonally adjustable shading shall be incorporated in the skylight design.

Vented skylight units shall be avoided to prevent draughts.

Saw-tooth skylights shall be provided only when facing north or south.

For saw-tooth skylights or roof monitors, light-colored baffles or the ceiling itself shall be used as the light distribution system. The roof shall be extended to provide a sufficient overhang to protect the window against direct sun penetration.

Glazing  Use clear, float glass on operable windows and doors whenever possible.  Use clear, tempered, float glass on windows and doors that are located in at risk areas.  Avoid the use of tinted glazing.

Light Distribution Systems OFFICE OF DESIGN AND PLANNING INITIATIVES

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MASTER PLAN Page 37 of 82

Preferably use external sunlight shading devices rather than internal shading devices (ie. curtains, vertical blinds, etc.)

Properly-designed light shelves shall be incorporated into windows and other fenestrations facing the south orientation.

Light shelves shall be deep enough to beam sunlight into the interior of the space and, at the same time, shade the lower window and diffuse light into the space at sun altitudes of 50 deg. and 70 deg.

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MASTER PLAN Page 38 of 82

Reflective Surfaces Majority of ceiling and wall surfaces shall be painted white or in very light colors that have a high light reflectance value of a minimum of 80% to increase surface efficiency and visual comfort.

Glare shall be avoided in learning and working spaces by steering clear of very dark walls.

Excessively high contrast, as between a light source and a dark wall, causes glare and leads to discomfort or loss in visual performance.

Integration with Electric Lighting Daylighting and electric lighting systems shall be designed to complement each other. Electric lighting shall be controllable so that the lights can be manually and automatically turned off or dimmed in areas where daylight is abundant and left on where it is deficient.

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f.

MASTER PLAN Page 39 of 82

Acoustics Acoustics is a science which deals with the production, control, transmission, reception and effects of sound in an enclosed space. The two major concerns in acoustics that relate to architectural design are: 1) the control of sound in an enclosed space, and 2) the control of noise.

Room Acoustics The control of sound in a room is simply a study of the shape of the room to control echoes and achieve the best distribution of sound; a study of the reflective surfaces to project sound to the audience; and a study of the absorptive surfaces in a room’s enclosure to cause sound to die out to attain the optimum reverberation time. The criteria for good room acoustics can be summarized as follows:  

Speaker to Listener Distance - Farthest speaker to listener distance for lecture halls and auditoriums is 25 meters.

Balcony to Hall Depth – • A balcony shall be provided for a large auditorium (800 seats or more) to control speaker to listener distance • The depth of the balcony overhang shall be no more than two times the height of the balcony opening

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• •

MASTER PLAN Page 40 of 82

The balcony soffit shall be splayed to reflect sound farther to the rear audience Avoid acoustical shadow zones underneath the balcony

The balcony parapet shall either be treated with an absorbing material such as fiberglass covered with a protective screen or alternatively be profiled to diffuse sound or built with a perforated screen to transmit sound Room Shape – The preferable shape for auditoriums and large lecture halls with capacities of 100 pax or more is the fan shape where the recommended maximum splay is 30 deg and the absolute maximum splay is 65 deg.

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Room Volume – Minimize the volume of the room to allocate a greater amount of sound energy to each listener. A smaller room volume will also mean less absorptive surface area to obtain the required reverberation time (RT) since RT is directly proportional to room volume.

The required area per seat of an auditorium or lecture hall is 0.55 sqm to 0.70 sqm; while the required volume per seat is from 2.0 cum to 5.0 cum.

Reflecting and Absorbing Surfaces – Reflected sound reinforces the direct sound coming directly from the speaker. Reflecting surfaces shall be located such that early reflections arrive within 50 milliseconds from the direct sounds. The path length difference between reflected and direct sounds at the point of a listener shall not exceed 20 meters otherwise a delayed sound or an echo shall be heard.

• Wall and ceiling surfaces at the front of the auditorium close to the speaker/stage shall be reflecting surfaces.

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•

MASTER PLAN Page 41 of 82

Wall and ceiling surfaces at the rear of the auditorium shall be absorbing surfaces.

As a rule of thumb, the walls and ceiling surfaces enclosing the front 2/3 volume of the auditorium shall be reflective while the rear 1/3 volume shall be absorptive surfaces.

Floor Rake – A raked floor is needed for visual as well as acoustical reasons. If the floor is sloped, raising the listeners, the beam of sound is broader indicating a greater sound energy received by the audience.

• The floor rake for a lecture hall with 23 m speaker to last row listener distance is 160mm per riser.

• Maximum height of stage shall be 0.60 m so that the stage floor is visible from the eye height of the first row.

• Stage floor for a lecture hall shall be concrete.

• Stage floor for an auditorium shall be constructed of wood planks with an underlying air space of 200mm in order to amplify the low frequency sounds.

Ceiling Reflections – The ceiling shall be profiled with suspended discrete ceiling panels to direct as much sounds to the rear parts of the hall.

• There shall be at least three (3) discrete ceiling panels. The front-most panel shall direct sound to the whole audience; the middle panel shall direct sound to the rear 2/3 of the audience and the rear panel shall direct sound to the rear 1/3 of the audience.

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The size of each ceiling reflector panel shall be at least 2.44m in any one direction.

The panels shall be reasonably heavy to provide a high degree of reflection and a low resonant frequency. In general, two layers of 16mm thick gypsum boards are adequate.

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MASTER PLAN Page 42 of 82



Ambient Noise – Ambient noise such as external noises from noise-producing activities, airconditioning noises and footsteps by the audience shall be minimized. External noises are best managed by providing sound locks.



Sound Reinforcement Systems – A lecture hall for 100 pax or less will not require any sound reinforcement system except for speakers with weak voices. Provide sound reinforcement systems for auditoriums.

Reverberation Time –Provide 0.4 to 0.5 second RT for classrooms and lecture halls.

Maximum RT for auditoriums shall be 1.0 second.



Noise Control Sound Transmission Loss or TL is a value in decibels that is equivalent to the loss in sound pressure level that occurs as the sound passes through a panel. Sound Transmission Class or STC is a standard used to describe the sound insulating property of a panel in all frequency ranges. The transfer of sound between rooms is influenced by the construction of the drywall system that separates the rooms and is controlled by the following factors:

Surface Mass – shall be maximized as much as possible; a two layer double leaf partition has a higher STC value than a one layer double leaf partition.

Stiffness - Materials of low stiffness provide a higher TL. For example, loaded vinyl curtain or lead sheets are materials of low stiffness. Loaded vinyl is a polymer mixed with heavy weight inorganic material, such as barium sulfate or calcium carbonate.

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MASTER PLAN Page 43 of 82

De-Coupling of Leaves - This is the most important factor which increases the TL of a panel.

In a wood or metal stud assembly, decoupling is achieved by using two separate stud walls or a resilient channel.

Cavity Depth - To achieve a significant improvement in low frequency TL, a cavity depth of at least 100 mm is recommended.

Porous Absorber in Cavity – Insert a fiberglass porous absorber inside the cavity depth to cover the entire length and width of the cavity; the thickness of fiberglass shall be limited to three-quarters (3/4) the depth of the cavity.

Dissimilar Leaves – Use leaves of either different material or different thicknesses to improve the TL of the panel. The use of two different thicknesses is usually more practical than using dissimilar materials.

Avoidance of Sound Leaks and Flanking Transmission - Sound insulating construction shall be as airtight as possible. Unintentional gaps shall be sealed with an acoustic sealant over the entire wall perimeter. g.

Solar-Energy Conservation Systems

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MASTER PLAN Page 44 of 82

Circulation and implementation of energy conservation policies within the campus make users aware of their own consumption. Both passive and technological systems may be adopted in the design of energy conservation systems.

Incorporate passive cooling techniques.

Use sensors for lighting and appliance activation.

Use solar energy for water heating (if needed at all).

Replace lighting fixtures with LED. Install parking space indicators to avoid fuel wastage in vehicles.

Introduce alternative energy sources to the operation of the buildings.

Utilize daylight where possible.

Conduct energy analysis and assessment of the performance requirements of different systems of the building throughout its design and construction phase: __ Building envelope, including thermal performance requirements for walls, roofs, and windows; __ Lighting system, including day lighting, and lamps and luminaire performance requirements; __ HVAC systems, including energy performance of chillers and air distribution systems; __ Electrical system; and __ Water heating and pumping systems, including requirements for solar hot-water systems Provision for Solar Panels h.

Indoor Thermal Comfort Maintaining thermal comfort inside buildings is a factor in ensuring work efficiency among its users.

Temperature requirements shall be addressed on a case to case basis, depending on the functions of the building.

Passive cooling incorporated in the design of a building is always preferred. Whenever passive cooling techniques prove insufficient or inappropriate in maintaining indoor thermal comfort, mechanical systems may be used...

For working areas, minimize glazing on walls facing west and south.

Enhance comfort by understanding the nature of work of the building users. Room temperature and gravity of daylight penetration must be regulated to ensure work efficiency

i.

Safe Building Features All buildings inside U.P. property must be designed as buildings safe from disasters. These shall be achieved through new construction using safe building features and vulnerability reduction of existing buildings through architectural, structural and engineering retrofitting. A safe building is a building which will not endanger the occupants and the building itself against natural and manmade hazards. Common natural hazard occurrences against buildings include earthquakes, floods, typhoons, tsunamis and volcanic eruptions, while man-made hazards include the occurrences of fire and terrorism. New buildings must be executed using correct design, competent construction and effective maintenance while existing buildings must be consistently monitored using safe evaluation procedures, regularly and properly maintained, rectified for mistakes and retrofitted whenever necessary.

Of all the hazards as described above, particular attention must be given to reducing vulnerability of buildings due to earthquake hazards, effects of typhoons and high winds, risk of flood, and the potential dangers of fire (See Section 3.3 e. Building Fire Safety).

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MASTER PLAN Page 45 of 82

Earthquake Avoid building on stilts or soft stories on both upper and lower floors.

Avoid weak columns – columns must be more rigid than beams.

Avoid long cantilevers and unnecessary building features – build minimally.

Design light by avoiding top-heavy structures- if mass is low, force tends to be low, hence, destruction is less.

Avoid irregular shapes – two dimensional, vertical and three-dimensional irregularities.

Avoid irregular weight distribution (in plan or elevation) which will result in complex internal stresses.

Execute Enhanced Reserve Capacity- ensure ductility in a building through confinement, control of shear failure, control of ductility due to axial load Secure any overhead component properly (bracing of overhead pipes, lighting fixtures, airconditioning units and other mounted components to ensure adequate anchorage strength and prevent collapse).

Infinite Utility Systems- when existing systems are out-of-order, there is a set of spare systems that will function on their behalf.

For concrete masonry units/walls: Avoid using masonry walls as structural walls; instead, use reinforced concrete structural walls to support the masonry walls and to enhance their resistance to seismic forces.

There should be a gap/soft joint between non-structural masonry walls and structural components such as reinforced concrete columns and beams; the gap should be filled with a flexible material.

Typhoons and High Winds Establish a strong Uplift Chain from foundation to the roof of buildings (with particular attention to roof). The roof uplift chain includes: § roof frame to building frame (roof truss to beam) § purlins to top chord or rafter § roof sheets to purlins Perform “Less is More” designs - less embellishments (non-structural elements) means less projectile hazards less projectile hazards means safer facilities.

Building Protection and Shielding - sheltering of building against wind forces through natural terrain and vegetation; protection of glazing against projectiles and strong winds through louvers and other shielding devices.

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MASTER PLAN Page 46 of 82

Floods Raised floor and/or structural filling – Institute Design Flood Elevation (DFE)- designated elevation set by the university 300 mm or more above the Base Flood Elevation (BFE).

Construct flood barriers on site or buildings and especially protect the building’s foundation from hydrodynamic loads when necessary.

Use anchorage to prevent structures from floating or displacing laterally and dislocation or collapse of its parts.

Use Flood-Resistant Materials for building parts below DFE. Execute Flood-Proof Construction Details- by designing dry flood-proofing measures (ie. to seal building from flood water) j.

Building Fire Safety The key to reducing the vulnerability of buildings against the dangers of fire is, primarily, to use techniques in preventing fire from occurring; secondly, in controlling fire in order to lessen material damage; and thirdly, in escaping during fire emergencies in order to avoid the loss of valuable lives.

Fire prevention techniques are basically architectural design techniques which require the handling of spaces and materials in order to prevent fire from occurring. Fire control techniques can be broken down into active and passive methods. Active methods rely on mechanical and electrical engineering systems, such as the use of fire hoses and the automatic sprinkler system. On the other hand, passive methods of fire control are inactive techniques which are basically aimed at OFFICE OF DESIGN AND PLANNING INITIATIVES

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MASTER PLAN Page 47 of 82

retarding the growth and spread of fire through the architectural use of materials and methods of construction.

Lifesaving systems generally trace fire escape routes and proposes techniques for fire escape.

Fire Prevention Techniques Perform efficient planning and zoning which will keep separate the heat sources from combustible materials.

Use construction materials with low burning rate, high temperature ignition and low toxicity.

Avoid interior accessories and furniture that would drastically increase the building’s fire load.

Ensure that electrical installations follow recognized standards and good industry practice.

Provide sufficient number of convenience outlets to avoid unwanted octopus connections.

Fire Detection Techniques Visually expose fire risk and fire load areas to building occupants by using glass partitions, interior windows and door portholes whenever possible.

Use manual and automatic (electric/ electronic) methods of alerting the building occupants that a fire has started in a given location.

Use heat and/or smoke alarm systems inside or close to fire risk and fire load areas.

Fire Early SuppressionTechniques Provide ABC dry chemical fire extinguishers from 50 to 75 meters apart in each floor as well as in locations inside or close to fire risk and fire load areas. For areas where computer equipment as well as laboratory equipment are present, provide the carbon dioxide (CO2) fire extinguishers.

Provide water and/or gas sprinkler systems whenever necessary as specified in the R.A. 9514 “Fire Code of the Philippines”.

Fire Containment Techniques Fire clad structural components to ensure stability of structural frames during fire. Use fireproofing materials, e.g. spray-on thin-film intumescents, endothermic materials, mineral wool wraps and insulation, fireproof cladding Provide fire-rated walls and slabs to contain fire in rooms, sub-compartments and compartments so as to segregate areas where fire may occur and to stop fire and smoke from spreading.

Contain fire risk and fire load areas against the danger and the spread of fire.

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MASTER PLAN Page 48 of 82

For fire compartments, extend concrete masonry unit partitions up to the bottom of the slab in order to prevent horizontal fire spread between major rooms (ie. classrooms and offices).

Provide a minimum 1-meter exterior ledge between building floors to prevent vertical flame transfer.

Opening Protection Install fire doors and windows in an opening of a fire barrier to maintain its fire resistance.

Install fire-rated glazing/glass and framing as a complete assembly.

Install fire and smoke dampers in duct systems, especially where air ducts penetrate fire-rated and/or smoke-resistant assemblies.

Fire Fighting and Control Techniques Make provisions for telecommunications connection of the building's fire protection systems to the University’s and the local municipality fire department communication center.

Ensure that all sides of buildings come within reach of fire trucks through roads and open spaces that are free from natural and/or man-made barriers.

Distribute fire hose cabinets with dry and wet standpipes connections, fire hoses and other firefighting equipment within reach from fire risk areas and in proper locations such that all

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MASTER PLAN Page 49 of 82

areas of the building are covered and in accordance with the requirements of the National Building Code and the Fire Code.

Provide compartmentalized firemen’s shafts complete with firefighting facilities especially for tall and complex structures whenever necessary.

Smoke Control Techniques Contain fire risk and fire load areas against the spread of smoke and the danger of suffocation to building occupants and firefighters.

Provide smoke barriers of fire resisting materials whenever necessary.

Disperse smoke locally by provision of natural cross ventilation and/or mechanical venting.

Prevent the penetration of smoke in fire escape stairways and corridors, protected areas, liferisk areas and firemen’s shafts by smoke dispersion techniques or pressurization.

Fire Escape Techniques All buildings within the university shall comply with all applicable codes, regulations and standards on emergency access.

Locate service areas and parking away from emergency access points.

Provide corridor systems that have a straightforward and simple lay-out, legible, direct and not tortuous, free of barriers, cul-de-sacs and bottlenecks.

Preserve width of escape routes by preventing obstructions especially from open doors and parked furniture/equipment.

Fire escape stairs shall be designed to be used daily by building occupants and shall be wellmaintained.

Provide protected escape routes and interior places of safety free from the dangers of fire and smoke.

Provide an alternative means of escape for every building wing, all high occupancy rooms, atria, and all life risk areas.

Design fire resisting doors by proper location, capacity and width, quantity and swing opening.

Additional Fire Safety Measures Maintain primary and secondary exits such that they are to be kept unlocked and free of obstructions.

Provide a route map towards the nearest exit on every floor and/or room.

Establish the fastest route towards the campus’s infirmary or health service, or to the nearest health service provider.

Provide emergency telephones on every floor for the use of anyone within the building.

In line with the Preventive Maintenance principle, structural maintenance and visual review of fire protection systems should be done regularly, especially for old buildings. This is to assure the building’s structural integrity and fire protection compliance.

Permit the fire department or his representative to enter the building premises to conduct inspection and testing of the building's fire protection systems whenever needed.

Fire Safety During Construction Provide life safety warning, such as fire detection and alarm systems, to temporary accommodation and facilities used during the construction of buildings.

Provide safe and proper storage of flammable construction materials and liquids on site, separate from the work area and in accordance with the National Building Code and the Fire Code.

Maintain adequate insurance, during and after construction, to indemnify the University against claims for fire damages how so ever caused to third parties. k.

Water Use Efficiency Rainwater Harvesting To lessen dependence on metered water, and to utilize alternative sources of water, facilities for the storage and utilization of rainwater shall be implemented. Building water supply systems should be integrated with rainwater tanks and cisterns; while outdoor spaces shall rely on detention ponds to harvest rainwater.

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MASTER PLAN Page 50 of 82

When possible, provide detention ponds within each parcel to make use of rainwater rich in nutrients for irrigation.

Provide rainwater cisterns for each building or clusters of buildings for flushing of toilets and other domestic uses.

Provide rainwater filtration systems whenever necessary. l.

Energy Saving Lights Long-lasting lighting fixtures, and fixtures which partially or wholly rely on alternative sources of energy, may incur higher initial construction costs; however, in the long run, they will prove their worth through lower maintenance and operations costs.

LED lighting fixtures shall be preferred all throughout the campus. Provided that good quality fixtures are used, these are guaranteed to last for a long time.

Compact fluorescent (CFL) lamps may be used whenever the practicality of using LED lights is challenged, such as when the budget cannot accommodate the provision of such.

Street lighting shall be equipped with solar panels and batteries to harvest and store solar energy, which can be used not only to operate the lamps, but also to distribute excess solar power to other buildings or to sell back to the electrical company.

m. Environmental Air Quality n.

Pest Control Effective pest controls begin with proper design and correct operational procedures. It is important to prevent pest habitats in building interiors. The presence of food coupled with favorable surroundings creates the environment for pest proliferation in building interiors. Pests thrive in dark and damp areas; as such, it is important to implement designs which will not be prone to pest inhabitation. As a repellent to rats and cockroaches inside buildings, manipulate openings to maximize intrusion of daylight and sunlight into the structure. Any bright, naturally-lit space deters the proliferation of pests, and consequently evokes qualities of cleanliness and purity. A bright and sunny room with open, clean and transparent storage areas are much preferred than the dark and damp room with enclosed and dim cabinets. Use pest guards to prevent the intrusion of all types of pests Avoid the use of chemical pesticides, as improper use of such is detrimental to the health of human beings.

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Rooms/spaces where water is used or accumulates shall be ventilated and opened to sunlight for drying.

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Hollow-core spaces which are prone to becoming dark and damp, such as under-counter cabinets and storage rooms, shall be avoided.

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3.4

MASTER PLAN Page 51 of 82

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Use solid-core doors rather than hollow-core doors for rooms that become damp, such as toilet rooms and janitor’s work rooms.

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Avoid the use of hollow walls on damp rooms; such as laboratories, toilets and janitor’s work rooms.

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Provide metal pest guards on ceiling voids and plenum spaces.

BUILDING DESIGN and MATERIAL SPECIFICATIONS a.

Building Materials The architectural materials of buildings and other improvements shall be consistent with the character of existing campus buildings and blend with the environment in which they are located.

Criteria for selection of building finishes include beauty, durability, sustainability, and lowmaintenance exterior and interior finishes. This shall also extend to selection of materials for landscaped spaces, lighting, signage, and others.

Whenever possible, use high-quality recycled materials which have a long life-span, or those which are rapidly renewable.

Final selection of finishes shall be approved by the ODPI/OCA via mock-ups and samples.

b.

Interior Finishes The finish materials shall be selected to meet a range of functional parameters: durability, acoustical performance, fire safety, relationship to mechanical and electrical services, changeability over time and cost. They must also look good, presenting a neat appearance and meeting the architectural goals of the building. Criteria in the choice of interior finishes include:       

Appearance – to carry out the concept of the interior space: light, color, pattern and texture.

Durability and Maintenance – to consider the expected levels of wear and tear and the cost to maintain during the material’s useful life.

Acoustic Criteria – to take into account the quality of listening conditions and the control of noise.

Fire Criteria – to ensure low combustibility and high fire resistance.

Relationship to mechanical-electrical service – to ascertain compatibility with utility services Changeability – to consider flexibility in the interior space so that lighting and partitions can be easily and economically adjustable to new use patterns without serious delay or disruption.

Cost – to consider first cost or installed cost, as well as, life-cycle cost or the cost that takes into account not only the first cost, but the expected lifetime of the finish system, maintenance costs, replacement cost (if any), an assumed rate of economic inflation, and the time value of money.

Flooring  Choose hard finish flooring materials for their resistance to wear and moisture. Lay-out these materials emphasizing on their beautiful colors and patterns.  The skid resistance of a flooring material is measured by its Static Coefficient of Friction (SCOF). Particular care must be taken when specifying a very smooth, polished material for a floor, especially in entrances and lobby areas where people may have wet feet.

Masonry Partition System Masonry is the building of structures from individual units laid in and bound together by mortar. A masonry wall is used for permanent wall partitions. Three (3) types of masonry units shall be used:  concrete hollow block units, either 4” or 6”  concrete louver blocks to allow the flow of air  glass wall units to permit the passage of daylight Framed Partition System OFFICE OF DESIGN AND PLANNING INITIATIVES

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Partitions that will be finished in plaster or gypsum board are usually framed with metal studs.

Metal stud framing is of light-gauge steel studs and runner channels for plaster board partitions.  Framed interior partitions are used for rooms that will frequently change in form and size to easily and economically adjust to new use patterns without serious delay or disruption.

Gypsum Wallboards, Plasterboards and/or Dry Wall Finishes  Use one (1) layer double leaf of 16 mm gypsum wallboards for 2-hour fire rating.  Use two (2) layers double leaf of 16 mm gypsum wall boards for 4-hour fire rating.  Use two (2) layers double leaf of 16 mm gypsum boards for STC 59.

Ceilings  Use the exposed structural and mechanical components – ceiling whenever appropriate. This saves money and reduces the overall height of the building.  Corridor ceiling shall be of the exposed-type.  Avoid tightly attached ceiling and use discrete suspended ceilings to avoid the habitation of pests inside the plenum.  Use acoustical (absorptive) discrete suspended panels whenever necessary.

Paints and Coatings Provide visual unity by following a consistent color palette, preferably in lighter tones, throughout the campus. Paint types and textures may vary, but ensure that structures share a common color.

Avoid bright and excessive accent colors to allow for natural accents such as landscape and art.

Use UV-rated paint finishes for exterior walls, to prolong life.

Furniture and Furnishings  Use furniture and furnishings that are durable and less prone to vandalism.  Use furniture and furnishings that are of fire resistant materials. c.

Building Entrance and Façade The main entrance to a building should be clearly defined by its size and form as well as in the use of colors, texture, materials and lighting. Its size, however, should relate in scale to the overall configuration of the building base.

The main entrance doorway should be recessed into the façade and/or located under an arcade or canopy. The canopy should provide shelter from the rain whenever a building occupant or visitor alights from his/her car to enter the building.

All building entrances must comply with all access requirements as required by the Accessibility Law. Balconies are allowed and encouraged.

Facades shall employ different but related architectural elements so as to attribute a distinct identity to each building or structure.

Entrance to individual buildings shall be easy to identify and prominently defined. In keeping with the design continuity, buildings in and around the Campus Core shall have a symmetrically balanced façade while other buildings in the outlying areas may use more asymmetric facades.

d.

Wall Design Buildings should provide for a hierarchy of horizontal and vertical expression and patterns that should relate to the particular form and proportion of a building. The purpose of detailing is to create consistency among the building frontage (tower) and other architectural features, such as the building entrance, corner, and variation in setback, etc.

Exterior sun-shading devices are highly encouraged and they should be designed to protect glazing against the sun’s rays. Generally shading devices facing east and west shall be vertical while those facing south shall be horizontal. Relentless grids and “eggcrate” fenestration should be avoided whenever possible.

Façade walls, including those for parking structures, should be designed with sufficient architectural details to create identity and still be in harmony with the context.

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MASTER PLAN Page 53 of 82

Avoid blank walls if possible. e.

Insulation / Weatherizing / Water and Moisture Control Heat Insulation Materials with low solar heat gain are preferred.

Insulation materials made out of CFCs shall not be used; those made out of HCFCs have been found to affect the ozone layer, and its use should therefore be avoided as well.

Use heat insulators in roof and wall surfaces exposed to the sun’s heat.

Water and Moisture Control Avoid using materials which, in absorbing moisture, attract pests and foster mold and mildew formation.

Use architectural details to direct rainwater away from exposed building surfaces but guide them through the use of gutters, drips, water grooves and inverted slopes.

f.

Roof and Gutter Design Roofs shall be designed generally of the shed or gable-type with breathers and/or louvers with an open area of L/300 for unscreened openings and L/150 for screened opening; L being the ceiling void area.

Gutters shall be of stainless steel or reinforced concrete. When made of reinforced concrete, gutters shall directly suspend from the roof beam, waterproofed and with downspouts, firmly attached to columns, running straight down to the ground catch basins. All downspouts shall be of cast iron pipes and fittings.

Gutter tops shall be screened to prevent leaves and other debris from clogging the gutter drains.

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4.0

MASTER PLAN Page 54 of 82

ENGINEERING DESIGN PRINCIPLES AND GUIDELINES 4.1

GENERAL These guidelines are a supplement to the existing National Building Code and appropriate Philippine and utility agency codes which must be fully complied with in addition to the guidelines stated within this document.

Utility easements shall be provided and must be separate from pedestrian sidewalks/pathways.

4.2

SUSTAINABLE ENGINEERING DESIGN PRINCIPLES a.

Building Automation Building automation systems control the Ventilation and Air-Conditioning (VAC) system, lighting, and other equipment. These systems help reduce energy consumption and promote energy efficiency.

For campus buildings needing complex equipment, centralize management and control of facilities (e.g. VAC, electrical, service scheduling, alarm system, energy management, other building services/ utilities) to increase level of quality, convenience and comfort of the building users.

For campus buildings not needing mechanical VAC or pump systems, use passive techniques.

b.

Advanced/Futuristic Technology The application of advanced technologies in classroom learning is encouraged to improve the daily operations and services within the university and maintain its competence in information technology.

Deliver differentiated campus learning experiences by making online resources, services and facilities available to students and faculty round the clock.

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MASTER PLAN Page 55 of 82

Facilitate distance-learning environments by proactively developing innovative uses for instructional technology and course content delivery.

Regularly update equipment used for academic purposes such as laboratory equipment and research/medical equipment.

Regularly update library and information sources, whether in hardcopy or in digital form.

Explore and design alternative and more efficient campus transport systems offering less environmental impact, higher long-term savings, and improved user safety. c.

Sustainable Engineering Technologies Whenever possible apply new sustainable engineering technologies and high performance strategies in ventilation and air-conditioning; solar thermal energy; co-generation; and electrical auxiliaries such as WiFi, sound systems, telecommunication, CCTV, MATV and others. If funds do not permit the installation of these technologies at present, prepare the building to accept these new sustainable engineering technologies in the near future.  Use high performance ventilators and air conditioning systems.  Use solar thermal energy and co-generation.  Use high performance fire protection systems.

4.3

UTILITY SERVICES The general policy of the University’s utility services is to provide simple and functional designs for all engineering services with economy, reliability and sustainability as the main design objectives. a.

Water Supply Service    

    

 b.

Locate and install water meters for easy tracking of water use; and according to government codes and the criteria and specifications of the utility company involved.

Locate meter rooms away from public access, but accessible to service personnel.

Provide a single potable water supply system within the University campus. No shallow or deep wells are allowed without the approval of the relevant government agency.

The campus or constituent unit shall be responsible for the application and arrangement of the water supply system of each college development. Location of the metering equipment shall be provided by the Building Administrator of the College/Unit. The OCA shall verify if the arrangements made are satisfactory to the relevant government institutions.

Water pumps directly connected to water mains are not allowed.

When pressure from the water mains is inadequate, the building service shall be connected to water storage tanks provided by the College/Unit within their premises.

Ensure that the minimum water requirement per building/parcel is provided for. This excludes water requirements for fire, which shall be addressed separately.

Promote water conservation practices, and implement policies to encourage users to conserve water.

Each building within a parcel shall have its own main water meter. If the building is further subdivided among several tenants or leasable areas, each unit shall have its own sub-meter connected to the building’s main-meter.

As much as possible, all water lines emanating from the main meter shall be exposed and accessible for maintenance

Sewage and storm water drainage   

Maintain the sewage and storm water drainage system within the campus lot boundaries and all connections to the main drainage systems.

Ensure that contaminated substances are suitably treated before disposal. Do not direct toxic effluent into the public sewage system or any creek/natural body of water.

Install rainwater catchment systems and reuse stored water for landscape irrigation, etc. Cover rainwater catchment storage tanks or any other open water reservoirs to reduce water loss due to evaporation, and to prevent contamination and pest breeding.

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

c.



 

  



5.0

Each campus shall make arrangements for the provision of electricity to its campus. Electric supply shall conform to government codes and practices.

Locate and install electric meters for easy tracking of electricity use; and according to government codes and the criteria and specifications of the utility company involved.

Station electrical and equipment rooms away from acoustically and electromagneticallysensitive areas, but nearer to major electrical loads. Provide adequate ventilation and illumination for said rooms. Ensure that electrical and equipment rooms are designed to accommodate future expansion.

Locate power and lighting panelboards away from public access, but accessible to service personnel.

Provide generators as a reliable means to address power outages and system failures.

Each building within a parcel shall have its own main electric meter, and each building within the parcel of land must have its own sub-meter. If the building is further subdivided among several tenants or leasable areas, each unit must have its own sub-meter connected to the building’s main-meter.

Telecommunications 

f.

Garbage collection and disposal system shall be regulated by each constituent unit, and integrated with the waste management system of the local government agency it is in.

Promote a waste reduction, garbage segregation and resource recovery/recycling program.

Electric supply 

e.

Integrate bio-swales, or depressions in the landscape meant to collect excess water, as a lowimpact option for the collection of storm water and roof runoff. Direct roof drain pipes and storm water to said bio-swales, where water shall percolate and recharge the water table.

Solid waste 

d.

MASTER PLAN Page 56 of 82

Identify the spaces and room sizes required for telecommunication equipment. Provide sufficient access to these spaces.

Conceal telecommunications antennas and masts through fences or dense softscape, and install these at sparsely populated areas in the campus, for less visibility and increased safety and security.

Electrical auxiliaries/Information technology

LANDSCAPE DESIGN PRINCIPLES AND GUIDELINES 5.1

GENERAL Campus landscapes are an integral part of UP’s aesthetic, cultural, social, and facilities infrastructure.

They serve as spaces for gathering, recreation, and even education in an outdoor setting. They also give breathing space to the campus and contribute to its aesthetic quality.

The Landscape Design Principles and Guidelines shall serve as a guide for landscape and site developments and improvements of campus landscapes and exterior spaces. This set of principles and guidelines shall provide the framework for planning, design, and development in order to establish a beautiful and unified landscape for all UP campuses

5.2

LANDSCAPE DESIGN SPECIFICATIONS a.

Plant Materials

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MASTER PLAN Page 57 of 82

A major element of the landscape, campus plantings provide form, color, and texture to the campus canvas. They also help to unify the campus and strengthen its identity, reinforce corridors and open spaces, serve as buffers and screens, and create a comfortable environment. Species selection and landscape treatments may vary across different UP campuses.

The following guidelines shall be followed: Visual coherence and consistency shall be achieved with the use of a limited plant palette.

Develop a palette of plant materials which supports an attractive, harmonious, and easily maintained landscape.

The following characteristics shall be taken into consideration when selecting plants for use in the campus: low maintenance needs, low water requirements, non-invasive, and tolerant to the natural elements as well as existing site conditions.

Tree species to be planted in each UP campus shall be limited to those that are native, indigenous, or endemic to the region where the particular campus is located.

Exotic tree species may be used but strictly for experimental purposes and designated commercial tree farms only. For shrubs and groundcovers, exotics species may be used as part of the landscaping of campuses.

Mostly evergreen trees shall be planted to reduce the volume of leaf litter.

Consideration shall be given for seasonal blooms and foliage color of plant materials to create a year-round aesthetically pleasing campus environment.

Species of trees and plants that are already found in a particular campus may be used as a basis for plant selection.

Structured layouts of plant materials shall be used adjacent to buildings in order to complement the formal architecture. Mixed species in irregular groupings shall be planted in natural landscape areas such as grasslands, forested areas, and along water bodies.

All landscaped areas shall be adequately irrigated. An energy-efficient, environmentally responsible, and permanent irrigation system shall be considered.

A seedling nursery for native tree species shall be established in each large main UP campus.

No large trees or those with buttresses and surface roots shall be planted within 3 meters of buildings, utilities, roads, and pedestrian walks.

Turf shall be limited where possible to reduce maintenance costs.

No trees or shrubs whose above-ground parts may be highly toxic or poisonous to humans shall be planted. Those with prickly thorns shall be restricted for use as hedging or be located in areas with limited human activity.

There shall be a clear visual zone of no less than 2.5 meters from the sidewalk to the underside of the canopy for all tree species to allow unobstructed views. Personal security and safety is a significant factor in selecting plant material and specifying their location.

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MASTER PLAN Page 58 of 82

Existing and/or relocated trees and plants shall be protected and moved according to CMO requirements.

Plantings of annual flowers and perennials shall be used sparingly, and only in specially designated locations.

Per University policy, all new trees shall have a minimum height of 1.50 meters at installation. b.

Paving Materials Campus paving serves as a strong unifying element in the campus landscape. It also improves legibility of the campus circulation hierarchy. The paving hierarchy shall respect the general organizational grid of campus corridors, but at a closer scale, it differentiates between the central pedestrian and cyclist friendly core and the shared streets and vehicular streets beyond. The paving treatment cues pedestrians to recognize the safe pedestrian areas of the campus.

The scale, pattern and layout of paving materials shall complement adjacent campus buildings and infrastructure.

Pervious paving materials such as unit pavers or porous asphalt shall be considered especially for parking lots and pedestrian walks to allow the percolation of runoff into the ground.

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MASTER PLAN Page 59 of 82

Vehicular roads shall be paved with asphalt or concrete, the latter being more preferable.

Perimeter sidewalks and major pedestrian paths outside the campus core shall be unit pavers or concrete with tooled or saw-cut joints. Where concrete is used, banding or framing with unit pavers shall be allowed to add interest and pedestrian scale to the paving surface.

Special accent paving may be used for plazas, courtyards, and other special areas.

All new paving surfaces shall have a minimum cross slope of 0.5% and a maximum of 2%.

The only exceptions shall be limited stretches of a maximum length of 2 meters.

Pathways in natural settings such as grasslands and lagoons shall be asphalt or unit pavers.

Minor pathways in these areas may be surfaced in gravel when use is limited. c.

Furnishings Site furnishings and design standards shall be derived from a common design language, material palette, and family of components in order to help create campus cohesion, and the desired institutional character. Site furnishings shall be integrated into the campus landscape and shall be highly visible to encourage its use. When possible, these shall be located against a visual background, such as landscaping or a building wall, so as to increase visibility while minimizing clutter.

The style of campus furnishings shall integrate traditional and contemporary design approaches.

Furnishings shall have a cohesive and unified character and shall be built of durable materials.

Benches and Tables Permanently anchored furniture shall be given priority over movable benches and tables.

Movable furniture may be used in areas of high public use and visibility and shall be managed and supervised to minimize damage or theft.

Benches shall be located in shaded, comfortable settings that are conducive to conversations, adjacent to but off high-traffic walkways and corridors.

Consideration shall be made for seats that allow wheelchair access.

Considerations shall be given for benches and tables that are dedicated as memorials or given as gifts to the University. Appropriate placement shall be coordinated with the Campus Architect.

Seat walls and seats fixed into planters shall be preferable to stand-alone benches and shall be used when possible.

Planters Planters shall be strategically located for aesthetic purposes as well as to control pedestrian traffic.

Location of planters shall be compatible with access and service functions.

Appropriate sizes of planters shall be used to livability and maintenance of plants.

Materials and finishes shall be maintenance-free and resistant to urban impacts.

Trash Receptacles Trash receptacles shall be provided throughout the campus, particularly near gathering areas, crosswalks, and transit stops. Receptacles shall be grouped as needed to reduce visual clutter.

Trash receptacles shall be located in unobtrusive, non-prominent positions and off pedestrian circulation paths. Receptacles both movable and permanently anchored shall be considered as the need arises.

Marking for trash receptacles shall be clearly marked.

Dumpsters shall be contained within service areas, be set on concrete pads, and be screened from public view.

Bike Racks Different styles of bike racks may be used, including “Ring style”, “Ribbon style”, “Inverted U”, and “Post and Ring”. The style of bike racks to be used shall complement other adjacent site furnishings and architectural elements.

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MASTER PLAN Page 60 of 82

Appropriate sizes and quantities of bike racks for specific areas shall be determined by usage requirements.

Bike racks shall be permanently installed on a concrete base for durability.

Bike racks shall be located in areas proximate to building entries and in well-illuminated, highly visible areas where sufficient security is available.

Bike racks located near entrances to campus facilities shall not impede the flow of pedestrians.

Bollards Bollards shall be used to define the separation between pedestrian and vehicular areas or to protect buildings and site elements from errant vehicles.

Bollards shall be spaced sufficiently to prevent intrusion of vehicles but shall allow passage of small maintenance vehicles and wheelchairs.

As much as possible, bollards shall be permanently installed. Removable bollards shall be used only where service and emergency vehicles require temporary access.

Use of illuminated bollards is not recommended as these are prone to vandalism but may be used in specific locations where ground lighting is needed.

Bollards shall have a height of 0.9 meters above grade and shall be spaced from 0.9 meters to 1.65 meters, depending on intensity of pedestrian and vehicular traffic of the area where these are to be installed.

Sculpture and Public Art Sculpture and memorial placement and choice shall consider the size, quality, and color of the piece for proper integration with the overall campus environment.

Consideration shall be given for groupings of sculptural elements, to suggest a sculpture garden that is set within a well-landscaped context.

Individual sculptures chosen for a group setting shall not conflict with each other or create a non-cohesive grouping. If possible, the location of sculptures shall be consulted and coordinated with the sculptor.

Outdoor artworks shall be placed in locations that complement both the artistic piece as well as the landscape setting. Where appropriate, landscape shall complement the art through plantings, seating areas, and pavement treatments.

Consideration shall be given to artworks that function as benches, lighting, and other site features. d.

Landscape Lighting Campus lighting shall prioritize safety and security of exterior spaces as well as highlight important campus features, nodes, and building entries, reinforce circulation corridors, and enhance the campus character, beauty, and sense of place.

Exterior lighting shall make use of cut-off light fixtures to prevent glare and minimize light pollution and light trespass onto adjacent areas. Long-life light sources shall be used, with an emphasis on LED lights. Incandescent light sources shall be avoided.

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MASTER PLAN Page 61 of 82

Banner arms shall be provided on pole lights in the campus core, gateways, and other designated areas, intended for use on banners to communicate campus messages and special events.

Special Lighting Nodes and Icons: Flood light fixtures shall be used for high impact accents of key signage, sculptures, and key architectural features.

Accent lighting fixtures shall be integrated into the landscape and shall not be visually obstructive.

Lighting fixtures mounted directly on structures shall only be allowed when utilized to enhance specific architectural elements and building entries.

Accent lighting equipment shall be of sufficient quality to resist vandalism and minimize maintenance.

Street and Parking Lights Pedestrian light fixtures for new or replacement installations shall be either a single head or double head style cylinder.

The pole, pedestal base, and top shall have a powder coat finish.

Base mounting details for installation on lawn or planting areas shall be formed concrete foundation exposed above the finish grade, with the pedestal cap on top.

Lighting location shall consider safety and adequate illumination of the surrounding area.

Lighting shall be placed in landscape areas adjacent to parking lots when possible.

“White” light sources, having high energy efficiency and good color rendering, shall be used for parking and street lighting. The most commonly available sources are Metal Halide (MH), compact fluorescent (CFL), and Light Emitting Diode (LED), the latter being the most efficient.

“Yellow” light sources such as High Pressure Sodium (HPS), Low Pressure Sodium (LPS), and Mercury Vapor shall not be used for pedestrian lighting due to poor color rendering.

Maximum height of parking lot poles shall be 6 meters measured from finished grade.

Maximum base height is 0.6 meters.

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MASTER PLAN Page 62 of 82

Pedestrian Lights Pedestrian light fixtures for new or replacement installations shall be a single mount luminaire with aluminum fixture hood.

Fixtures shall be mounted on a round tapered aluminum pole, with round tapered one piece base cover.

Base mounting details for installation on lawn or planting areas shall be formed concrete foundation exposed above the finish grade, with slight convex top to shed water.

Lighting installations shall be coordinated with existing tree locations and proposed vegetation to provide optimum lighting levels.

Use of illuminated bollards or other low-level light fixtures is not recommended as these are prone to vandalism.

“White” light sources, having high energy efficiency and good color rendering, shall be used for pedestrian lighting. The most commonly available sources are Metal Halide (MH), compact fluorescent (CFL), and Light Emitting Diode (LED), the latter being the most efficient. “Yellow” light sources such as High Pressure Sodium (HPS), Low Pressure Sodium (LPS), and Mercury Vapor shall not be used for pedestrian lighting due to poor color rendering.

Lighting Intensities The following levels of illumination, measured in footcandles, shall be the recommended minimum for each of the specific locations: a. b. c. d. e. f. g. h. e.

Building Entrances: 5.0 fc Sidewalks/Pedestrian Walks: 2.0 fc Bikeways: 1.0 fc Courts/Plazas/Quadrangles: 1.5 fc Stairs & Ramps: 5.0 fc Waiting Areas: 1.0 fc Parking Lots: 1.5 fc Streets: 1.5 fc

Fences, Walls and Gates Porous fences shall be placed around the perimeter of the Campus. However, none shall be installed around individual buildings inside the Campus as these hinder the image of having an “open university” readily accessible by the students and faculty. Instead, informal fencing by way of plant hedges and landscaped berms shall be used to define such boundaries.

Fences shall be allowed only on the outer periphery of all campus sites. No fence shall separate one college unit from the other or one land-use area from the other.

Gates shall be recessed to a minimum of five (5) meters, towards the interior property, providing free and unimpeded movements along sidewalks and roads.

Fences and wall designs and material are subject to design approval by the Campus Architect.

Gates can only be built at the vehicular entrances and exits to provide as checkpoint.

f.

Drainage and Irrigation Site drainage shall accommodate efficient movement of surface water across pavement, turf or planting beds toward an inlet or drainage system; or allow subsurface water movement through the soil to a drainage system. Alternatively, stormwater systems that collect runoff for use in landscape irrigation shall be considered.

Access to permanent irrigation systems shall be provided where possible.

Irrigation systems shall be planned on external taps and not taken off building water systems.

Irrigation systems being designed for use in landscape and turf areas around buildings shall be standardized for ease of maintenance and supply.

When irrigation systems cannot be installed, faucets shall be installed on the outside of buildings spaced no more than 50 meters on all sides.

The use of stormwater systems such as detention and retention basins for supplemental irrigation shall be integrated into the campus landscape.

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MASTER PLAN Page 63 of 82

A combination of spray and drip irrigation systems shall be considered for specific areas with extensive landscaping. g.

Parking /Landscaping of Parking Areas To minimize the impact of expansive pavement in parking areas, landscape treatments shall include vegetative canopy and buffering, designed circulation corridors. Additional amenities to improve the parking, such as drainage swales and detention and retention basins shall also be incorporated into the design to minimize the volume of stormwater runoff and serve as alternative sources for landscape irrigation.

Landscaped traffic islands shall be provided, with canopy trees planted every 6-8 parking stalls for an extensive shade structure.

Trees shall consist of dense, non-fruit bearing, broad-crowned evergreen trees that are drought tolerant specimens and can withstand the urban impacts of parking lot environments.

Scale of parking areas shall be minimized and shall not impose on the landscape. Organic parking layouts shall be considered.

Landscape screens and buffers shall be established around the perimeter of parking areas.

If possible, parking lots shall be paved using pervious materials such as unit pavers or porous asphalt to allow the percolation of surface runoff into the ground.

A system that contributes to the irrigation of parking area landscaping shall be considered, such as swales, rain gardens, and detention basins that direct, collect, and filter stormwater runoff from parking lots.

h.

Pedestrian Facilities and Bikeways Pedestrian Walks A primary walk system shall be developed to promote a pedestrian-friendly campus that is safe, inviting, and comfortable.

A hierarchy of walks shall be established, with a select few given dominance over minor paths.

Priority shall be given to major pedestrian routes by creating wide sweeping continuous pedestrian walks. All other pedestrian circulation systems shall be subservient but complementary to the primary pedestrian walk system. Expected usage and urban design considerations shall determine a hierarchy of materials and dimensions.

A common palette of materials shall unify the entire campus. The finish, scoring, and connection details shall be consistent and uniform.

Observe a hierarchy of systems, typology, scale, consistency of materials, and structure of pedestrian walkways to help define and articulate open spaces and enhance campus wayfinding.

Separate and distinctive landscaping treatments shall be given for formal walks such as pedestrian malls and informal walks that follow natural patterns of circulation.

Where there is sufficient space, buffer planting that separates the road from the sidewalk shall be provided.

Pedestrian walks shall be provided with sufficient lighting for safety and security.

Paved pedestrian entrance areas shall be simple and shall relate to the overall pavement of open space circulation.

Heavily articulated and patterned pavement shall be used only to enhance Pedestrian Malls, Plazas, or special features.

Pedestrian crosswalks shall be clearly defined using landscape elements such as lighting, signage, and distinctive pavement.

Walkways shall be handicapped accessible.

Recommended widths of pedestrian paths are as follows: a. Major walkway: 3.0 meters b. Standard walkway: 2.0 meters c. Minimum walkway: 1.8 meters

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d. e.

MASTER PLAN Page 64 of 82

Campus perimeter walkway: 2.4 meters Combined walkway and bicycle lane: 2.4 meters

Bicycle Routes A system of on-street bike lanes and off-street shared use paths shall be developed. This bikeway network shall be planned to be continuous and connect directly to important areas for a convenient alternative mode of transport inside the campus. Hierarchy and dimensions of bike lanes shall be determined by usage needs and availability of space.

Main vehicular streets around the campus core shall have bicycle shoulder lanes dedicated for shared use of bicycles and pedestrians. These on-street bike lanes shall be clearly marked to guide cyclists and to alert motorists. Minimum width shall be no less than 2.4 meters.

Minor streets where there is inadequate space for a dedicated shoulder bike lane shall be treated as shared roadways. These shall be clearly marked to guide cyclists and to alert motorists.

Off-street bike lanes shall be shared use paths for the exclusive use of bicycles and pedestrians, with a minimum width of 2.4 meters.

Bicycle Parking Zones Appropriate short-term and long-term bicycle parking campus. Bicycle racks are appropriate for short-term buildings, dormitories, athletic fields, and other activity covered and secured bicycle racks, bike lockers, and especially in or near dormitories.

facilities shall be made available to the use and shall be placed near academic centers. Consideration shall be made for bicycle storage rooms for long-term use,

Where possible, bicycle parking zones shall be integrated with vehicular parking areas.

5.3

OPEN SPACES a.

General Open spaces provide a sense of place and are key factors in creating a collegiate atmosphere indicative of higher learning. They serve as areas for learning, research, contemplation, gathering, study and recreation, as well as habitats for native wildlife.

Open spaces intended for programmed uses such as plazas and athletic fields shall be properly maintained to encourage discourse and physical activity. Natural open spaces may have little or no maintenance. The following types of open space are allowable: Formal Planned, uniform open spaces, tree-lined, geometric in shape, with relatively flat or controlled topography. Created as symbolic cores of the campus and designed to be social gathering places and for passive recreational activities, these are well-defined exterior spaces similar to interior rooms.

Planned activities in these areas shall be accommodated for with landscape features and site furnishings and amenities such as signage, lighting, and seating.

Natural Open spaces whose original physical forms and vegetation are deliberately left as is; areas where the indigenous natural habitats may be preserved; usually formed. These spaces require little or no maintenance and may have restricted access especially for areas serving critical functions such as protected wildlife habitats.

Composite These are open spaces that are a combination of both formal and natural types. A loosely defined space may be termed as composite. Examples are park-like settings with an informal character but are delineated by formal edges.

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b.

MASTER PLAN Page 65 of 82

Types of Open Spaces – Formal, Natural, Composite Plazas and Courtyards Courtyards and plazas shall be located adjacent to building entries to serve as areas for seating and informal public interaction as well as intellectual exchange and discourse. These shall communicate a variety of landscape treatments, from being paved to being primarily vegetated.

Each open space may have distinctive characters and design expressions depending on its purpose or location.

Courtyards and plazas shall be in scale with adjacent buildings and shall reflect their architectural character. Site furnishings such as lighting and benches shall also complement in order to reinforce a sense of unified space.

Quadrangles Quadrangles, open areas formed by the massing of buildings, shall have a more intimate scale compared to plazas and courtyards but shall have similar provisions for informal activities, interactions, and gatherings.

Quadrangles shall be appropriately scaled to promote a variety functions. Each quadrangle may have an individual theme or character based on adjacent buildings but shall be consistent with the overall campus landscape treatment. Appropriate site amenities and furnishings shall be provided, as well as plant materials to enhance spatial articulation.

Pedestrian Malls Major linear pedestrian promenades, Pedestrian Malls shall be located at significant intersections and connecting points in the campus.

Plazas shall be located at major junctions along pedestrian malls, with important landmarks serving as termini. Pedestrian malls shall be wide and spacious to accommodate a significant volume of pedestrians and to facilitate strong directional movement. A shaded promenade shall be achieved by planting regularly spaced canopy trees flanking wide sweeping lawns.

Special paving materials and patterns may be used to highlight the significance of the pedestrian mall, and the placement of site furnishings shall reinforce its linear aspects.

Campus Greens Campus Greens are informal open space corridors that meander through the campus in park-like settings. Large drifts of tree massing shall define and reinforce Greens edges, screen out adjacent uses and generally create a very naturalistic open space/park area that is in sharp contrast to the structured organization of plazas, courtyards, and malls. Flowering trees and a variety of plantings shall emphasize an arboretum-like display.

Large, expansive lawns shall offset and complement large areas of shade and canopy. Walks shall be naturalistic and meander through the Greens. Greens can be natural landscape areas or they can be man-made areas that emulate a natural character.

Green Roofs Green roofs shall be considered for installation on building systems as these provide several ecological, economic, aesthetic, and social benefits including the mitigation of urban heat island effect, reduction of building cooling consumption, and providing an open green space for public use.

The feasibility of constructing green roofs on structures shall be analyzed on a case by case basis as the building structural and mechanical systems will limit the ability to implement a green roof technology on the roofing system.

Athletic Field

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MASTER PLAN Page 66 of 82

Athletic fields are key components of the campus fabric and shall be planned and designed to blend into the campus landscape.

Athletic fields shall be easily accessible from the campus core.

Intermittent trees may be planted along edges of fields to provide shelter from the sun and wind.

Trees may be planted where large lighting fixtures are installed to reduce their visual impact.

If feasible, athletic fields shall be located and organized to reinforce vistas and views of important buildings.

Landscaping shall buffer and transition the fields from parking lots and building zones.

Irrigation of turf shall be carried out only when needed and not on a regular schedule.

Landscaping Adjacent to Buildings Massing of plant materials and size of landscaped areas shall be in scale with adjacent buildings and shall reinforce architectural elevations. Landscape treatment shall complement the overall campus landscape character.

Landscape treatment shall consider reinforcement of main entrances, side and back yards.

Placement of trees shall reinforce the architectural elevations.

The layout of trees adjacent to buildings shall ensure that important sight lines shall not be obstructed.

Service areas and dumpsters shall be screened from public view using plant hedges and architectural walls.

Small tree species shall not be planted within 1 meter of buildings walls, and walks; large canopy tree species with a mature height of 15 meters or more shall not be planted within 3 meters of buildings, walls, and walks.

5.4

NATURAL WATER FEATURES Plantings shall frame and emphasize views of natural water features such as lagoons and creeks.

Natural water bodies and adjoining open spaces shall be developed to create an “Urban Wildlife Habitat.”

Water features in visually prominent locations shall be framed and highlighted. Passive recreational activities may be allowed along the waterfront.

Corridors along creeks and other water bodies shall be reinforced with a landscape buffer consisting of native, indigenous, or endemic vegetation to provide shelter and sources of food for wildlife. This buffer shall have a minimum width of 15 meters and a recommended width of 30 meters extending on both sides of the creek.

The creation of detention basins and wetlands that integrate into natural water systems to provide stormwater treatment shall be evaluated as the need arises.

Preservation of waterways and corresponding wildlife habitats shall be prioritized. The placement of boardwalks, platforms, and open grass areas for passive recreational and educational activities shall be allowed but only in select portions.

5.5

URBAN WILDLIFE HABITAT These are designated zones of forests and wooded areas, waterways, and wetlands which shall serve as habitats for a variety of wildlife. As such, these areas shall be protected and preserved.

Urban wildlife within the university shall provide a positive natural commodity for the campus. It shall be a sign of natural health of the campus environment and may provide for different nature-oriented recreational and educational activities such as hiking and bird-watching. Areas for wildlife preservation shall be considered during the planning of UP campuses. Areas identified as biological “hotspots” by experts shall remain untouched as much as possible.

Four important components shall be present and/or created in the Urban Wildlife Habitat as follows: § Shelter for wildlife: trees for avian species, tall grasses for insects and small animals, waterways for marine species.

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§ § §

MASTER PLAN Page 67 of 82

Bodies of water: clean, unpolluted drinking water of wildlife species as well as habitats of fish and amphibians.

Food: fruits and berries from trees, fish in waterways, insects and small animals under the avian food chain.

Place to rear the young: trees, grasslands, and waterways as breeding grounds of birds, insects, small animals, and fish.

Native, Indigenous, and Endemic Trees and Plants Native ecology shall be promoted by the protection and planting of native, indigenous, and endemic species of trees and plants within the campus. The presence of native vegetation will be beneficial to the environment’s biodiversity.

Selection of native plant species shall be dependent on existing wildlife and their particular needs for shelter and food.

5.6

URBAN AGRICULTURE AND TREE-FARMING a.

Land Open spaces classified as Agricultural Zones shall be used for the production of fresh agricultural crops to sustain the campus and the local economy. These farms may also be used for educational and research purposes by the University and its constituents.

Small-scale tree farms may also be developed in designated areas in the campus for harvesting fruits or timber/pulpwood/firewood. Focus shall be on using multi-purpose tree species and on integrating these with the overall theme of the campus landscape.

b.

Water & Irrigation Agricultural lands shall have proper soil management and irrigation from a permanent water source.

Detention and retention basins may be located adjacent to or along agricultural lands to serve as alternate sources of water for irrigation.

Surface waters from nearby rivers and creeks may be used for the irrigation of agricultural crops, provided a water permit is secured.

Groundwater may be pumped out for irrigation using a treadle or hand-driven pump if the water table is shallow (less than 7 meters).

Tap water shall not be used for irrigation.

Rainwater harvesting systems such as cisterns and detention ponds shall be considered as alternative sources of irrigation water.

If possible, drip irrigation systems shall be used for crops to maximize the efficiency of water usage.

c.

Fertilization A combination of organic and inorganic fertilizers shall be used, depending on the nutritional requirements of each crop to be planted.

Organic waste collected from the campus community may be used in making compost materials if the campus has the proper facilities.

d.

Tools & Equipment All tools, supplies, and equipment used in farming and harvesting shall be handled properly and stored in secure tool sheds.

e.

Plant Nurseries A seedling nursery for native tree species shall be established in each large main UP campus and shall be the primary source of seedlings for use in the landscaping of campus grounds.

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f.

MASTER PLAN Page 68 of 82

Types of Crops to be Grown The types of crops to be grown shall depend upon the soil and microclimate characteristics present in the region where the campus is located.

6.0

HISTORIC PRESERVATION Historic preservation seeks to preserve, conserve and protect the buildings and landscapes. By reusing existing buildings and landscapes, historic preservation is essentially a recycling program that is essential in understanding our nation’s heritage and promoting an environmentally responsible practice. Republic Act No. 10066, known as the National Cultural Heritage Act of 2009, mandates, among others, the protection, preservation, conservation and promotion of the nation’s cultural heritage, its properties and histories.

Buildings and sites in University premises with architectural and cultural significance as well as historic value shall be conserved through regular maintenance and honored with the natural process of decay and its evolution in time.

For adaptive re-use, contemporary extensions, or alterations on historic buildings, construction must be compatible with the original structure and its context, and shall be distinguishable from the old so as to protect the heritage of the structure and its site and landscaped environment. Any variations must not detract from the property’s integrity and significant features but must act cohesively, respecting and promoting both the new addition as well as the historic part of the building and site.

All work must be reviewed and approved by the ODPI, the UP System, and relevant government institutions.

Additions and changes to historic buildings are justifiable for the reasons of improvement in functionality, adaptive re-use, structural retrofitting, economic viability, upgrading of building systems and technology, inclusion of access and facilities for the disabled and others. Any additions or changes to historic buildings shall require the following:       

7.0

Consultancy services of an Architect with a master degree in historic preservation or a related field; Preparation of the architectural and cultural significance and physical character of the historic site and structure; Creation of architectural and landscape architectural design guidelines to guide in the rehabilitation, retrofitting, addition or changes in the historic site and structure.

Preservation of the significant historical materials and features. The new addition shall not obscure the defining features of the historic building.

Preservation of the historical character. The contemporary addition shall be located in a secondary position and the height shall be in a less noticeable elevation.

Protection of the historical significance by making a visual distinction between the old and new.

Approval of the Committee on Monuments and Sites (CMS) of the National Commission on Culture and the Arts (NCCA), the National Museum and the National Historical Institute. Refer to RA 10066, for the National Cultural Heritage Act of 2009, “An Act Providing for the Protection and Conservation of the National Cultural Heritage”, strengthening the NCCA and its affiliated cultural agencies, and other purposes.

CIRCULATION GUIDELINES 7.1

GENERAL University Circulation Guidelines aim to provide a planned access system which favors pedestrians, cyclists, and transit users, with less emphasis on private automobiles and thereby promoting a less autodominated campus. All circulation routes shall be designed to prevent conflicts among pedestrian, bicycle, and vehicular traffic, and shall have a mix of uses where appropriate. 

Ensure that the traffic network within the campus is highly connected and has a variety of routes which may disperse traffic. Create safe and pleasant roadways with narrow lanes to ensure slower traffic and safe environments for pedestrians and bicyclists. Provide service-oriented streets with

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MASTER PLAN Page 69 of 82

wider lanes at campus boundaries for faster moving traffic. Automobiles should be able to access all buildings, but not overshadow the environment.

Provide incentives for faculty, staff, and students who utilize university-approved pedestrian, bicycle, and transit systems instead of private automobiles.

7.2

ROADS/ROUTES Road connections shall be provided to establish seamless linkages within the University, and between it and its surrounding sites and roadways. These said connections shall be planned out so as to deemphasize pass-through traffic by encouraging the use of major through-roads along or outside the boundaries of the University property. This is to uphold the efficiency of the campus road system and for the safety of the campus community. Roadway systems within the property must therefore be carefully planned, with roads built to accommodate low speeds and non-through road traffic.

Orient drivers into following international rules of traffic, i.e. stop and yield signs at affected roads.

Lessen the number of humps or barriers for a more open and continuous flow of traffic, and empower the University community into becoming responsible drivers.

The Road Network, with a hierarchy of campus roads and paths allowing for different modes of access and circulation, shall follow the subsequent guidelines: University Avenue  Road colored __________ in the Master Development Plan  Enhance via planting of endemic and/or indigenous trees, properly-maintained year-round landscaping, and sufficient solar-powered street lighting.  Provide bicycle ways and pathwalks, preferably on both sides of the Avenue.  Allow for use as by both private and public vehicles, especially as transit routes.  Minimum lane width shall be ________m.

Main Academic Loop  Road colored __________ in the Master Development Plan The Loop shall have a greater road capacity to accommodate both private and public vehicle lanes, as well as separate and properly delineated bicycle lanes.

The Loop shall be a pedestrian-friendly avenue with adequate provision for wider sidewalks, jogging and bicycle paths, suitable landscaping, street lights and furniture, waiting sheds, etc.

Only Principal Campus Buildings shall be located along and within the Main Academic Loop.

Limit the number of private and public vehicles using the Loop, while still allowing for buildings to be accessed for loading and unloading purposes, maintenance and other service functions, and emergencies.

Parking in front of Principal Campus Buildings shall be limited.

Minimum lane width shall be ________m.

Gridiron Roads  Roads colored __________ in the Master Development Plan  Academic and Academic-Support structures shall be located alongside these gridiron roads.  Install warning signals at busy intersections, with appropriate warning signage and lighting for the safety of all users.  Minimum lane width shall be ________m.

Outlying Roads  Roads colored __________ in the Master Development Plan  Such roads shall service Residential, Auxiliary, and other building types.  These shall have a shorter road length and narrower width to encourage low vehicle speeds.  Minimum lane width shall be ________m.

Boundary Roads  Roads colored __________ in the Master Development Plan

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MASTER PLAN Page 70 of 82

Provide boundary roads in order to address through-traffic with greater speeds, and so as to deemphasize vehicular traffic at the campus center.

Provide lay-bys or intermediate thresholds for emergency purposes.

Maximum lane width shall be ________m.

*INSERT ROAD PROFILE (row, landscape, utilities, lighting)* 7.3

PEDESTRIAN The University shall support convenient pedestrian movement throughout its campus. Integration of current path systems and development of a hierarchical category of walks via use of scale and dimension shall be considered. A common palette of materials shall be defined, and may be used to unify the walks. Special materials may be used to articulate major areas or features.

Pedestrian development shall address circulation on three (3) levels: Pedestrian Network At-grade  Pathways colored __________ in the Master Development Plan  Primary pedestrian paths, or formal walks, shall define the Campus Core, with secondary paths leading to and from it. Primary paths shall have clear and direct routes, maintaining a visual connection between destinations.  Wider sidewalks, on both sides of all roads, are recommended for the safety of walkers, and to avoid overflow pedestrian traffic to utilize roadways.  Create active pedestrian movement through interesting walkway environments, well-defined open spaces, and clear wayfinding data.  Provide marked pedestrian crossings designed as accessible ramps at road intersections and at mid-blocks, to make pedestrians more visible to drivers. Design for direct connections, linking a variety of buildings and outdoor areas. Use stop signals and other warning signage, with yield to pedestrian signs and slower speed limits, at busy crossings.  Minor or informal walks may follow desire lines, or the natural pattern of circulation, and shall be subordinate and complementary to the primary pedestrian walk system.  Design walks to accommodate jogging paths. Specify jogging path material?  Avoid steep grade changes, lengthy crossing distances, and poor sight distances, as this discourages use. Maintain the direction and visibility of destinations.  Pedestrian walkways not along roads shall be paved with natural? materials, or with pavers, concrete or asphalt, with proper drainage and lighting. Benches may be provided along these paths. Portions in front of buildings/along transport terminals shall be shaded, to protect pedestrians from sun and rain while awaiting transportation.  Properly mark and illuminate all pathways and crossings, with clear signposting and suitable lighting, for the security and visibility of pedestrians.  For wider roads with fast traffic, create channelization islands as refuge for pedestrians.  No pathways shall be used for service activities or as storage facilities.  Design must comply with the following guidelines/requirements: Clear width (no tree pits/utilities) of primary paths Clear width of secondary paths Clear width of minor paths Pedestrian Network Above-grade  Pathways colored __________ in the Master Development Plan  Bridgeways or skywalks, located above-grade, may be integrated into building design in order to connect buildings with concurrent uses. Brideway designs, however, shall follow the overall character and architectural treatment of the building cluster in which it is located. Bridgeways in existing buildings may be added, provided it does not detract from the building’s character, and that the connection point has been mutually agreed upon.  Integrate above-grade walks into the overall circulation system in the University. (ie. building to building bridgeways, overpass terminating to sidewalks), and link these into other pedestrian circulation systems for a smooth transition.  Avoid designing bridgeways if these may degrade the historic character of the campus site.

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MASTER PLAN Page 71 of 82

Design bridgeways as covered pedestrian passageways, wherever possible, to shield from inclement weather.

Provide appropriate lighting throughout the entire length of the passageway.

No bridgeway shall be used as a storage facility.

Link bridgeways to developments at-grade via a combination of appropriate stairways, landings, and ramps. Linkages shall not interfere with the clear measurements of the pedestrian network.

Bridgeways shall be accessible to all pedestrians, bicyclists, and persons with disabilities.

Design must comply with the following guidelines: Clear width Clear height Clearance from street surface to bottom of bridge Ø Ø Ø

Width Height Clearance

easements Width Height Lighting

3.5 meters minimum interior clearance 2.5 meters minimum interior height 5 meters minimum

3.5 meters minimum interior clearance 2.5 minimum height of a covered passageway Lighting should be provided along the passageway to illuminate the area

Pedestrian Network Below-grade  Pathways colored ___________ in the Master Plan  Underground passageways shall be permitted in the University, provided these are necessary to improve the pedestrian network within the campus, especially if needed to provide safe passage for pedestrians crossing busy roads.  Connect this type of pathway to different levels of pedestrian circulation at points approved by the University.  Design of below-grade passageways shall follow the overall character and architectural treatment of the parcel in which it is located. Create displays along walls to encourage use and allow for a more interesting walk.  Provide suitable lighting (natural lighting if possible) and ventilation throughout the entire length of the underground passageway. Use durable materials  Address water runoff from ground level with proper drainage and waterproofing.  Link underground passageways to developments at-grade via a combination of appropriate stairways, landings, and ramps. Linkages shall not interfere with the clear measurements of the pedestrian network.  Design must comply with the following guidelines: Clear width Clear height Clearance from street surface to bottom of bridge Ø Ø Ø 7.4

Width Height Signage

3.5 meters minimum width and subject to traffic flow analysis 2.5 meters minimum height Clear signage indicating exits and the names or locations of where those exits emerge should be provided

BICYCLE The University shall encourage the use of bikes as a major mode of transportation within the whole campus. Existing cycling facilities shall be improved, and new developments planned with safe and effective bicycle circulation in mind.

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MASTER PLAN Page 72 of 82

Design bicycle paths to be as direct, continuous and pleasant as possible without numerous stops or detours, reducing travel time and exposure to inclement weather, thereby encouraging use and dissuading bicyclists from using less safe routes.

Avoid steep grade changes as this discourages use.

Segregate cyclists from automobile traffic. For roads which are too narrow to add bicycle lanes, provide separate but direct, safe and pleasant routes.

Separate cyclists from pedestrian traffic, though common paths may be considered in instances where roads cannot accommodate bicycle lanes.

Mark/stripe bicycle lanes to increase the visibility of paths and to reduce confusion (auto vs bike) Provide ramps at above-grade bridgeways/skywalks to allow for bicyclists’ use.

For wide and busy roads, provide bicycle lanes on the left side of right turn lanes to avoid conflict with turning vehicles/merging motor traffic.

Install appropriate stop/yield/etc signage and lighting at major junctions to aid both automobile driver and bicyclists in traversing roads. Automobiles shall give way to cyclists and pedestrians.

Cyclists shall give way to pedestrians.

Provide secure bicycle parking with changing areas, if possible. Locate said facilities close to building entrances or inside buildings without the need to carry bikes up any steps.

Provide bicycle rental and repair centers.

Link in-campus cycle routes to major cycling routes outside the campus.

Install adequate planting/landscaping for a pleasurable micro-climate, without sacrificing visibility and security.

VEHICULAR The University shall be serviced by both private vehicles and public transit systems, without these dominating the environment. Vehicular circulation schemes shall address both the public and private systems. a.

Public Transit Systems  All entrances to the campus shall have public transport infrastructure, ideally with a Transit Center at the main gateway.  Amend transit stops and routes as further developments regarding parking garages to ensure convenient usage by parkers.  Integrate in-campus transit systems with existing and proposed/future regional transportation networks.  Explore newer public utility vehicles, such as electric cars and monorails. Appraise and update transit systems every few years.

Transit systems may include the following: Public Utility Jeepneys  For transportation to and around the campus. Jeepney routes should be specified depending on the campus's ridership demands.  Terminals should be established for orderly travel, as well as for the safety of commuters.

Monorail or Tram systems  Monorail and tram systems to be constructed within the campus should have adequate terminals. Stops should be strategically planned throughout the campus to ensure orderly travel within and out of the campus.  Tracks should not be obstructive to the regular vehicular flow within the roads of the campus.  Pedestrian safety should not be obstructed by the systems.

Buses or Shuttles  For campuses with relatively high populations.  Timed shuttle services may be established in and around the campus for more comfortable and efficient travel.

Public Utility Tricycles

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  b.

MASTER PLAN Page 73 of 82

For campuses with relatively small populations.

For transportation around the campus. These vehicles must work in compliance with the campus location's LGU.

Private Vehicle Access UP campuses are known for their openness to the public. Certain amenities like open spaces and recreational areas are accessible to people outside the UP community. Nevertheless, vehicular access within the campus should be properly maintained to avoid heavy traffic as well as for security purposes. 

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  c.

Gates leading into the campus should be equipped with proper security. “Portals” or guard houses should be provided to indicate the campus's boundary. The portals should indicate that the person entering is going into an academic institution.

The main gate/s shall be established at the campus’s main entrance. These gates shall be the only ones that are completely accessible to all vehicles except for trucks carrying heavy load.

Common gates (usually found at the rear and sides of the campus) shall adopt a “No sticker, no entry” policy. This requires private vehicles to present a validated ID or car sticker in order to gain entry via common gates. Only the students, faculty, and staff may be able to access these gates.

Delivery vans and large trucks are not permitted inside the campus unless granted permission by the Declarant.

Private vehicles with a load capacity of _______ are not permitted to enter the campus unless given permission by the Declarant.

Vehicles traveling in the inner campus areas shall not travel at a speed greater than 5 mph.

Vehicles traveling or parking inner campus shall be kept in good working order, so as not to leak hazardous materials such as, gasoline, oil, diesel, or anti-freeze on inner campus roadways, walkways, or sidewalks.

Vehicles parking inner campus shall not park in stalls, or any portion thereof, marked for specific purposes, without permission from the University Police (state vehicle stalls, handicapped stalls, Facility Management stalls).

Vehicles parking inner campus shall not park in such a manner as to block, obstruct, impede, or delay any emergency vehicle.

Vehicles parking near buildings shall not block or obstruct any doorway, driveway, or portion thereof.(California State University Loading and Unloading Rules)

Loading and Unloading Requirements Public Transportation Loading and unloading bays shall be provided in areas near institutions with the most number of classes taken by the whole student body (e.g. Math subjects) as well as areas with large expected number of commuters boarding and alighting (e.g. colleges with the largest populations).

Loading and unloading out of these designated areas (particularly for jeepneys) are allowed as long as the vehicle does not obstruct traffic.

Red Routes may also be established if the need arises. These are roads wherein vehicles are not permitted to stop, or even go into hazard mode. This state is reserved for areas where traffic is too heavy to be obstructed by vehicles loading or unloading passengers.

Areas wherein loading and unloading are not allowed include the following: § Intersections, and less than 5 meters from an intersection § Frontages of main campus buildings § Pedestrian crossings

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MASTER PLAN Page 74 of 82

Delivery and Services Loading and unloading shall involve only the following: transferring of goods to and from the vehicle; having the condition of the goods checked, obtaining the acknowledgment and delivery receipts, signatures, and documents; and eventually returning to the vehicle to move it away from the loading bay. Waiting for the items to be neatly arranged in the unloading premises is not part of this process.

As much as possible, the process of loading and unloading must be done quickly and without unnecessary delays. Each vehicle is given a fixed amount of time to load and unload, but as soon as it is finished, even though the allotted time has not been exceeded, the driver and other delivery personnel may no longer linger in the premises, nor should they leave the vehicle parked on the loading bay to go elsewhere. Under no circumstances may the vehicle be permitted to stay on the loading bay after the loading and unloading has been accomplished.

8.0

WAYFINDING GUIDELINES 8.1

GENERAL Enhance the use of the circulation network by even unfamiliar users through accurate wayfinding data.

Use standardized signages, signboards and signposts which are of high quality throughout the entire campus. Aside from signages, improve the landmarks and environmental features of the University in order to assist users with orientation and navigation, to identify places of interest, and to promote a sense of community.

8.2

EXTERIOR WAYFINDING ELEMENTS The exterior signage network must be able to address the needs of pedestrians, cyclists, and vehicular users. Exterior wayfinding elements must generally show the following details: § Maps § Major walking, bicycling, and public and private transport routes and centers. § Types of transportation to take to reach destinations. § Information on time and distance to reach destinations. § Historic/cultural sites, major buildings, major origins and destinations § Community services/facilities, major car parks § Construction/physical infrastructure issues Pedestrian signage  Provide signage with detailed and contextual maps showing information on buildings, landmarks, areas of interest, pathways and street names including side streets, and alternative pedestrian routes. Areas of interest include medical facilities, shopping strips, and tourist attractions.  Include data and directional signage on pathways, alternative walks, and access and walking time between destinations for regular reminders and validation.  Evaluate worn or rough paths, which indicate routes that are popular to pedestrians, and formalize and improve them.  Clearly mark major roads and intersections, with maps with imagery, colors and legends.  Show locations of public transport terminals, transport routes, and links to the nearest crossings and public facilities (toilets, etc.).  Show orientation data in transport terminals, for wayfinding of pedestrians after leaving a PUV…..

Cyclist signage  Consider travel speed of cyclists and provide easy to read “finger-pointer” signs at street level.  Provide information on distance to travel and approximate time to reach a destination.  Include data and directional signage on alternative routes or off-road paths.

Vehicular signage 

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8.3

MASTER PLAN Page 75 of 82

INTERIOR WAYFINDING ELEMENTS The interior signage network shall address wayfinding within University buildings. This shall include indoor maps and building directories…..

8.4

WAYFINDING SPECIFICATIONS 

    

8.5

Provide a consistent signage system, following campus standards with respect to hierarchy of signs, street sign height, size, material, format, letter font, letter size, and color coding. Maps shall include symbols, graphics and pictures for better recall.

Signs and maps shall be of superior quality, and unified with the overall architectural character of the campus.

Locate signs at predictable sites, like intersections and public transport terminals. Avoid locating next to existing street furniture and accessible paths.

Differentiate pedestrian, cyclist, and vehicular signage to avoid confusion.

Use public art/sculptures as vertical trail markers to mark major sites in the University, i.e. Colleges, gateways, open spaces, etc.

Place uniform outdoor furniture and fixtures (i.e. benches, lighting, etc.) to signify if still within campus grounds.

PROVISION FOR SPECIAL NEEDS USERS The University wayfinding program shall follow BP344 rules on wayfinding for disabled persons….

Tactile surfaces on streets should be provided to aid the visually-challenged in locating transition places, pedestrian crossings, changes in elevation and direction, and other relevant places such as bus stops and information counters.

9.0

PARKING DESIGN GUIDELINES 9.1

GENERAL Develop an efficient parking system which will help decrease private car use especially within the campus center, and in turn promote sustainable transport by increasing transit use, pedestrian and bicycle traffic. 

9.2

Provide adequate parking. To assist local businesses, short-term metered parallel parking should be provided along busy commercial streets. University buildings should have adjacent low-cost parking areas. Within the vicinity of public transit centers, long-term parking structures will be beneficial.

PARKING PROVISIONS AND DESIGN Parking areas within the University shall be designed to minimize conflict between the pedestrian group and the vehicular group. Linkages between parking areas and pedestrian walkways are encouraged, which shall also be well-connected to transport access.  

  

Avoid excessive number of independent parking lots; instead, merge several parking areas into one structure in order to preserve land and provide more open space.

All parking above ground shall be visually screened with approved architectural and/or landscape architectural treatment. Parking structure side openings shall be covered with grills or similar treatment of no more than 50% open and/or transparent in area.

Provide a sufficient quantity of trees and vegetation on all surface parking lots and adjacent sidewalks or pedestrian paths.

Provide free parking at the edges of the campus, making sure that there are available efficient public transit systems from said parking areas going to sites inside and within the campus.

Ensure that the parking areas are in close proximity to mixed-use venues to encourage use by a variety of customers and for a vibrant campus life.

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MASTER PLAN Page 76 of 82

Install short- and long-term metered parking with hourly rates and flat rates, respectively, to encourage use of cheaper public transit systems.

Offer free private parking for University faculty and staff.

There are three (3) possible parking types in the campus: Parking Lots/ Structures  Locate major parking areas/structures preferably near main gateways, major roads, and transit centers.  Accommodate the maximum number of slots as the space would allow.  May be used as venues for University events and other public uses when not needed for parking.  Landscape  Lighting  Bicycle parking On-street Parking  Allow for short-term on-street parking where needed.  Identify areas for metered short-term on-street parking along commercial establishments to ensure a continuous flow of customers.

Off-street Parking structures/Basement parking  Replace surface car parks with convenient long-term off-street parking in central locations or at mid-blocks to allow for a “park-once” concept, with several errands completed at one time as a pedestrian.

Accessible Parking  In accordance with Accessibility Law  Shall be clearly marked and signposted a. b.

10.0

The dimensions for standard parking space, loading/unloading bays and lay-bys are as follows: The first five (5) meters of entrance and exit ramps to car parks abutting sidewalks shall have a slope of not greater than one percent (1%) five percent (5%). No portion of either the entrance or exit ramp shall intrude into the sidewalk pavement.

CONSTRUCTION GUIDELINES 10.1

GENERAL Construction efforts in the university shall trigger a reduction of the negative impacts of the construction of buildings on its surroundings, such as resource depletion, environmental degradation, and unhealthy built environments.  



10.2

Promote the comfort, safety, and well-being of its users through the use of environmentally sustainable practices.

Maintain a dynamic and interdependent relationship between the natural and built environments, covering all processes from pre-construction planning to post-construction operation and maintenance.

Encourage a cyclic process within the construction industry, wherein energy, material, and other resources used in construction projects are renewed and reused, instead of immediately turning into discharge waste.

SUSTAINABLE CONSTRUCTION PRINCIPLES a.

Whole Life Cycle Thinking Build structures that shall last a generation, with proper planning and funding of systems, in order to eliminate the need for constant repair or replacement. Focus on the life cycle cost of buildings—

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MASTER PLAN Page 77 of 82

comparing a material or system’s initial cost, operation, and disposal over time with another material or system’s life cycle. Avoid first-cost analysis as this does not consider the lifespan of said material/system and may be less expensive at the beginning but cause undue expenses in the long-term. For any building system or component, consider annual maintenance, repair, and energy costs, plus its salvage value. b.

Alternative construction techniques/concepts Develop alternative technologies that shall assist in the production of sustainable structures.

Expand on conventional construction methods, and use strategies that shall make buildings more economical, more durable, and more energy-efficient. New buildings as well as existing ones scheduled for renovation, for example, shall be fitted out with appropriate technology which promotes high standards of environmental conservation.

c.

Alternative Materials and Technologies Reduce total pollution and energy levels used by specifying local, natural, and non-toxic materials.

Opt for rapidly renewable materials, and avoid those which are manufactured using methods which contribute to pollution, hazardous contamination, and waste production. Purchase locally-produced building materials to reduce shipping costs and to prevent pollution-generation from the transport of goods.

d.

Design for deconstruction Moderate the overall life-cycle cost of buildings by designing structures which are flexible and may serve a different use from what is originally intended, may easily receive additions or alterations, and may be easily taken apart with its materials reused or recycled. Designing for deconstruction is best done for temporary facilities and minor/support structures.

e.

Procurement Process Purchase materials which produce minimal construction waste, avoid those which have excessive packaging, and use recycled and renewable materials. If possible, formulate agreements wherein products are delivered in returnable containers and where suppliers buy back unused items.

Ensure that damaged materials are replaced to prevent immediate waste on site.

f.

Construction Waste Reduction Reduce waste and toxic by-products by researching on and implementing recycling and salvage programs. Allocate storage for construction refuse such as concrete pieces, broken blocks of masonry, sawdust, cleared landscape, etc. and reuse these as fillers, backfill, mulching for landscape, and others.

10.3

CONSTRUCTION GUIDELINES Construction guidelines shall prioritize creating built environments which restore and improve damaged environments. The Construction Group/Contractor/Unit shall: Pre-Construction Includes the procurement process, project logistics and costing, quantity surveying, client coordination, and user requirements identification.  Provide a logistics plan detailing the facilities and services, the organization with proper identification of contractors and staff/workers, and implementation policies to be used during construction. Ensure that construction and operational strategies have minimum impact on adjacent areas and the overall environment of the campus.  Provide safety guidelines and controls, as well as equipment for the protection of workers and visitors and to avoid accidents and environmental degradation at the construction site.  Provide an emergency plan as preparation for accidents, fire, typhoons, earthquakes, and other emergencies. Specify in detail the work activity shutdown process, evacuation strategies,

OFFICE OF DESIGN AND PLANNING INITIATIVES

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MASTER PLAN Page 78 of 82

authorized personnel, authorized contact numbers, and notification instructions of relevant government institutions.

All documents as required above shall be submitted to and approved by the Office of Design and Planning Initiatives through the Office of the Campus Architect.

Construction Includes on-site construction process, supply and management of construction materials, recycling and management of construction waste.  Submit regular reports and schedule coordination meetings with the OCA throughout the course of construction.  Coordinate material and equipment deliveries, especially those with sizeable loads, with the OCA and take only authorized routes on scheduled dates as specified by the University. Unsanctioned deliveries shall be denied entry to the campus. Heavy equipment (i.e. cranes) shall be supplemented by an installation plan/layout, certifying that no disturbance shall occur on adjacent roads and sites.  Park vehicles at designated parking or holding areas only. Construction vehicles shall not disrupt the free flow of traffic at any point in the campus, unless given permission by the OCA. Illegally parked vehicles shall be penalized accordingly.  Provide temporary protection for existing structures, landscape and utilities, and complete construction without doing damage to said components. Repairs or replacement, if any, shall be shouldered by the responsible party.  Supply and maintain temporary facilities/services as assistance for staff and workers. These shall include: § Office/s § Canteen § Toilets § Sewage and waste disposal facilities, i.e. sewage holding tanks and waste collection receptacles, which shall be regularly cleared out according to current legal and environmental regulations on disposal § Clinic or first-aid station Site accommodations and mobile food vendors shall not be allowed onsite, unless approved by the OCA.  Maintain cleanliness at all times. For delays in construction, site shall be preserved in an orderly and uncluttered manner, removing any excess landscape growth.  Clear all debris and pollutants from construction vehicles/equipment before leaving the site. Any construction debris left outside the site shall be cleaned by the responsible party.  Regulate the presence of pests at all areas of the site, including adjacent site boundaries, through natural pest control measures.  Report all onsite accidents to the OCA and relevant government institutions. Submit a full report, investigate the cause of the accident, and take measures to avoid further undue situations. Any fatalities or major incidents shall be grounds for termination of contract.  Source cut-and-fill materials from legal entities and dispose of said materials appropriately.  Store construction materials in weather-proof storage spaces to prevent loss due to weather Post-Construction Includes demolition of temporary facilities, maintenance and operations, and life cycle cost analysis.  Remove all temporary facilities/services, vehicles, equipment, and waste upon project completion.

Failure to remove said items shall incur penalties, to be determined by the OCA of each constituent university.  Store materials which may be reused for future projects. Put up for sale all unusable materials and use proceeds to fund future programs.

10.4

SUSTAINABLE PRACTICES a.

Carbon Reduction Charter Carry out and promote carbon auditing practices with a view to reducing carbon emissions.

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MASTER PLAN Page 79 of 82

Tree-planting Activities  Offset carbon emissions by organizing tree-planting activities on-campus.  Request from contractors of university projects to donate trees as part of the Corporate Environmental Responsibility. (i.e. Plant one tree for every 100sqm of building area.)

Siteworks  Take out topsoil at start of construction. Store in a sheltered location and put back at end of construction.  No organic matter shall be buried. All organic matter shall be taken out and deposited in the solid waste management area. b.

Clean Air Charter This charter is mandated by the Department of Environment and Natural Resources (DENR), Department of Transportation and Communication (DOTC), Department of Trade and Industry (DTI), Department of Energy (DOE), and the local government units (LGU).

Strict compliance to the charter should be observed within the campus to lessen air pollution.  

c.

Clean Campus Mandate  

d.

Vehicles found to be smoke-belching shall not be allowed entry to the University.

Supply recycling receptacles throughout the campus.

Technology Transfer Raise awareness throughout the University through leadership by example and implementation of sustainable construction practices. Include said practices in the curricula and ensure that transfer of technology is continuous. Ensure that succeeding practitioners are well-informed and well-trained on sustainable construction methods, and assess and update these methods as new technology becomes available. Develop continued professional education courses on sustainable construction for practicing professionals, and training programs on new construction techniques and technologies for construction workers. Hold seminars and workshops with professionals related to the construction industry, and spread information through media. Involve the alumni, nongovernment organizations, and other government units in policy development.

10.5

MAINTENANCE AND OPERATIONS Campus stewardship does not end when the project construction ends, but continues until the maintenance and operations of new and existing facilities. The University shall support its M&O group via steady funding of its programs and the proper sourcing of tools and knowledgeable and well-trained staff. This shall go as far as including M&O staff in the design process—collating input on cost-effective and efficient building systems, material and equipment selection and its effect on maintenance and operations, and input on campus-wide requirements and concerns—for new building designs and campus projects.

Generally, the M&O group shall:  Pursue maintenance and operations conservation strategies which address not only cost efficiency, but also matters such as user safety, health, and comfort.  Ensure that all components of each building are maintained by priority, from exterior to interior, i.e. building roof, openings/windows, walls, space conditioning, lighting systems, finishes, equipment, furniture, etc. in that order. a.

Preventive Maintenance

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MASTER PLAN Page 80 of 82

The goal for every maintenance program is to consistently assess building systems, emphasize prevention of failures, and extend the life of each building and its components, rather than merely executing reactive maintenance for when systems break down.

Preventive Maintenance Program  Inventory and assessment – Record information on every building and the condition/ performance of its systems using consistent inspection methods. Data gathered shall be used in the planning, prioritization, and cost estimates of maintenance projects. Update the inventory regularly. Include information on: § Building facilities and basic information § Age, usage, location, warranty information, and model type of equipment or system § Condition and functional performance of building systems based on a standardized scale § Rate of deterioration of building systems based on a standardized scale § Diagnostic tools used and specialists involved in the building audit § Maintenance deficiencies and safety violations § Date/s of previous inspection/s and timetable of next inspections  Project ranking and cost evaluation – Identify priority preventive maintenance projects and coordinate scheduling with general and emergency maintenance plans. Criteria for ranking shall be the following: § Occupant safety § Project cost (using life-cycle costing, See Section 10.2.a) § Environmental concerns § Building and safety codes and standards § Repair or replacement comparison of gains  Long- and short-term planning – Develop a long-term 10-year facility plan to meet the overall needs of the University: Define facilities and maintenance goals for each unit based on the organization and community served, appraise existing facilities and identify future systems needed for improvement, list identified futures systems and provide alternatives with corresponding costs, and identify current and reserve funds.

Define also short-term annual facility plans: This shall be an outcome of the long-term plan, wherein the annual budget and its related maintenance projects for the year shall be identified.  Framework and scheduling of projects – Prepare a framework for the preventive maintenance program, with specific systems assigned to different individuals or departments, and a sole individual/department responsible for all coordination work. Develop a checklist of major equipment/tasks to monitor, with a timetable to ensure these are performed in scheduled intervals. Develop also written procedures for the servicing of key systems.  Tools for optimization – Use a work-order system to process and control maintenance work: Job requests may either be part of the maintenance program (planned) or come from building users (unplanned), and a work-order system guarantees that all requests are organized and addressed. Other tools, such as maintaining efficient records, assessing current programs, and communicating effective programs to constituent universities, shall lead to enhanced service.  Maintenance staff training – Advance competence and productivity by affording regular training for maintenance staff, with focus on duties performed, job safety, and improvement of technical skills. Train maintenance managers in facilities management, with focus on personnel supervision, budgeting and financing, legal requirements compliance, and effective application of programs.  Decision-making – Include M&O personnel in the design stage to help identify maintenance needs, options for effective facility components, and initial purchase cost vs. future maintenance or replacement cost of each building system. Update University officials on projects headed by the M&O team, with summary information on maintenance costs and alternatives to failing facilities, to ensure informed and cost-effective management decisions.

Preventive Maintenance Checklist Prevent the need for costly repairs by conducting routine maintenance on all assets, equipment, and facilities in both interior and exterior environments in the campus. Programs must continually be modernized based on the latest preventive maintenance practices and products. Include the following in the checklist: § Building envelope and structural systems OFFICE OF DESIGN AND PLANNING INITIATIVES

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MASTER PLAN Page 81 of 82

Roofing – shall be inspected at least twice a year, especially after severe storms.

Roof drains shall be cleared of debris, Architectural fixtures and finishes Computers and office equipment Ventilation and Air Conditioning Water Heating and plumbing systems Drainage and canal systems Lighting and electrical systems Kitchen Swimming Pools Landscaping and others -

§ § § § § § § § § § b.

Operational Efficiency Energy-efficient building operations, or those operations which use only as much energy as needed to accomplish its intended function, chiefly result in a decrease in utility failures/wastes and operating costs, an increase in building value and user comfort, and a significant contribution to resource conservation. Each constituent University, therefore, should employ an operational efficiency program which shall improve the conditions of existing buildings and equip future structures with the right tools to maximize energy use.

Operational Efficiency Program  Management goals – Establish goals for the management of building operations, such as the development of an energy accounting system for measuring energy efficiency in buildings, and the creation, plus implementation, of modernization targets.  Energy accounting: operational- and asset-rating systems – Depending on the stage of the building, use (1) an operational-rating system for existing/occupied buildings to track the efficiency rating based on actual usage when used in the current capacity, taking into consideration its utility bills, measurement of the building in square meters, and other additional information; or (2) an asset-rating system for new/”about-to-be-occupied” buildings to estimate the best usage, and calculate how energy systems can save energy if run most efficiently. Strong ratings shall mean high savings in energy, therefore high savings in cost.

Poor ratings shall require an improvement on the current building systems.  Staffing, training, and partnerships – Assign energy managers, preferably those with technical backgrounds, to implement the University’s operational efficiency program and to communicate with officials and personnel regarding the importance of energy-efficient building operations. Provide energy management and diagnostic equipment training to staff to further their skills/knowledge. Assign staff to orient and partner with the primary operators/end-users of energy-consuming equipment regarding the proper operation of the systems.  Building performance tracking and assessment – After the accounting or review of existing systems, determine any need for improvement. For both new and old systems, establish the proper sequence of operations and control strategies, and define baseline settings. Document any disparities when compared with the set policies.  Technology – Invest in computerized energy management control systems, diagnostic tools/trend logs, portable electronic dataloggers, and calibration equipment for data-gathering, troubleshooting/detection of energy-wasting defects, and improvement of building operations.

Replace old equipment and systems with new and efficient technology, and aim to produce renewable energy on-site.

Operational Efficiency Checklist Include the following in the checklist: § Energy § Lighting § Water § Ventilation and air conditioning § Indoor Environmental Quality – ventilation and thermal comfort, moisture control, daylighting and lighting controls, low-emitting materials, integrated pest management § Computers

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UNIVERSITY OF THE PHILIPPINES DEVELOPMENT PRINCIPLES AND DESIGN GUIDELINES doc 6/18/14

§ §

Office Equipment Kitchen Equipment

§ § §

Landscaping and street lighting Utilities and waste management Transport systems and services

MASTER PLAN Page 82 of 82

§ Material and Equipment Durability Serviceability – material is performing its intended function without degradation (i.e. exterior Reduce electricity/energy and water consumption and operating costs by…… § Post-occupancy Evaluations § Monitoring Perform regular check-ups and monitor electrical consumption and other components of buildings to ensure safety and prevent…. § Supplies

11.0

UP CAMPUS MASTER PLAN The UP Campus Master Plan (UPCMP) shall include an in-depth discussion of campus specific issues, covering an overview of the Campus Site, its Academic Programs and corresponding space requirements, the existing Land Use Plan and Site Development Plans, and the existing facilities— Site, Architectural, Engineering/Utilities, and Landscape. This shall be followed by the proposed projects for the campus— Site, A&E, Landscape, new buildings, renovation works, and others— patterned after the Development/design Principles and Performance Requirements discussed in this master document. (See Appendix --- for UPCMP Outline)

END OF VOLUME I

VOLUME II

UP DILIMAN CAMPUS MASTER PLAN

The purpose of Volume II and the succeeding volumes is to provide design guidance and further details for the future development and improvement of each campus, following the planning principles and design guidelines as stated in Volume I.

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