Revised ISA SED - Final Version - April 17 2017 1 2

INSTITUTIONAL SUSTAINABILITY ASSESSMENT
SELF-EVALUATION DOCUMENT
(ISA SED)
AN INTERNAL QUALITY ASSURANCE (IQA) TOOL

FOR PHILIPPINE HIGHER EDUCATION INSTITUTIONS
COMMISSION ON HIGHER EDUCATION

2017
Institutional Sustainability Assessment Self
Evaluation Document (ISA SED): An Internal Quality
Assurance (IQA) Tool for Philippine Higher Education
Institutions
Published by the Commission on Higher Education (CHED)

Office of Institutional Quality Assurance and Governance
HEDC Bldg., C.P. Garcia Avenue
U.P. Diliman, Quezon City 1101
www.ched.gov.ph
© Commission on Higher Education 2017

All rights reserved
The CHED is committed to widely disseminate this

publication for FREE to stakeholders of Philippine higher
education. It can be reproduced for orientation,
adaptation, or completion. If it will be used as a reference
for other educational purposes, CHED should be properly
cited as the author. Any unauthorized reprint,
reproduction, or use of any part of the ISA SED for
commercial use or profit is strictly prohibited.
The ISA SED can be downloaded in PDF and Word formats

from the CHED website.
Table of Contents
PREFACE....................................................................1
ACKNOWLEDGEMENT...................................................1
PART I - PRIMER ON THE QA & ISA OF HEIs....................2
PART II - GENERAL INSTRUCTIONS FOR HEIs...............12
PART III - SUMMARY MATRIX OF KRAs & INDICATORS. . .15
PART IV - HEI BASIC INFORMATION.............................20
PART V - HEI PROFILE................................................22
PART VI - ISA SED.....................................................23
KRA 1: GOVERNANCE & MANAGEMENT............23
Core Indicator: GOVERNANCE............................25
Notes on the Presentation of Evidence............33
Scoring Guide.............................................34
Core Indicator: MANAGEMENT............................36
Scoring Guide.............................................42
Indicator: ENABLING FEATURES.........................44
Scoring Guide.............................................49
Summary of Ratings.........................................51
KRA 2: QUALITY OF TEACHING & LEARNING...52
Core Indicator: SETTING & ACHIEVING PROGRAM STANDARDS 54
Criterion 1: Program Approval & Implementation. .54
Scoring Guide.............................................61
Core Indicator: SETTING & ACHIEVING PROGRAM STANDARDS 61
Criterion 2: Program Monitoring & Review............64
Scoring Guide.............................................67
Criterion 3: Action to Strengthen Programs..........70
Scoring Guide.............................................73
Core Indicator: FACULTY PROFILE.......................76
Scoring Guide.............................................80
Core Indicator: USE OF ICT & LEARNING RESOURCES 83
Scoring Guide.............................................88
Summary of Ratings.........................................90
KRA 3 – QUALITY OF PROFESSIONAL
EXPOSURE, RESEARCH, & CREATIVE WORK......91
Indicator: PROFESSIONAL EXPOSURE.................92
Scoring Guide.............................................95
Indicator: RESEARCH CAPABILITY.......................97
Scoring Guide............................................100
Indicator: CREATIVE WORK &/OR INNOVATION. .103
Notes on the Presentation of Evidence..........105
Scoring Guide............................................106
Summary of Ratings........................................109
KRA 4 – SUPPORT FOR STUDENTS...................110

Core Indicator: EQUITY AND ACCESS................111
Criterion 1: Recruitment, Admission, &
Academic Support...........................................111
Scoring Guide............................................115
Core Indicator: EQUITY & ACCESS....................118
Criterion 2: Student Scholarships......................118
Scoring Guide............................................121
Core Indicator: STUDENT SERVICES..................123
Scoring Guide............................................127
KRA 5 – RELATIONS WITH THE COMMUNITY...130
Core Indicator: RELEVANCE OF PROGRAMS........131
Scoring Guide............................................134
Indicator: NETWORKING AND LINKAGES...........136
Scoring Guide............................................139
Indicator: EXTENSION PROGRAMS....................141
Scoring Guide.................................................144
PREFACE
By virtue of CEB Resolution No. 066-2017, the Commission on Higher Education approved the revised Institutional
Sustainability Assessment Self-Evaluation Document (ISA SED) during its 485 th Management Committee and Commission en
banc meeting held on January 24, 2017.
The ISA SED was revised to make it clearer to various stakeholders namely the Philippine HEIs, the ISA Assessors, the
CHED Regional Offices, and accreditation bodies.
This publication contains the revised ISA SED which needs to be completed first by the HEI applicant before it
undergoes an ISA visit. Included also in this publication is the Primer on Quality Assurance and ISA which was lifted from
CHED Memorandum Order No. 46, series of 2012 entitled “Policy Standard to Enhance Quality Assurance in Philippine Higher
Education through an Outcomes-based and Typed-based Quality Assurance.”
The Office of Institutional Quality Assurance and Governance of CHED envisions a Philippine higher education
embodying principles of good governance and positive cultures of great quality towards nation building. It sees the ISA SED
as an Internal Quality Assurance (IQA) tool, when reflectively used by HEIs, to be a contributing factor in reaching this
vision.
ACKNOWLEDGEMENT
The Commission on Higher Education extends its deepest gratitude to the members of the Task Force for Institutional
Sustainability Assessment --- Dr. Ma. Assunta Cuyegkeng, Dr. Benito Teehankee, Dr. Gloria Detoya, and Engr. Dennis
Tablante --- for their invaluable contributions in the revision and finalization of the ISA SED.
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PART I - PRIMER ON THE QA AND ISA OF HEIs
Quality in higher education is often defined as “fitness for purpose”, but it can also be understood in terms of
“transformation” of stakeholders, especially for mature institutions (Harvey and Green, 1993). Thus, CHED views quality as
the alignment and consistency of outcomes with the institution’s vision-mission and goals, demonstrated by learning and
service outcomes at exceptional levels, and by a shared culture of quality.”
HEIs must engage this challenge of having, preserving, and improving quality for them to develop into mature
institutions, and this translates to having a mindset for quality assurance (QA). According to Church (1988) and Harvey and
Green (1993), “Quality assurance is not about specifying the standards or specifications against which to measure or control
quality. 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.”
The internal capacity of an HEI to translate policy into quality programs and quality results depends on established
internal QA system. 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). This is the foundation for the development of a proper learning environment
(content, methodology, and resources for the delivery of programs and services), assessment tools (performance indicators,
instruments), and the systems and processes that are responsible for quality outcomes as well as sustainable programs and
initiatives. QA will 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.
Furthermore, CHED takes the view that the strategic approach to QA involves developing the capacity of HEIs to
design and deliver high quality programs that address the needs of the Philippines, and which achieve standards comparable
to those of universities or HEIs in other countries with which the Philippines competes with in the global markets.
At the global and regional levels, countries need to demonstrate that their education systems match world-class
standards. The changing realities spurred by globalization underscore the shift in contemporary international education
discourse from education to lifelong learning, from education as transmission of expert knowledge to education as building
learner competencies—including learning how to learn. 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. However, one influencing factor is undoubtedly
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the availability of a workforce with appropriate skills. Increasingly, the skills that are sought are those provided by higher
education.
One measure of the international standing of national higher education systems and of individual HEIs is the ability of
their students to secure employment, or to progress to postgraduate study in other countries. This international mobility is of
particular importance to a country for which remittances from citizens working overseas make an important contribution to
the economy. Increasingly, another measure of international standing is the willingness of multinational employers to take
advantage of the skills of a workforce as a whole, by locating their operations in the country concerned. Meeting international
standards is no longer an option or an aspiration; it has become a necessity. The achievement of the few is no longer a
sufficient indicator of international standing; it is the achievement of the many that matters as well.
At the national level, policies of equity and social inclusion demand a widening of participation in the opportunities
offered by higher education. The national role of HEIs includes:
 Service to the nation by developing human resources with various types of knowledge, competencies, and
expertise, especially in support of the social, economic, and development needs of the Philippines;
 The maintenance, development, and critical appraisal of cultural values; and
 Preparation of individuals to play an active role in society
Evaluation processes thus need to demonstrate that HEIs are producing students with relevant competences that
respond to the global challenges and national development needs, with sound values, and with social responsibility.
Objectives
As part of its mandate to promote quality tertiary education in the Philippines, 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 QA systems.
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This takes into consideration that particular types of HEIs will respond fittingly to global and national challenges, play
their part in the economic development of the country, and promote policies of equity and social inclusion. As such, CHED
supports the evaluation of the effectiveness of institutions according to their typology, with a view to developing institutional
systems that ensure effective governance and management, high quality and standards of teaching-learning, relevant and
responsive professional/research programs, student support, linkages and community involvement.
The objectives of CHED in assessing the performance of higher education institutions are:
1. To support HEIs in developing institutional systems that lead to quality outcomes, as demonstrated by students and
graduates whose competencies meet internationally recognized standards and are relevant to employment;
2. To 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. To engage HEIs in addressing policy issues, especially those that address the need to improve quality assurance in
higher education.
Types of Institutions
CHED recognizes that particular types of HEIs will respond fittingly to particular global and national challenges, and for
its purposes classifies HEIs into horizontal and vertical typologies.
The horizontal typology includes the following types: Professional Institution, College, and University, and they are
differentiated by features in the following areas:
 Desired competency of graduates

 Kinds of academic and co-curricular programs
 Qualification of Faculty
 Learning Resources and Support Structures
 Nature of linkages and outreach activities
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The vertical typology is applied within each type, and the HEIs are differentiated by categories as follows:
 Autonomous (By Evaluation)

 Deregulated
 Regulated
Institutional Sustainability and Quality Assurance
As was mentioned above, QA will look at institutional performance in terms of the HEI’s capacity to translate policy (in
terms of VMG) into quality programs and quality results. This can be achieved through internal QA systems that look into the
cycle of planning, implementation, review, and enhancement (Deming, 1986). The VMG and desired learning outcomes will
be the bases of the action plan for setting up the proper learning environment, which includes the human and learning
resources and support structures for the programs. The implementation of systems and processes for the programs will
establish the teaching-learning systems, processes, and procedures, which can now be reviewed against performance
indicators and standards defined in the assessment system. The results of the review should yield enhancement of programs
and systems that give quality outcomes. The cycle continues as the HEI develops into a mature institution.
QA can also be carried out with the help of external agencies, like the CHED and 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 desired competencies of its graduates, its programs, the
qualifications of its faculty, its learning resources and support structures, and the nature of its linkages and outreach
activities. 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 COEs and CODs.
The overall approach to QA is developmental, with the goal of helping the HEI develop a culture of quality. CHED will
work with institutions to assist them in strengthening their management of academic and administrative processes so that
they are better able to achieve their educational objectives. Where there are serious weaknesses, or failures to comply with
conditions attached to permits or recognitions, CHED will expect remedial action to be taken, and will use its powers in
relation to such shortcomings as appropriate.
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CHED will also coordinate closely with accrediting bodies especially in matters related to policies, standards, and
guidelines as well as the development and use of appropriate assessment instruments.
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 and efficiency of higher education
generally. There is a need to demonstrate the achievement of outcomes that match international norms. 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.
There are two main approaches to outcomes-based evaluation. The first approach is a direct assessment of educational
outcomes, with evaluation of the individual programs that lead to those outcomes. This can provide a basis for program
accreditation. The second approach is 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. This can provide a basis for institutional
accreditation.
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 vision-mission, goals, and desired outcomes. Factual data is still required to support the HEI’s effective performance
but not as an end in itself. The approach is less prescriptive, and gives the institution the opportunity to propose solutions
that is more fitting to its vision-mission and goals, its culture, and its context.
The Assessment Framework
The Assessment Framework has five key result areas within which judgments are made about the performance of
institutions:
 Governance and Management (including management of resources)
 Quality of Teaching and Learning (competency, programs, faculty)
 Quality of Professional Exposure, Research, and Creative Work (including linkages)
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 Support for Students (learning resources and support structures)
 Relations with the Community (extra-curricular linkages, service learning, outreach)
Within each key result 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.
Pre-ISA Workshops
To help institutions establish or strengthen their internal QA systems, CHED will engage HEIs through workshops on
Institutional Sustainability and Enhancement. Through active participation in these workshops, key HEI stakeholders will be
able to:
 answer the ISA SED instrument properly;
 assess the effectiveness and efficiency of their systems and processes; and
 identify areas that need to be strengthened or enhanced.
This exercise will allow the HEIs to be familiar with the instrument in a non-threatening way.
Pre-Visit Arrangements
During the interim, when the HEIs are preparing for their quality assurance systems for their particular type, pre-visits
may be requested from their respective CHEDROs for guidance.
Notice to Institutions
The CHEDRO should notify institutions due to be visited of the deadline for submission to the CHEDRO of the
self-evaluation document. A minimum of four-months-notice is recommended before the deadline for the submission
of the self-evaluation document to the CHEDRO. To ensure that the self-evaluation document remains current at the
time of the visit, it is recommended that it is no more than three months between the deadline for submission of the
self-evaluation document and the date of official visit.
Self-Evaluation Document
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The HEI may ask the CHEDRO for assistance in planning the SED. The CHEDRO should follow up with the HEI
two months after the notice. The HEI should submit at least one copy of the SED to the CHEDRO within four months
after the notice. On receipt of the self-evaluation document, there will be an initial assessment of it by the CHEDRO to
determine whether it provides an adequate basis for the review visit. If the document falls significantly short of
meeting the criteria set out in the next section, or if the statistical data are incomplete, the institution will be asked to
revise the document otherwise the HEI will be requested to submit additional copies of the SED.
The institution should be notified of the need for revision preferably within three weeks of the date of receipt of
the self-evaluation document, and the institution should be allowed further four weeks from the date of notification to
make amendments and to re-submit. If after revision, the self-evaluation document remains inadequate, the visit will
still proceed as planned, but the institution should be aware that an inadequate document will make it less likely that
the review team will be able to reach favorable conclusions on the performance of the institution.
Copies of the self-evaluation document must be supplied by the CHEDRO to all members of the review team at
least one month before the commencement of the visit. After consultation with the members of the review team, the
team leader may request the institution to make further information available. Any such request should be made at
least two weeks in advance of the date of the visit, and should specify whether the team would wish to receive the
information in advance of the visit, or whether it is acceptable for the information to be provided during the course of
the visit. Changes to the schedules may be considered on a case-to-case basis.
Visit of the Review Team
The Conduct of the Visit

Reviews will be conducted in a spirit of dialogue and cooperation between the institution and the review team; a
confrontational approach from either side would be wholly inappropriate.
Depending on the size and complexity of the institution, three days will be allocated for the visit. Exceptionally,
a longer visit may be needed for very large or complex institutions.
Making Judgments
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The review team will make judgments against each of the criteria, using the following scale:
4 = The criterion is met in all respects, at a level of excellence that provides a model for others.
3 = The criterion is met in most respects, at a level that demonstrates good practice.
2 = The criterion is met in many respects, but improvement is needed to overcome weaknesses in some elements.
1 = The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
0 = The criterion is not met.
Judgments are intended to assist institutions in identifying areas of strength and weakness, and to provide
information about their general performance. However, where there are serious weaknesses in performance, the
judgments will be used also to determine whether an institution should be subject to a requirement to produce an
action plan to address weaknesses, and an early re-visit by CHED (usually within 12 months) to check on progress.
An action plan and an early re-visit will be required in two circumstances. First, if a score of 0 (the criterion is
not met) is given in respect of any criterion, an action plan will be required in respect of the criterion or criteria
concerned. Second, if scores of 1 or 2 (improvement needed) are made with respect to any two or more of the criteria
that relate to the core business of providing good quality programs, taught by suitably qualified staff, to students
selected in accordance with national priorities, then an action plan will be required with respect of those criteria. The
six criteria are:
 Setting and Achieving Program Standards:
o Program Approval
o Program Monitoring and Review
o Action to Strengthen Programs
 Quality of Teaching and Learning:

o Faculty Profile
 Support for Students:

o Recruitment, Admission and Academic Support
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o Student Scholarship
Note that, aside from scores, the review team will not give recommendations. This emphasizes the idea that the
HEI is given a hand in looking for solutions within their particular context.
Post-Visit Arrangements
After the Visit

The team of assessors should meet at the end of the visit, before leaving the site, to discuss the scores for the
different criteria being considered for the institution. Ideally, the final report should be written before leaving the site.
However, because this may be difficult for particular locations, the team leader should submit the report to the
CHEDRO within 48 hours of the conclusion of the visit.
The report should discuss briefly for each criterion the strengths and weaknesses of the institution, and should
refer to the evidence that the team took into account in reaching its judgment in respect of the criterion. The report
should conclude with a short summary, which may include commendations for matters in respect of which the
institution is performing well, or has made significant progress since the last review.
To ensure a consistency of treatment of all institutions visited, the report will be reviewed within the CHEDRO
for consistency of approach and style, by a person not involved in the visit. Any adjustments to the text should be
agreed with the team leader ideally within two weeks of the submission of the report. The report should then be
submitted to the TWG for final review. The report should be sent to the institution preferably no later than six weeks
from the conclusion of the visit, for comments on matters of factual accuracy only. The institution is entitled to ask for
any errors of fact to be corrected, but no alteration will be made to the judgments reached, unless a factual inaccuracy
had a material effect on a judgment. The response of the institution on matters of factual accuracy should be made
within two weeks of receiving the report.
Publication of Reports
The full narrative report will be provided only to the Office of the President of the institution and to CHEDRO.
This limited circulation is intended to encourage frankness of commentary in the narrative parts of the report.
However, should an institution quote or publish selectively from a report, CHED reserves its right to publish the entire
narrative report, so as to present a balanced picture.
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Complaints and Appeals
Should an institution have any complaint about the way in which a visit is being conducted, the team leader will
endeavor to resolve the matter in a speedy and courteous manner. If an institution remains dissatisfied, the matter
may be referred to the CHEDRO Director. Formal appeals will be entertained normally only on grounds of procedural
irregularity or abuse of process. Appeals should be made to the CHEDRO Director. If the CHEDRO Director finds that
there was irregularity or abuse, he or she will then consider if that irregularity or abuse had a material effect on the
judgments made. If there was no material effect on the judgments, they will stand. If there was a material effect, the
judgments will be set aside, and a re-visit ordered. In the event that the CHEDRO Director was a member of the
review team, a CHEDRO Director from another region will consider the appeal.
As with all matters dealt with by CHEDROs, appeals against their decisions lie to the Commission en banc.
Bibliography
Church, C. H. (1988), “The qualities of validation,” Studies in Higher Education, 13, 27-43.
Deming, W. E. (1986). Out of the Crisis. MIT Center for Advanced Engineering Study, ISBN 0-911379-01-0.
Harvey, L., and Green, D. (1993), "Defining quality," Assessment and Evaluation in Higher Education, Vol. 18, No.1,
pp.9-34.
Shewhart, W. A. (1939). Statistical Method from the Viewpoint of Quality Control. New York: Dover. ISBN 0-486-65232-7.
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PART II - GENERAL INSTRUCTIONS FOR HEIs
CHED recognizes that particular types of HEIs will respond fittingly to particular global and national challenges, and for
its purposes classifies HEIs into horizontal and vertical typologies.
1. The Institutional Sustainability Assessment Self-Evaluation Document (ISA SED) serves as a tool for the higher education
institution (HEI) to reflect on its internal quality assurance (QA) systems, and to determine what course of action is best
for the HEI to meet its vision, mission, and goals (VMG). It is designed to get the HEI to look at and reflect on its
outcomes, while recognizing the importance of quality inputs and evaluate its performance against its VMG. When
completed with different key stakeholders, the SED can serve to improve the quality of the HEI through the process of
understanding data, obtaining feedback, and reflecting on challenges and solutions. The SED promotes continuous
improvement within the HEI.
2. The ISA SED is composed of several parts:

a. Each KRA has indicators and each indicator has at least one criterion. The SED identifies outcomes for each criterion,
but the HEI may also identify additional outcomes related to a particular criterion.
b. Each criterion has several elements which define or clarify aspects of the criterion. These can help the HEI determine
if it is achieving the desired outcomes.
c. For each element, the HEI needs to show the presence of the system which will help produce the outcomes, the
extent of implementation of the system, the actual outcomes resulting from the implementation, and the
effectiveness of the system in meeting the desired objectives/targets for a particular indicator and the VMG in
general.
d. There is a column for Remarks, where the HEI describes its system or lists comments regarding a particular element.
e. The column on Possible Sources of Evidence suggests documents the HEI may wish to present to support its claims.
For evidence that involves many reports/documents, it is advisable to have a summary report of the supporting
documents to make it easier for the ISA Assessor to read through them.
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3. At the end of each KRA is the scoring guide, which considers presence of the system for an indicator, the extent of
implementation of the system, the actual outcomes resulting from the implementation, and the effectiveness of the
system in meeting desired objectives/targets for the particular indicator and the VMG in general. If there are several
metrics indicated in the rubric, the score will be based on the metric with lower value. The HEI can use this to score its
performance and have a sense of what areas may need improvement.
4. The HEI needs to indicate and append the sources of evidence to support its statements in an orderly manner. In cases
where the evidence is voluminous, please append a summary.
5. In general, a good SED contains statements in which the HEI evaluates, in a constructively self-critical manner, its own
performance against the criteria of the CHED ISA framework. It should discuss both the strengths and weaknesses, as
perceived by the HEI. It may show how strengths have been built upon, and how weaknesses have been addressed.
The SED is therefore reflective and evaluative, rather than merely descriptive. It is honest, focused, and consistent. It
indicates where supporting evidence may be found (e.g. within specified institutional documents). It also uses simple
and clear language and does not use vague motherhood statements. It describes examples, when needed. Below are
some pointers to remember when answering the SED.
5.1 The SED is an opportunity for the institution to reflect on what it is doing, why it is doing it, and why it does it
in the way that it does. It is also an opportunity to judge for itself the extent to which it is succeeding in its
vision, mission, and objectives.
5.2 By discussing strengths, weaknesses, and ways by which weaknesses are being (or will be) addressed, this
document can be a means of promoting continuous improvement within the institution. A complete and well-
organized document will make the task of reviewers easier and, thus, place a minimum burden on the
institution when the visit is made. Otherwise, more inquiries will be made and more proofs will be required by
the reviewers.
5.3 In order for the SED to be truly helpful to the institution, as well as to the reviewers, it should:
 Be reflective and evaluative, rather than merely descriptive
 Be structured to address the criteria of the CHED assessment framework
 Draw upon robust internal review procedures of the institution
 Indicate where supporting evidence may be found (e.g. within specified institutional documents)
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 Provide purely factual information in annexes, rather than in the main text
5.4 It is suggested that the document begin with a brief statement of the mission of the institution in order to give
context to the document as a whole, followed by a discussion of institutional performance against each criterion
in the CHED assessment framework. The statements regarding each of the criteria should be supported by a list
of evidences. These evidences should be made available to the reviewers.
5.5 Data that will be useful to the reviewers (and, thus, must be appended) are those about student recruitment,
progression, and performance:
 Student enrolment figures
 Cohort survival rates
 Graduation rates
 Performance in licensure examinations
 Employment rates
Aggregate data for the whole institution should be presented for:

 All students
 Students enrolled on priority courses
 Disadvantaged students
 Foreign students
Data broken down by program should be available to reviewers on request.
6. In this publication, the actual ISA SED is composed of Part IV to Part VI. These are the only sections to be
answered and completed by HEIs and to be submitted to CHED.
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PART III - SUMMARY MATRIX OF KRAs AND INDICATORS
KEY RESULT INDICATORS CRITERIA ELEMENTS POSSIBLE OUTCOMES
AREAS (KRAs)
KRA 1: Core Criterion: The institution’s G1a - Probity  Alignment of
Governance and Indicator: governance arrangements G1b - Strategic Vision Organizational Culture with
Management Governance demonstrate probity1/integrity2, G1c - Accountability VMG
strategic vision, accountability3, G1d - Awareness and  Quality of institutional
awareness and management of risk, Management of Risk performance
and effective monitoring of G1e - Effective  Effective structures
performance. Monitoring of
Performance
Core Criterion: The institution’s M1a - Management of  Support of stakeholders
Indicator: management of operations, Operations  Sustainability of operations
Management financial control, and quality M1b - Financial Control  Responsive programs and
assurance arrangements give the M1c - Quality Assurance development plans
HEI the opportunity to respond to Arrangements  Continuous quality
development and change. improvement (CQI) in
management
Indicator: Criterion: The institution has EF1a - Use of ICT in  Efficient and effective
Enabling enabling features that help improve Management operations
Features the operations, quality, and EF1b - Resource  Achievement of responsive
development, such as 1) the use of Generation Strategies development plans
Information and Communications EF1c- Other Enabling
Technology (ICT) for more efficient Features
and effective management; and 2)
viable, sustainable, and appropriate
resource generation strategies to
support its development plans.
1
Being upright, honest, decent; having strong moral principles (adapted from Merriam-Webster Dictionary)
2
Being honest and having strong moral principles; being whole, translated into the consistency of action with values
(adapted from Merriam-Webster Dictionary)
3
Accountability refers to an institution’s obligation or willingness to account for its actions, accept responsibility for them, and disclose the results
(adapted from Merriam-Webster Dictionary and BusinessDictionary.com)
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AREAS (KRAs)
KRA 2: Core Criterion 1: Program Approval and PS1a - Program  Student and faculty
Quality of Teaching Indicator: Implementation - The institution’s Approval performance toward the
and Learning Setting and process for approving and PS1b - Setting of desired competencies of
Achieving implementing programs ensure that Objectives and Learning graduates
Program programs: 1) are aligned to the Outcomes  Dynamic learning
Standards HEI’s VMG as expressed in the PS1c - Mechanisms for environment
desired competencies for its Effective Delivery of  Stakeholder satisfaction
graduates; 2) consider the risks Programs and Academic  Relevant and responsive
related to needed resources, Support academic programs
potential market, etc.; 3) are PS1d - Matching of
effectively implemented to achieve Abilities and Aptitudes
the intended outcomes; and 4)
contribute to the development
needs of the region/country.
Criterion 2: Program Monitoring and PS2 - Monitoring and  Programs that are current,
Review - The institution’s effective Review relevant, coherent, and
arrangements for monitoring and sustainable
reviewing contribute to the  Improved teaching and
effectiveness of its programs. learning
 Improved student
performance (e.g. licensure
examination, passing rate,
employment rate, and self-
employment opportunities)
Criterion 3: Action to Strengthen PS3 - Action to  Ideal student performance
Programs - The institution’s Strengthen Programs towards desired
programs are continuously competencies
improved through effective actions
that address weakness, build on
strengths, and enhance student and
faculty performance.
16
AREAS (KRAs)
Core Criterion: The institution achieves FP1a - System for  Student performance
Indicator: its quality of teaching and learning Faculty Selection,  Rate of completion
Faculty Profile due in large part to its faculty roster Retention, Evaluation,  Faculty performance
with their appropriate expertise and and Promotion  Faculty retention
competence. FP1b - Teaching
Expertise and
Competence
Core Criterion: Student learning and LR1a - Use of ICT  Utilization of ICT and
Indicator: performance are enhanced with the LR1b - Library learning resources
Use of ICT effective use of learning resources, Resources  Efficient and responsive
and Learning such as library resources, LR1c - Laboratories, delivery of learning
Resources laboratories, and information and Equipment, and  High satisfaction of users
communications technology. Facilities  Academic performance of
students
KRA 3: Indicator: Criterion: Students develop relevant PE1- Professional  Employment rate
Quality of Professional competencies through programs Exposure  Licensure examination
Professional Exposure that allow students to practice their passing rate
Exposure, learned competencies, such as  Self-employment –
Research, and programs for entrepreneurship, business/consultancy/etc.
Creative Work practicum, internship,
apprenticeship, and/or on-the-job
training (OJT).
Indicator: Criterion: The institution’s research RC1- Research strategy  Highly functional and
Research community produces relevant and capacity relevant research programs
Capability research and other advanced  Research Output of faculty
scholarly activity. members - publications in
refereed journals/ patents/
policy papers
17
AREAS (KRAs)
Indicator: Criterion: The institution produces CWI1- Creative Work  Creative work and/or
Creative Work creative work and/or innovation in and/or Innovation innovations of faculty and
and/or the arts and humanities, science students
Innovation and technology, social sciences,  Patents and/or awards of
and/or management science. faculty and students
KRA 4: Core Criterion 1: Recruitment, EA1- Recruitment,  Diversity of student

Support for Indicator: Admission, and Academic Support - Admission, and population
Students Equity and The institution is effective in Academic Support  Student quality
Access recruiting, admitting, supporting,  Rate of retention
and graduating students, including  Rate of completion
those from indigenous groups, the
handicapped, low-level income
groups, foreign students, and other
special groups.
Criterion 2: Student Scholarships - EA2 - Student  Scholars’ performance
The institution provides educational Scholarships  Scholars’ completion rate
opportunities for the most able and  Scholars’ employment rate
deserving students with support  Scholars’ self-employment
from student scholarships. opportunities
Core Criterion: The institution has SS1a - Non-academic  Performance of students
Indicator: programs for student services, to Support  Rate of completion
Student support the non-academic needs of SS1b - Placement  Employment rate of
Services the students. Support graduates
KRA 5: Core Criterion: The institution offers RP1 - Determining and  Improved employment
Relations with the Indicator: programs that take into Promoting Relevance rates
Community Relevance of consideration the social, cultural,  Impact of programs on
Programs economic, and/or developmental local, regional, and
needs of the country at local, national development
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.
18
AREAS (KRAs)
Indicator: Criterion: The institution is valued NL1 - Networking and  Partnerships with other
Networking as a partner by other higher Linkages HEIs; professional,
and Linkages education institutions; professional, government and non-
government, and non-government government organizations;
organizations; and industry, within and industry that result in
the Philippines and/or research, training, faculty
internationally. development, student
exchange, program funding
Indicator: Criterion: The institution is valued EP1 - Extension and  Impact on communities as
Extension by its local community as a provider Outreach evidenced by any of the
Programs of extension programs that are following: increased
responsive to the needs of the livelihood programs,
community for people increased involvement of
empowerment and self-reliance. community members,
and/or development of
community leadership
 Impact of programs on
local, regional, and
national development
19
PART IV - HEI BASIC INFORMATION
Name of the HEI
Address
Region
HEI Type ☐ Professional Institution ☐ College ☐ University

(Check all that apply.)
☐ State HEI ☐ Local HEI ☐ Private Sectarian ☐ Private Non-Sectarian
☐ Private Non-Profit/Non-Stock ☐ Private Profit/Stock
Do you belong to a higher ☐ Yes ☐ No

education system?
If yes:
☐ amalgamated ☐ university system ☐ others _____________________________
Name of Contact Person
Position
E-mail Address
Tel No. (land line)
Mobile No.
Date of submission of ISA

SED to the CHED Regional
20
Office
Names and Positions of Leader/Chair:

Members of the HEI SED
Team/Committee
Members:
21
PART V - HEI PROFILE
1. Vision, Mission, and Goals (VMG)

2. Organizational Structure (Provide diagram.)
3. Governance Structure, including committees for specific tasks (e.g. academic council, administrative council,
management committee, etc. These are entities that are not included in the organizational structure, but part of the
decision-making process.)
4. Program Offerings (Undergraduate and Graduate Programs) and Enrollment Data for the Past 5 Years (1st Term, Full-Time
Students Only)
5. Current Faculty Population by Department (Note: Faculty Roster should be provided at the exhibit room. The Faculty
Roster should include educational qualifications, professional licenses if applicable, and current teaching load.)
6. PRC Performance for the Past Five Years
22
PART VI - ISA SED
KRA 1: GOVERNANCE AND MANAGEMENT
A. Core Indicator: Governance
Criterion: The institution’s governance arrangements demonstrate probity 4/integrity5, strategic vision,
accountability6, awareness and management of risk, and effective monitoring of performance.
This section refers to the systems that reflect the principles guiding the overall use of authority and decision-making of the
institution’s governing body.
Possible outcomes: Alignment of organizational culture with VMG, quality of institutional performance, effective structures
B. Core Indicator: Management
Criterion: The institution’s management of operations, financial control, and quality assurance arrangements
give the HEI the opportunity to respond to development and change.
This section refers to the overall systems and processes of the institution.
Possible outcomes: Support of stakeholders, sustainability of operations, responsive programs and development plans,
continuous quality improvement (CQI) in management
4
Being upright, honest, decent; having strong moral principles (adapted from Merriam-Webster Dictionary)
5
Being honest and having strong moral principles; being whole, translated into the consistency of action with values (adapted from Merriam-Webster Dictionary)
6
Accountability refers to an institution’s obligation or willingness to account for its actions, accept responsibility for them, and disclose the results (adapted from Merriam-
Webster Dictionary and BusinessDictionary.com)
23
C. Indicator: Enabling Features
Criterion: The institution has enabling features that help improve the operations, quality, and development, such
as 1) the use of Information and Communication Technology (ICT) for more efficient and effective management;
and 2) viable, sustainable, and appropriate resource generation strategies to support its development plans.
This section refers to particular initiatives of the institution that contribute to efficiency, productivity, and quality of the
community environment.
Possible outcomes: Efficient and effective operations, achievement of responsive development plans
Additional Notes
1. Governing body: Board of Trustees, Board of Regents, Management Board
2. Stakeholders: e.g., Administrators, Faculty, Students, Parents, Alumni, Industry partners, Investors
24
Core Indicator: GOVERNANCE
Criterion: The institution’s governance arrangements demonstrate probity, strategic vision, accountability,
awareness and management of risk, and effective monitoring of performance.
Remarks Possible Sources of
Evidence
G1a - Probity:
The governing body demonstrates integrity and objectivity in the transaction of its business.
Presence of Systems o Relevant

There is a system to ensure integrity and pages in manuals
objectivity in the transaction of its business. o Relevant
University policies
Extent of Implementation and procedures
The organization follows institutional processes o Memos/mi
with respect to governance because members nutes
of the governing body and management were o Newsletter
selected based on clear guidelines and s
procedures. o Annual
Report of HEI
Administrators clearly articulate, follow, and o Code of
implement the guidelines set by the governing ethics with
body. implementing
guidelines and
Decisions of the governing body are supportive
disseminated to the HEI community. orientation
programs, when
Outcomes available
There is culture of transparency and integrity o Interviews
at all levels of the HEI, shown by the respect
with administrators,
for process, knowledge of guidelines and
faculty, staff, and
protocols, and observance of communication
students
channels.
Stakeholders are satisfied with the
25
Evidence
transparency, integrity, and objectivity of the
governing body in decision-making.
Effectiveness
There is evidence that the HEI keeps the
highest levels of ethical standards in its
operations.
Other relevant information:
G1b - Strategic Vision:
The strategic plan of the institution, which was approved and supported by governing body, articulates the HEI vision,
strategy, desired outcomes, and key performance indicators.
Presence of Systems o Strategic

The strategic plan is well documented and Plan
disseminated to the organization. o Proceedin
gs of
There is a system for monitoring and meetings/workshops
assessing the achievement of goals. o Performan
ce reports showing
The policies (academic, financial, quality longitudinal trends
assurance and resource allocation) of the in achieving
institution are consistent with the vision, progress towards
mission, and goals of the institution. goals and targets,
when available
Extent of Implementation o Interview
There was a process followed in formulating with top
26
Evidence
and approving the plan, which also allowed management
the participation of stakeholders.
There is a clear articulation of who are

responsible and accountable for the
implementation of particular parts of the
strategic plan.
Outcomes
Stakeholders support the strategic plan
because they took part in putting it together.
The organization demonstrates robust

performance according to its goals and desired
outcomes.
Effectiveness
There is evidence that the strategic plan
energizes the HEI in working towards its goals
and targets.
G1c - Accountability:
27
Evidence
The HEI demonstrates its culture of quality and accountability through processes for regular internal/external audit (i.e.,
both financial and non-financial aspects) and through quality assurance mechanisms of the institution.
There is a system for undertaking regular pages in manuals
internal/external audit of the institution. o Relevant
University policies
There is documentation on the use of funds as and procedures
well as a system for disbursement and o Work and
reporting. financial plan
o Financial
Extent of Implementation report
The governing body and the management o Audit
ensure the regular implementation and Report
evaluation of its QA systems. o Organizati
onal chart showing
Appropriate action is done to address concerns place of auditors
in internal/external audit reports. o MOAs/agr
eements regarding
The governing body ensures that funds,
externally sourced
especially those externally sourced, are used
funds
for the intended purposes, made available in
o Tuition fee
accordance with specified terms and
increase
conditions, and monitored regularly.
implementation
record
Outcomes
o Memos
There is culture of integrity and accountability
at all levels of the HEI, shown by the conduct o Managem
and behavior of the members of the school ent reports to the
community. governing board on
actions taken on
Stakeholders are satisfied with the board directives
transparency, integrity, and objectivity of the reflected in the
governing body in decision-making. board minutes.
28
Evidence
Effectiveness o Interviews
There is evidence of improvement in key with administrator
performance indicators, as a result of regular for finance, fund
audits and effective QA systems. beneficiaries
G1d - Awareness and Management of Risk:

The HEI is solvent, financially stable, and sustainable because of appropriate systems and structures that safeguard its
assets.
There are systems and structures that University policies
implement financial strategy, annual operating and procedures
plans, and budgets, to safeguard the HEI’s
assets.
o Organizati
Extent of Implementation on chart with
The governing body clearly identifies specific structure of
persons/teams for effective and efficient fiscal the finance unit
management, including risk management o Annual
(e.g., operational, financial, reputational, operating plans
legal, and regulatory risk, among others). o Memos
o Minutes of
A finance team studies, manages, and meetings
evaluates major financial investments. o HEI risk
29
Evidence
Program offerings and institutional projects management
are supported by appropriate feasibility framework,
studies. structures and
policies
Outcomes o Interviews
The HEI has safety nets put in place to with top
manage risks and protect assets. management,
stakeholders
Effectiveness
There is evidence that the HEI is solvent,
financially stable, and sustainable.
G1e - Effective Monitoring of Performance:

The HEI is reputable, sustainable, and relevant because of continuous quality improvement resulting from regular
monitoring and assessment of the performance of the HEI against its planned strategies and operational targets.
Presence of Systems o Relevant University
There are systems and structures to monitor policies and
and assess the performance of the HEI against procedures
its planned strategies and operational targets o Structure of
and to enable action for continuous quality governing body
improvement.
30
Evidence
o Performance Audit
Extent of Implementation Report
The governing body and the management o Minutes of board
ensure the regular monitoring and assessment meetings
of the following: o Relevant pages
from Manuals/
 HEI performance through internal Handbooks
processes and external review, including o Interviews with
academic performance, support services, administrators,
health and safety, employment policies, faculty, staff, and
and relations with external stakeholders, students
among others
 The strategic management of the

institution’s land, buildings, facilities, and
other non-academic resources
Outcomes
Stakeholders are satisfied with the quality and
performance of the HEI.
Programs are kept current and relevant

because the governing body is involved in
their approval, performance, and monitoring.
Extent of Implementation
There is evidence of the improvement of
quality of the HEI, as seen in the improvement
in key performance indicators, e.g.,
accreditation, passing rates in licensure
examinations, and stakeholder satisfaction.
31
Evidence
32
Notes on the Presentation of Evidence
1. Presence of a comprehensive governance system that is transparent, ethical, objective, and has integrity
2. Extent to which governance system is implemented among all stakeholders
3. Outcomes of governance policies, monitoring systems, institutional sustainability
4. Effectiveness of governance as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have a documented governance system and its implementation, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of governance, and impact on
community/stakeholders.
6. Appropriateness of the mission statement to the context of the HEI (e.g., region, market, resources)
Please summarize the outcomes resulting from effective governance.
33
Scoring Guide
Criterion: The institution’s governance arrangements demonstrate probity, integrity, strategic vision, accountability,
awareness and management of risk, and effective monitoring of performance.
4 The criterion is met in all respects, at a level of excellence that provides a model for others.
 Governance arrangements, which demonstrate all characteristics specified in the criterion, are in place.
 They are fully implemented in a manner consistent with the institution’s Vision, Mission, Goals, and Objectives (VMGO).
 They result in excellent outcomes in the areas of policy formulation, decision-making, sustainability of operations,
monitoring, and communication.
 The institution demonstrates good practices in all aspects that make its governance system a model for others.
3 The criterion is met in most respects, at a level that demonstrates good practice.
 Governance arrangements, which demonstrate most characteristics specified in the criterion, are in place.
 They are implemented to a great extent, in a manner consistent with the institution’s VMGO.
 They result in very good outcomes in the areas of policy formulation, decision-making, sustainability of operations,
monitoring, and communication.
 The institution demonstrates good practices in most aspects of its governance system.
2 The criterion is met in many respects, but improvement is needed to overcome weakness in some elements.
 Governance arrangements, which demonstrate many characteristics specified in the criterion, are in place.
 They are implemented to a moderate extent, in a manner consistent with the institution’s VMGO.
 They result in good outcomes in the areas of policy formulation, decision-making, sustainability of operations, monitoring,
and communication.
 The institution demonstrates good practices in many aspects of its governance system.
1 The criterion is met in some respects, but much improvement is needed to overcome weaknesses.
 Governance arrangements, which demonstrate some characteristics specified in the criterion, are in place.
 They are implemented to a limited extent, in a manner consistent with the institution’s VMGO.
 They result in fair outcomes in the areas of policy formulation, decision-making, sustainability of operations, monitoring, and
communication.
 The institution demonstrates good practices in some aspects of its governance system.
0 The criterion is not met.
 Characteristics of governance arrangements, as specified in the criterion, are not in place.
 Isolated initiatives are implemented.
 The lack of governance arrangements results in poor outcomes in the areas of policy formulation, decision-making,
sustainability of operations, monitoring, and communication.
34
 The institution lacks good practices in its governance system.
Parameters 4 3 2 1 0
Presence of  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
Governance System place place place place place
to ensure
▪ Probity
▪ Strategic Vision
▪ Accountability
▪ Awareness &
Management of
Risk
▪ Effective Monitoring
Extent of  Fully  Implemented to  Implemented to  Implemented to  Isolated
Implementation implemented a great extent a moderate a limited extent initiatives
extent
Outcomes:  Excellent  Very good  Good  Fair  Poor
▪ Alignment of
Organizational
Culture with VMG
▪ Quality of
Institutional
Performance
▪ Effective structures
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  Lack of good
Governance that make it a most aspects in many aspects in some aspects practices
▪ Keeping ethical model system
standards
▪ Energizing the HEI
▪ Keeping HEI
sustainable
▪ Pushing quality of
HEI
Rating
(Please encircle.) 4 3 2 1 0
35
Core Indicator: MANAGEMENT
Evidence
M1a - Management of Operations:
Operations are efficient, effective, and responsive to challenges and changes.
There are well-documented organizational pages in Manuals
structures, systems, and processes that ensure o Relevant
sound management of operations of the HEI. University policies
and procedures
Extent of Implementation o Annual
Administrators, in coordination with top Report
management, respond to particular needs in a o Procedures
timely manner, including those related to on consultation and
national policies and international dissemination
developments in higher education. o Minutes
and Proceedings of
Resources are allocated to enable the meetings/workshops
accomplishment of the institution’s goals, o Special
especially those that pertain to academic programs
performance.
36
Evidence
Outcomes o Interviews
Services are delivered in a timely and efficient with administrators,
manner. faculty, staff, and
students
Stakeholders are satisfied with the delivery of
services and efficient, responsive operations.
The HEI has responsive, innovative programs

that contribute to its development and respond
to national and local needs.
Effectiveness
There is evidence that effective and efficient
operations and responsive programs contribute
to the attainment of the VMG of the HEI.
37
Evidence
M1b - Financial Control:
The HEI is solvent, financially stable, and sustainable because of prudent financial control, according to the systems and
structures approved by the governing body.

There are well-documented systems and pages in Manuals
processes that reflect sound management of o Relevant
financial and physical resources. University policies
and procedures
Extent of Implementation o Annual
Administrators at all levels are aware of the Report
systems and processes for financial control, o Proceeding
implement them within their sphere of s of consultations
influence, and abide by the checks and o Curricula
regulations. o Program
goals and objectives
There are adequate checks and balances in the in line with
allocation of resources. national/international
developments
Administrators with proper expertise oversee o MOAs,
the management of financial resources.
MOUs
o Developme
Stakeholders understand and support these
nt projects
policies, systems, and procedures.
o Minutes of
meetings
o Interviews
faculty, staff,
Outcomes
students, and
The HEI is financially stable and sustainable.
external community
The HEI is able to fund key development plans
that improve the quality of education and
38
Evidence
support services at the HEI.
Effectiveness
There is evidence that the HEI meets its targets
because of prudent financial control.
M1c - Quality Assurance Arrangements:

The HEI is reputable, sustainable, and relevant because of continuous quality improvement resulting from regular
monitoring and assessment of its operations.
There are QA mechanisms in place with pages in Manuals
systems, structures, and metrics to assess the o Annual
operations of the HEI. Report
o QA reports
Extent of Implementation o Accreditati
The management conducts regular monitoring on reports
and assessment of operations, including o Proceeding
management of the following: human s of consultations
resources, faculty evaluation, learning
resources, support and student services,
equipment and facilities, etc. o Minutes of
meetings on
There are regular evaluation and planning monitoring activities,
sessions by units/offices. addressing gaps
39
Evidence
The HEI gets feedback from stakeholders and between targets and
clients that they serve. accomplishments
o Program
Outcomes recognition/
There is continuous quality improvement (CQI) authorization
in the operations and management of the HEI. o Interviews
Academic and support programs are kept faculty, staff,
current and relevant because of the CQI students, and
initiatives. external community
Effectiveness
There is evidence of continuous improvement in
the operations (e.g. financial and operational
sustainability, effective management of
academic offices) because of the QA
arrangements.
1. Presence of a comprehensive management system that is efficient, effective, and responsive to challenges and
changes.
2. Extent to which management system is implemented among all stakeholders
40
3. Outcomes of management of operations, financial control, and quality assurance arrangements
4. Effectiveness of management as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have a documented management system and its implementation, the weight of the
assessment goes to the quantity and quality of outcomes, the effectiveness of operations and development, and
impact on community/stakeholders.
6. Appropriateness of management structures to the mission and context of the HEI
Please summarize the outcomes resulting from effective management.
Scoring Guide
41
 All management, financial control, and quality assurance arrangements are in place.
 These arrangements are fully implemented to achieve the institution’s VMGO.
 They result in excellent outcomes in the areas of operations, stakeholder support, effective communication and
responsiveness.
 The institution demonstrates good practices in all aspects that make its management system a model for others.
3 The criterion is met in all respects, at a level that demonstrates good practice.
 Most management, financial control, and quality assurance arrangements are in place.
 These arrangements are implemented to a great extent to achieve the institution’s VMGO.
 They result in very good outcomes in the areas of operations, stakeholder support, effective communication and
responsiveness.
 The institution demonstrates good practices in most aspects of its management system.
2 The criterion is met in most respects, but improvement is needed to overcome weakness in some elements.
 Many management, financial control, and quality assurance arrangements are in place.
 These arrangements are implemented to a moderate extent to achieve the institution’s VMGO.
 They result in good outcomes in the areas of operations, stakeholder support, effective communication and responsiveness.
 The institution demonstrates good practices in many aspects of its management system.
 Some management, financial control, and quality assurance arrangements are in place.
 These arrangements are implemented to limited extent to achieve the institution’s VMGO.
 They result in fair outcomes in the areas of operations, stakeholder support, effective communication and responsiveness.
 The institution demonstrates good practice in some aspects of its management system.
 Management, financial control, and quality assurance arrangements are not in place.
 This lack of management system results in poor outcomes in the areas of operations, stakeholder support, effective
communication and responsiveness.
 The institution lacks good practices in its management system.
42
Management System place place place place place
to ensure
▪ Efficient Operations
▪ Financial Control
▪ QA Arrangements
▪ Timely Response to
Needs
extent
▪ Support of
Stakeholders
▪ Sustainability of
Operations
▪ Responsive Programs
and Development
Plans
▪ CQI in Management
Management that make it a most aspects in many aspects in some aspects practices
▪ Responding to model system
Challenges
▪ Meeting Targets
▪ Improving Quality
Rating 4 3 2 1 0
(Please encircle.)
43
Indicator: ENABLING FEATURES

Evidence
EF1a - Use of Information and Communications Technology in Management:
The institution’s use of ICT to manage its operations and academic affairs contributes to the effectiveness of its operations
and programs. (Separate from ICT for learning).
Presence of Systems o Data on

The HEI has ICT system(s) to manage its distribution and
operations, such as—but not limited to— utilization of ICT
accounting, human resources (HR), and resources
student information systems. o Operation
al plan of HEI, incl.
Extent of Implementation budget (acquisition,
Staff, faculty, and administrators are proficient upgrading,
in ICT, with the HEI providing training and/or maintenance)
support. o Evidence
of how the workflow
There is a responsive link between ICT systems and processes are
of administrative and academic offices to improved
ensure optimal communication and use of o Evidence
information. of MIS use
o Samples
Outcomes of ICT applications
The HEI’s management information system for communication
(MIS) enables more efficient management of and management
student and faculty records, planning for and o Outputs
implementation of academic programs, budget, of offices using ICT
etc. o ICT
44
Evidence
Effectiveness programs for
There is evidence that use of ICT helps the HEI administrators,
meet its targets pertinent to relevant key faculty and students
performance indicators. o Interview
s with faculty, staff
Other relevant information: and administrators
EF1b - Resource Generation Strategies:

The HEI’s development plans are effective and sustainable because they are supported by viable and appropriate resource
generation strategies.
Presence of Systems o Annual
There are mechanisms for the institution to report of HEI
actively appraise potential sources of new o Financial
resources to support its development plans. reports
o Reports of
Extent of Implementation completed
The institution generates resources to resource
supplement its tuition income through generation projects
sustainable initiatives. o Institution
al policies on risk
The HEI avails of resources through its links management
with government and non-government o MOAs,
agencies in the Philippines and overseas. MOUs
o Reports
The monitoring and evaluation of resource on monitoring and
generation activities enable the HEI to enhance evaluation of
further initiatives. projects
o Interview
Outcomes
s with top-level
The resource generation strategies enable the
management
HEI to implement development plans that
45
Evidence
contribute to the growth of the organization
and the communities it serves.
Funds and other resources derived from

specific projects produce the outcomes
specified by the funder.
Effectiveness
There is evidence that the HEI’s resource
generation initiatives support development
plans that contribute to the attainment of
targets for relevant key performance indicators.
EF1c - Other Enabling Features:

The HEI has other features that enable it to achieve its goals.
Presence of systems o Reports of

other initiatives
o Interview
with top
Extent of implementation
management
Outcomes from the implementation of the

enabling feature
46
Evidence
Effectiveness of the enabling feature: How does
it help the HEI achieve its goals/targets?
47
1. Presence of enabling features that help improve the operations, quality, and development
2. Extent to which enabling features are implemented
3. Outcomes of operations, quality, and development
4. Effectiveness of enabling features as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have documented enabling features and their implementation, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of these enabling features, and impact on
community/stakeholders.
6. Impact of the enabling features on the management, planning, development, and other needs of the HEI
Please summarize the outcomes resulting from the enabling features.
48
Scoring Guide

 A wide range of enabling features, such as the use of ICT and resource generation strategies, are in place.
 These enabling features are fully implemented.
 The system results in excellent outcomes, as shown by 1) very efficient delivery of services, communication among offices
and departments, and very effective planning, monitoring, and assessment due to ICT systems; and 2) very good achievement
of development plans, among others.
 The institution demonstrates good practices that make its enabling features a model for others.
 A good range of enabling features, such as the use of ICT and resource generation strategies, are in place.
 These enabling features are implemented to a great extent.
 The system results in very good outcomes, as shown by 1) efficient delivery of services, communication among offices and
departments, and effective planning, monitoring, and assessment due to ICT systems; and 2) good achievement of
development plans, among others.
 The institution demonstrates good practices in most aspects of its enabling features.
 Some enabling features, such as the use of ICT and resource generation strategies, are in place.
 These enabling features are implemented to a moderate extent.
 The system results in good outcomes, as shown by 1) fairly efficient delivery of services and communication among offices
and departments; and 2) fair achievement of development plans, among others.
 The institution demonstrates good practices in many aspects of its enabling features.
 Few enabling features, such as the use of ICT and resource generation strategies, are in place.
 These enabling features are implemented to a limited extent.
 The system results in fair outcomes, as shown by delivery of services and communication, which need some improvement.
 The institution demonstrates good practices in some aspects of their enabling features.
 There is no system for enabling features, such as ICT system and resource generation initiatives.
 The system results in poor outcomes, as shown by poor delivery of services and communication among offices and
departments.
 The institution lacks good practices in its enabling features.
49
Presence of System  A wide range of  A good range of  Some enabling  Few enabling  No enabling
for: enabling enabling features in features in features in
▪ ICT for features in features in place. place. place.
management, place. place.
resource generation
and/or other
enabling features
extent
▪ Efficient and
effective operations
▪ Achievement of
responsive
development plans
Enabling Features: that make it a most aspects in many aspects in some aspects practices
▪ Meeting Targets model system
▪ Improving Quality
▪ Satisfaction of
Stakeholders
Rating 4 3 2 1 0
(Please encircle.)
50
Summary of Ratings
KRA 1: GOVERNANCE AND MANAGEMENT
Indicators Presence of Extent of Outcomes Effectiveness of Overall

Systems/ Implementatio Implementatio Ratings
Mechanisms n n
Core Indicator: Governance
Core Indicator: Management
Indicator: Enabling Features
51
KRA 2: QUALITY OF TEACHING AND LEARNING
A. Core Indicator: Setting and Achieving Program Standards
Criterion 1: Program Approval and Implementation - The institution’s process for approving and implementing
programs ensure that programs: 1) are aligned to the HEI’s VMG as expressed in the desired competencies for
its graduates; 2) consider the risks related to needed resources, potential market, etc.; 3) are effectively
implemented to achieve the intended outcomes; and 4) contribute to the development needs of the
region/country.
Possible outcomes: Student and faculty performance toward the desired competencies of graduates, dynamic learning
environment, stakeholder satisfaction, relevant and responsive academic programs
Criterion 2: Program Monitoring and Review - The institution’s effective arrangements for monitoring and
reviewing contribute to the effectiveness of its programs.
Possible outcomes: Programs that are current, relevant, coherent, and sustainable; improved teaching and learning,
improved student performance (e.g., in terms of licensure examinations, passing rate, employment rate, and self-
employment opportunities)
Criterion 3: Action to Strengthen Programs - The institution’s programs are continuously improved through
effective actions that address weakness, build on strengths, and enhance student and faculty performance.
Possible outcomes: ideal student performance towards desired competencies
Professional The programs produce graduates with professional competencies that are relevant and responsive
Institution to the needs of society.
College The programs produce graduates with holistic perspective and broad knowledge of issues.
University The programs produce graduates with specialized competencies and investigative skills.
52
B. Core Indicator: Faculty Profile
Criterion: The institution achieves its quality of teaching and learning due in large part to its faculty roster with
their appropriate expertise and competence.
This section refers to the systems and processes of hiring, retaining, and developing faculty with the appropriate
expertise and competence.
Possible outcomes: Student performance, rate of completion, and faculty performance and retention
C. Core Indicator: Use of ICT and Learning Resources
Criterion: Student learning and performance are enhanced with the effective use of learning resources, such as
library resources, laboratories, and information and communications technology.
This section refers to the structures that allow faculty and students to effectively use the HEI’s learning resources.
Possible outcomes: utilization of ICT and learning resources, efficient and responsive delivery of learning, high satisfaction
of users, and academic performance of students
53
Core Indicator: SETTING AND ACHIEVING PROGRAM STANDARDS
Criterion 1: Program Approval and Implementation
The institution’s process for approving and implementing programs ensure that programs 1) are aligned to the
HEI’s VMG as expressed in the desired competencies for its graduates; 2) consider the risks related to needed
resources, potential market, etc.; 3) are effectively implemented to achieve the intended outcomes; and 4)
contribute to the development needs of the region/country.

Evidence
PS1a - Program Approval:
The program approval process ensures that programs are aligned to the HEI’s VMG, is supported by adequate resources,
and responds to needs of its publics.
The process of approving academic programs pages from Manuals
considers: 1) the HEI’s VMG, 2) its resources, o Relevant
3) the development needs of the region/ University policies and
country; and 4) its ability to ensure that procedures
students can achieve the intended outcomes. o Program
proposal/ Feasibility
The requirements for program approval are studies
documented. o Status report
of existing academic
Extent of Implementation programs
The process considers inputs from the faculty, o Certificate of
students, administrators, the governing body, Program Compliance
and external stakeholders, to make the (as applicable to SUCs)
program relevant. o Interviews
The process of approval of academic programs faculty, and students
is clear to stakeholders.
Outcomes
54
Evidence
Stakeholders are satisfied with the transparent
processes of program approval.
The HEI’s programs are relevant, sustainable

and responsive7 to the needs of the community
it serves.
Effectiveness
There is evidence that the programs help the
HEI attain its strategic vision and goals.
PS1b - Setting of Objectives and Learning Outcomes:
Academic programs have clearly defined objectives and learning outcomes, which contribute to the attributes and
competencies of the HEI’s ideal graduates.
Presence of Systems o Program

There is a process for setting the objectives proposal with purposes
and learning outcomes of a program and and objectives
ensuring that they are aligned with the VMGO, o Curricula
meet the subject-specific outcomes and o OBE Manual,
standards promulgated by CHED, and maintain if available
comparability of standards with other providers o Compliance
of equivalent level programs. report of degree
programs to CHED
There is a clear articulation of how the program guidelines
develops the attributes/desired competencies o Acceptance
of its ideal graduates. and recognition of
7
Programs are relevant when they are connected to the needs of the community/society; sustainable when they can be maintained at a certain level;
responsive when they are able to react and act immediately to particular situations.
55
Evidence
Extent of Implementation degree programs by
Objectives and learning outcomes considered other local and foreign
inputs from potential employers, faculty institutions
members, students, and other stakeholders, o Reports on
when applicable. Curriculum Review and
Enrichment
Faculty members translate these objectives and o Minutes of
learning outcomes in their courses. meetings
o Proceedings
Outcomes of consultations/
The program’s clearly defined objectives and workshops
learning outcomes help students find focus in o Examples of
their professional and personal development. OBE-aligned syllabi,
curriculum maps
There is evidence that the HEI’s programs with administrators,
contribute to the attributes and competencies faculty, students, and
of the HEI’s ideal graduates. external community
PS1c - Mechanisms for Effective Delivery of Programs and Academic Support:

The effective delivery of academic and non-academic programs contributes to student performance as well as the
reputation of the HEI.
Presence of Systems o Summary/ove
56
Evidence
There is a system to ensure the effective rview of reports such as
delivery of programs. those listed below,
highlighting delivery of
This includes academic support to students; programs and academic
access to equipment, facilities, and learning support
resources; oversight of faculty and student  Evaluation reports
performance; among others.  Student performance
reports
Extent of Implementation  Retention standards
Well-trained faculty members facilitate student  Academic support
learning and give regular assessment and programs
feedback; students, peers, and supervisors  PRC report (Licensure
regularly evaluate faculty performance. passing rates of first-
time takers)
Students are able to access learning resources,  Documents that show
appropriate facilities, and administrative how performance in
support, all of which contributes to the creation passing rates are
of a proper learning environment. addressed
 Certification reports,
Student assessments are valid, reliable, secure when available (e.g.,
and externally verified; students get regular IT)
and appropriate feedback. o Samples of
tests, other assessment
Clear, measurable indicators are used to see if tools
goals are met and to assess and improve the o Samples of
programs. faculty evaluation
o List of
learning resources
Faculty members and program managers o Tracer studies
regularly look into the upgrade of equipment, (Employment rate)
facilities, and learning resources, when o Written
possible.
feedback from
employers/ industry
Outcomes
57
Evidence
Students develop within their programs due to o Evidence of
a good learning environment where they are use of available
given timely and effective feedback, academic equipment, facilities,
support; and access to equipment, facilities, and learning resources
and learning resources. o Mechanisms
for access of resources
Graduates of the HEI achieve good licensure o Training
passing rates (when applicable), are easily programs for faculty on
employed, and/or have impact on the effective pedagogy with
communities they serve. attendance and
completion reports
There is evidence that the effective delivery of with administrators,
programs and academic support contributes to department chairs,
the performance and reputation of the HEI. faculty, and students
PS1d - Matching of Abilities and Aptitudes:
Students perform well because there is a matching of their abilities and aptitudes with the demands of the programs, and
because there are support systems that enhance their performance.
Presence of Systems o Admission
There are policies and processes that ensure policies
58
Evidence
the matching of student abilities and aptitudes o Program
with the demands of the programs. admission
requirements/standards
Extent of Implementation o Support
There is an office or a committee responsible services
for the implementation of these policies and o Student
processes. performance
o Written
Offices ensure that support services are feedback from
accessible and that students avail of the employers and partners
services to improve their performance. o Interviews
Outcomes
Students generally perform well and achieve
the intended outcomes of these programs.
Effectiveness
There is evidence that the effective delivery of
programs contributes to the performance and
59
Criterion 1: PROGRAM APPROVAL AND IMPLEMENTATION
1. Presence of a program approval and implementation process/mechanism that is transparent, efficient and effective
2. Extent to which program approval and implementation process/mechanism is executed
3. Outcomes of program approval and implementation process/mechanism
4. Effectiveness of program approval and implementation as shown by the quantity and quality of outcomes and
achieving the HEI’s VMG
5. While it is important to have documented program approval and implementation systems and processes, the weight of
the assessment goes to the quantity and quality outcomes, the effectiveness of these systems and processes for
program approval and implementation, and impact on students and the publics influenced by their graduates.
6. Impact of program approval and implementation systems and processes on the quality and reputation of the HEI
Please summarize the outcomes resulting from the clear program approval and implementation systems and
processes.
60
Scoring Guide
Criterion 1: Program Approval and Implementation - The institution’s process for approving and implementing
programs ensure that programs 1) are aligned to the HEI’s VMG as expressed in the desired competencies for
its graduates; 2) consider the risks related to needed resources, potential market, etc.; 3) are effectively
implemented to achieve the intended outcomes; and 4) contribute to the development needs of the
region/country.
 All aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that
program objectives and learning outcomes are attained.
 These arrangements are fully implemented in a manner consistent with the institution’s VMGO.
 They result in excellent outcomes in the areas of student and faculty performance, the development of desired graduate
competencies, dynamic learning environment, stakeholder satisfaction, and responsive programs.
 The institution demonstrates good practices in all aspects that make their program approval mechanism a model for
others.
 Most aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that
 These arrangements are implemented to a great extent in a manner consistent with the institution’s VMGO.
 They result in very good outcomes in the areas of student and faculty performance, the development of desired graduate
 The institution demonstrates good practices in most aspects of their program approval mechanism.
 Many aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that
 These arrangements are implemented to a moderate extent in a manner consistent with the institution’s VMGO.
 They result in good outcomes in the areas of student and faculty performance, the development of desired graduate
 The institution demonstrates good practices in many aspects of their program approval mechanism.
61
 Some aspects of a mechanism for program approval and implementation are in place, including mechanisms to ensure that
 These arrangements are implemented to a limited extent in a manner consistent with the institution’s VMGO.
 They result in fair outcomes in the student and faculty performance, the development of desired graduate competencies,
dynamic learning environment, stakeholder satisfaction, and responsive programs.
 The institution demonstrates good practices in some aspects of their program approval mechanism.

 There are no mechanism for program approval and implementation.
 The lack of mechanism for program approval and implementation results in poor outcomes in the areas of student and faculty
performance, the development of desired graduate competencies, dynamic learning environment, stakeholder satisfaction, and
responsive programs.
 The institution does not demonstrate good practices in its program approval and implementation mechanisms.
62
Mechanism for place place place place place
Program Approval and
Implementation
extent
▪ Student and faculty
performance
▪ Development of
competencies
▪ Dynamic learning
environment
▪ Stakeholder
satisfaction
▪ Relevant and
responsive academic
programs
implementation, that make it a most aspects in many aspects in some aspects practices
based on outcomes model system
▪ Attaining program
goals
▪ Developing graduate’s
competencies
Rating 4 3 2 1 0
(Please encircle.)
63
Criterion 2: Program Monitoring and Review
The institution’s effective arrangements for monitoring and reviewing contribute to the effectiveness of its
programs.

Evidence
PS2 - Monitoring and Review:
Periodic program monitoring and review ensure the effectiveness of its programs, e.g., the programs are relevant,
sustainable, delivered well.
Presence of Systems o Strategic/o

There is a system to ensure regular program perational plan
monitoring and review of programs, which aims o Proceedings
to keep programs current; improve teaching and of consultations/
learning; and ensure that programs contribute to workshops
student performance and achievement of the o Description
HEI’s VMG. of
elements/alternative
Extent of Implementation delivery modes
There is/are office(s) or committee(s) o Minutes of
responsible for regular program monitoring and meetings
review. o Summary/o
verview of reports
The results are disseminated to the proper such as those listed
groups and these are used for improvement below, highlighting
and planning. monitoring and
64
Evidence
Outcomes review:
Programs remain current and valid in the light  Program
of developments in the field. Evaluation Reports
 PRC report
Programs are sustainable because of an (PRC report
effective link between planning and resource (Licensure passing
allocation. rates of first-time
takers)
There is evidence of improved teaching and  AVERAGE
learning and coherent modes of program rates over past 5
delivery. years = Total
number of passers
Graduates of the HEI are easily employed, set over 5 years/Total
up businesses, and/or have impact on the number of takers
communities they serve. over 5 years
For programs with licensure/certification  Certification
exams, the average passing rate over the past reports
five years demonstrate the level of student  Reports on
performance. updates of
programs with dates
Effectiveness
indicating when
There is evidence that regular monitoring and
these were initiated
review contributes to the impact of the
and approved.
programs as well as the performance and
o Faculty
performance reports
Other relevant information: o Average
licensure/certification
passing
o Tracer
studies (Employment
rate)
o Exit
evaluation of students
65
Evidence
o Written
feedback from
employers
o Interviews
with faculty, students,
and external
community
Criterion 2: PROGRAM MONITORING AND REVIEW
1. Presence of an effective program monitoring and review process/mechanism

2. Extent to which program monitoring and review process/mechanism is implemented
3. Outcomes of program monitoring and review process/mechanism
4. Effectiveness of program monitoring and review as shown by the quantity and quality of outcomes and achieving the
HEI’s VMG
5. While it is important to have documented systems for program monitoring and review, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of these systems for program monitoring and review,
and impact on the programs.
6. Impact of systems for program monitoring and review on the quality and reputation of the HEI
Please summarize the outcomes resulting from the regular program monitoring and review.
66
Scoring Guide
Criterion 2: Program Monitoring and Review - The institution’ effective arrangements for monitoring and
reviewing contribute to the effectiveness of its programs.
 All aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning
outcomes; learning resources; student progress, academic support, and counseling; program delivery; admission policies.
 These arrangements are fully implemented for very highly effective monitoring and review.
 They result in excellent outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved
teaching and learning, and improved students performance, e.g., average licensure/certification 8 passing rate in the past 5
years is at least one percentage point above the national passing rate9, employability/self-employment in the past
5 years is above 85%.
 The institution demonstrates good practices in all aspects that make their program monitoring and review mechanism a
model for others.
 Most aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning
 These arrangements are implemented to a great extent, for highly effective monitoring and review.
8
Certification is the equivalent of professional exams for certain fields like IT, Financial Analysis, among others
9
National Passing Rates to be provided by CHED
67
 They result in very good outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved
teaching and learning, and improved student performance, e.g., average licensure/certification passing rate in the past 5
years is above national passing rate, and employability/self-employment in the past 5 years is above 75%.
 The institution demonstrates good practices in most aspects of their program monitoring and review mechanism.
 Many aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning
 These arrangements are implemented to a moderate extent, for effective monitoring and review.
 They result in good outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching
and learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is
at most 0.5 percentage point below national passing rate, employability/self-employment in the past 5 years is
above 65%.
 The institution demonstrates good practices in many aspects of their program monitoring and review mechanism.
 Some aspects of program monitoring and review are in place, including monitoring and review of curriculum content; learning
 These arrangements are implemented to a limited extent, for monitoring and review.
 They result in fair outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching and
learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is at
most 5 percentage points below national passing rate, employability/self-employment in the past 5 years is
above 50%.
 The institution demonstrates good practices in some aspects of their program monitoring and review mechanism.

 There is no mechanism for monitoring and review of curriculum content; learning outcomes; learning resources; student
progress, academic support, and counseling; program delivery; admission policies.
 Isolated initiatives for monitoring and review are implemented.
 They result in poor outcomes in the delivery of current, relevant, coherent, and sustainable programs, improved teaching and
learning, and improved students performance, e.g., average licensure/certification passing rate in the past 5 years is more
68
than 5 percentage points below national passing rate, employability/self-employment in the past 5 years is below
50%.
 The institution does not demonstrate good practices in its program monitoring and review mechanism.
69
Mechanisms for place place place place place
Program Monitoring
and Review of
▪ Curriculum content
▪ Learning resources
▪ Student progress
▪ Academic support/
counseling
▪ Program delivery
▪ Admission policies
extent
▪ Programs that are
current, relevant,
coherent, sustainable
▪ Improved teaching
and learning
▪ Improved student
performance (e.g.
licensure examination
passing rate,
employment rate,
and self-employment
opportunities)
▪ Creating program
impact
goals
Rating 4 3 2 1 0
(Please encircle.)
70
Criterion 3: Action to Strengthen Programs
The institution’s programs are continuously improved through effective actions that address weakness, build on
strengths, and enhance student and faculty performance.
Possible Sources of
Remarks
Evidence
PS3 – Action to Strengthen Programs:
The actions to strengthen programs contribute to institutional goals, i.e., formation of the HEI’s ideal graduate and impact
of HEI on society.
Presence of Systems o Consolida

There are mechanisms for developing proper ted summary
action to strengthen programs and report of the
disseminating good practice throughout the following:
institution to achieve the goals of the HEI.  Proceedings of
consultations/wo
Extent of Implementation rkshops
The administration uses the results of self-  Evaluation
evaluation and program monitoring and review reports of
to plan and implement actions to strengthen programs;
the programs. action plans
based on them
The feedback from faculty, students,  Special
employers, and other stakeholders is evaluated programs to
and acted upon. improve student
performance
Weaknesses in student and faculty  Performance
performance are identified and acted upon. reports showing
longitudinal
Outcomes trends in
Programs develop graduates who demonstrate achieving
qualities and competencies that are consistent progress
with the HEI’s ideal graduate. towards goals
and targets,
71
Programs generate outputs that have impact when available
on society.  Tracking system
 Academic
Effectiveness reports
There is evidence that continuous quality o Memos
improvement of programs brings the institution regarding
closer to achieving program goals and targets. improvements in
program delivery
o Memos
Other relevant information: o Proceedi
ngs of workshops
o Minutes
of meetings
o Seminars
o Publicatio
ns
o Copies of
programs of
activities
o Interview
s with faculty,
students, guidance
counselors, and
external
community
72
Criterion 3: ACTION TO STRENGTHEN PROGRAMS
1. Presence of effective action mechanisms that address weakness, build on strengths, and enhance student and faculty
performance
2. Extent to which effective action mechanisms are implemented
3. Outcomes of effective action to strengthen programs
4. Effectiveness of effective action mechanisms as shown by the quantity and quality of outcomes and achieving the HEI’s
VMG
5. While it is important to have documented mechanisms for action to strengthen programs, the weight of the
assessment goes to the quantity and quality of outcomes, the effectiveness of these mechanisms, and impact of the
programs on the graduates and on society.
6. Impact of action to strengthen programs on the quality of graduates and other outputs of the program
Please summarize the outcomes resulting from the action to strengthen programs.
73
Scoring Guide
Criterion 3: Action to Strengthen Programs - The institution’s programs are continuously improved through
effective actions that address weakness, build on strengths, and enhance student and faculty performance.
4 The criterion is fully met, and elements of it are achieved at a level of excellence that provides a model for others.
 All aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating
good practice are in place.
 These mechanisms are fully implemented.
 They result in excellent programs that develop ideal student competencies and generate outputs that have impact on society.
 The institution demonstrates good practices that make their mechanisms for strengthening programs models for others.
3 The criterion is met, with most elements demonstrating good practice.

 Most aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating
 These mechanisms are implemented to a great extent.
 They result in very good programs that develop ideal student competencies and generate outputs that have impact on society.
 The institution demonstrates good practices in most aspects of their mechanisms for strengthening programs.
 Many aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating
 These mechanisms are implemented to a moderate extent.
 They result in good programs that develop ideal student competencies and generate outputs that have impact on society.
 The institution demonstrates good practices in many aspects of their mechanisms for strengthening programs.
74
 Some aspects of mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating
 These mechanisms are implemented to a limited extent.
 They result in fair programs that need improvement towards developing ideal student competencies and generating outputs that
have impact on society.
 The institution demonstrates good practices in some of their mechanisms for strengthening programs.

 Mechanisms for strengthening programs, addressing weaknesses, enhancing performance, and disseminating good practice are
not in place.
 Isolated initiatives to strengthen programs are implemented.
 They result in poor programs that that need much improvement towards developing ideal student competencies and generating
outputs that have impact on society.
 The institution does not demonstrate good practices in many of their mechanisms for strengthening programs.
75
Presence of Mechanisms  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
for Strengthening place place place place place
Programs
▪ Action to address
weaknesses,
enhance
performance,
disseminate good
practice
extent
Outcomes:  Excellent  Very Good  Good  Fair  Poor
▪ Ideal student
performance and
competencies
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  No good
based on model system
outcomes
quality
Rating 4 3 2 1 0
(Please encircle.)
76
Core Indicator: FACULTY PROFILE
Possible Sources of
Remarks
Evidence
FP1a – System for Faculty Selection, Retention, Evaluation, and Promotion:
The human resource management system for faculty and the academic promotion system enable the HEI to push its
quality of teaching and learning.

There are clear procedures for faculty human pages from Faculty
resource (HR)10 and academic11 processes. manual
o Relevant
Extent of Implementation University policies
There is/are office(s) that takes care of the and procedures
management systems for faculty. o Process for
recruitment,
The HR and academic promotion processes for selection, hiring,
faculty are clearly documented and retention, evaluation,
disseminated. merit/incentives,
faculty development,
There are regular feedback mechanisms that and termination
help faculty improve their performance. o Process for
merit and promotions
Outcomes o Instrument
Faculty members teach subjects related to their to measure learning
degrees, professional qualifications, or outcomes
experience. o Academic
report – grade
Student performance has improved because of profiles of students in
the quality of faculty.
10
Recruitment, selection, hiring, retention, evaluation, merit/incentives, faculty development, and termination
11
Promotion
77
Possible Sources of
Remarks
Evidence
Effectiveness various classes
There is evidence of high quality of teaching o Instruments
(student/peer evaluation of faculty) and for faculty evaluation
learning (competency assessment) because of by
a strong faculty profile. peers/chairs/students
o Faculty
Other relevant information: evaluation by
peers/chairs/students
o Exit
interviews of students
on faculty
performance
o Interviews
with faculty, chairs,
and administrators
FP1b - Teaching Expertise and Competence:
Faculty competence enables students to be mentored to their full potential and produces outputs that create impact in
society.
Presence of Systems o Faculty
The HEI has mechanisms/programs for faculty development
development, specifically to enhance teaching programs
expertise and competence. o Faculty
roster
Extent of Implementation o Teaching
These mechanisms and processes are assignments
documented and disseminated to the faculty. o Tests and
other assessment
There is a person/office in charge of these tools, especially for
mechanisms and processes for developing higher order thinking
teaching expertise and competence. skills
o Faculty
78
Possible Sources of
Remarks
Evidence
There are regular feedback, monitoring and activity reports
review mechanisms to help faculty improve. o Proceedings
of conferences
Outcomes o Course
Faculty members demonstrate improved syllabi
expertise and teaching competencies as a o Special
result of these programs or similar programs
mechanisms. o Samples of
performance
Other faculty outputs in instructional materials, assessment of
research, professional practice, and/or students
outreach help the HEI create impact and attain o Faculty
its goals. evaluation by
peers/chairs/students
Most faculty members are up to date with o Faculty
developments in their academic field and consultation with
demonstrate mastery of content and methods. students
o Interviews
Faculty members employ innovative strategies
with administrators
to facilitate learning and to ensure that
and faculty
students’ higher order thinking skills are
developed.
Students demonstrate good performance as a

result of their teaching-learning experience.
Effectiveness
There is evidence that the quality of delivery of
courses brings the institution closer to
developing the desired competencies for its
ideal graduate.
79
Possible Sources of
Remarks
Evidence
Core Indicator: FACULTY PROFILE
1. Presence of a human resource (HR) management system and faculty development that ensures a faculty profile with
appropriate expertise, competence, and qualities
2. Extent to which HR management system of faculty as well as faculty development are implemented
3. Outcomes of HR management system of faculty and of faculty development
4. Effectiveness of HR management system of faculty and of faculty development as shown by the quantity and quality of
outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for human resource management of faculty and for faculty
development, the weight of the assessment goes to the quantity and quality of outcomes, the effectiveness of a
quality faculty roster, and impact on student performance and attainment of institutional goals.
6. Impact of faculty profile on teaching and learning.
Please summarize the outcomes resulting from quality faculty profile.
80
Scoring Guide
Core Indicator: FOR FACULTY PROFILE
 All aspects of systems for human resource (HR) management of faculty and for faculty development are in place.
 These result in excellent outcomes, reflected in faculty performance and retention, and student performance and rate of
completion.
 The institution demonstrates good practices that make their systems for HR management of faculty and for faculty
development a model for others.
 Most aspects of systems for human resource management of faculty and for faculty development are in place.
 They result in very good outcomes, reflected in faculty performance and retention, and student performance and rate of
completion.
 The institution demonstrates good practices in most aspects of their systems for HR management of faculty and for faculty
development.
 Many aspects of systems for human resource management of faculty and for faculty development are in place.
 They result in good outcomes, reflected in faculty performance and retention, and student performance and rate of
completion.
 The institution demonstrates good practices in many aspects of their systems for HR management of faculty and for faculty
development.
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 Some aspects of systems for human resource management of faculty and for faculty development are in place.
 They result in fair outcomes, reflected in faculty performance and retention, and student performance and rate of completion.
 The institution demonstrates good practices in some aspects of their systems for HR management of faculty and for faculty
development.

 There is no system for human resource management of faculty and for faculty development.
 This results in poor outcomes, reflected in faculty performance and retention, and student performance and rate of
completion.
 The institution does not demonstrate good practices in their systems for HR management of faculty and for faculty
development.
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Presence of System  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
for place place place place place
▪ Faculty selection,
retention,
evaluation,
promotion,
termination
▪ Faculty
Development
extent
▪ Student
Performance
▪ Rate of Completion
▪ Faculty Performance
▪ Faculty Retention
▪ Attaining desired
competencies of
ideal graduate
Rating 4 3 2 1 0
(Please encircle.)
83
Core Indicator: USE OF ICT AND LEARNING RESOURCES
Possible Sources of
Remarks
Evidence
LR1a - Use of ICT:
The use of ICT enhances student and faculty learning and performance, and helps the HEI achieve its goals to develop
desired competencies in their graduates.
Presence of Systems o Operational

The HEI has a system to ensure that ICT plan of HEI, incl. budget
resources are properly allocated, effectively (acquisition, upgrading,
used, and regularly monitored and assessed. maintenance)
o Data on
Extent of Implementation distribution and
There is an office in charge of the ICT utilization of ICT
resources and matters related to their use, resources
operation and maintenance. o List of courses
using ICT
The HEI, through this office, ensures that there o List of
is a reasonable level of service quality to users software used by
(e.g., connectivity, speed). faculty and students,
and evidence of use
There is training for faculty, students, and staff o User
to ensure that the ICT resources for learning Satisfaction Rating
are used properly and effectively. o Outputs of
Outcomes students using ICT
The quality of student and faculty performance o Outputs of
is enhanced through the use of ICT. faculty using ICT
o ICT programs
Graduates acquire ICT and higher order for faculty and students
thinking competencies, consistent with the HEI o Interviews
goals.
84
Possible Sources of
Remarks
Evidence
Effectiveness with faculty and
There is evidence that the effective use of ICT students
brings the institution closer to developing the
desired competencies for its ideal graduate.
LR1b - Library Resources:

The use of updated library resources enhances student and faculty learning and performance, and helps the HEI achieve its
goals to develop desired competencies in their graduates.
Presence of Systems o Library
The HEI has a system to ensure that library guidelines
resources are regularly reviewed and o Library
upgraded, effectively used, and regularly holdings, including
monitored and assessed. books, e-resources,
multi-media
Extent of Implementation o System for
The library ensures that there is a good ratio of acquisitions
users to library resources. o Data on
distribution and
There is training for faculty, students, and staff utilization of library
to ensure that the library resources are used resources
properly and effectively. o Evidence of
use of online journals,
Faculty members are consulted on the upgrade e.g., course syllabus of
of book collection and other resources in faculty and resulting
connection with their courses. researches
o User
Satisfaction Rating
o Library
The library provides a reasonable level of
85
Possible Sources of
Remarks
Evidence
service quality to users (e.g., volume of books, programs for faculty
library connectivity, responsive and timely and students
attention to research inquiries). o Interviews
with library staff,
Outcomes faculty and students
The quality of student and faculty performance o
is enhanced through the use of library
resources.
Graduates acquire higher order thinking

competencies, consistent with the HEI goals.
Effectiveness
There is evidence that the effective use of
library resources brings the institution closer to
developing the desired competencies for its
ideal graduate.
LR1c - Laboratories, Equipment, and Facilities:
Specific skills of students and faculty are enhanced because of their use of laboratories, equipment, and facilities; this
helps the HEI achieve its goals to develop desired competencies in their graduates.
Presence of Systems o Guidelines for

The HEI has a system to ensure that the use of laboratories,
laboratories, equipment, and facilities are equipment, and
regularly upgraded, effectively used, and facilities
regularly monitored and assessed.
86
Possible Sources of
Remarks
Evidence
Extent of Implementation o Listing of
There is/are office(s) in charge of laboratories, operational
equipment, and facilities and matters related to laboratories,
their use, operation and maintenance. equipment, and
facilities, and overview
There is training for faculty, students, and staff of their use, including
to ensure equipment and facilities are used schedule of calibration
properly and effectively. and maintenance of
equipment
Faculty members are consulted on the o Data on
upgrades and improvement of laboratories, utilization of
equipment, and facilities in connection with laboratories,
their courses. equipment, and
facilities, preferably in
Outcomes matrix form for better
The quality of student and faculty performance overview
is enhanced through the use of laboratories, o Minutes of
equipment, and facilities. meetings regarding the
development/upgrading
Graduates specialized competencies, consistent of laboratories,
with the HEI goals. equipment, and
facilities
Effectiveness o Student
There is evidence that the effective use of performance in
laboratories, equipment, and facilities brings laboratory courses
the institution closer to developing the desired o Student
competencies for its ideal graduate. performance in
OJT/research work
o Interviews
with library staff,
faculty and students
87
Possible Sources of
Remarks
Evidence
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Indicator: USE OF ICT AND LEARNING RESOURCES
1. Presence of effective systems that promote the efficient, effective, and responsive use of ICT and learning resources
2. Extent to systems for the use of ICT and learning resources are implemented
3. Outcomes of systems for the use of ICT and learning resources
4. Effectiveness of systems for the use of ICT and learning resources, as shown by the quantity and quality of outcomes
and achieving the HEI’s VMG
5. While it is important to have documented systems for using ICT and learning resources, the weight of the assessment
goes to the quantity and quality of outcomes, the effective use of these systems, and impact on students and faculty.
6. Impact of the use of ICT and learning resources to student and faculty performance
Please summarize the outcomes resulting from effective use of ICT and learning resources.
89
Scoring Guide
Indicator: USE OF ICT AND LEARNING RESOURCES
 All aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and facilities,
are regularly upgraded, effectively used, and regularly monitored and assessed are in place.
 Systems for the effective use of these learning resources are fully implemented.
 These systems result in excellent outcomes in the areas of student and faculty competencies/performance.
 The institution demonstrates good practices that make their use of these learning resources a model for others.
 Most aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and facilities,
are regularly upgraded, effectively used, and regularly monitored and assessed are in place.
 Systems for the effective use of these learning resources are implemented to a great extent.
 These systems result in very good outcomes in the areas of student and faculty competencies/performance.
 The institution demonstrates good practices in most aspects of their use of these learning resources.
 Many aspects of systems to ensure that learning resources, e.g., ICT, library resources, laboratories, equipment, and other
facilities, are in place.
 Systems for the effective use of these learning resources are implemented to a moderate extent.
 These systems result in good outcomes in the areas of student and faculty competencies/performance.
 The institution demonstrates good practices in many aspects of their use of these learning resources.
 Some aspects of systems to ensure that learning resources e.g., ICT, library resources, laboratories, equipment, and other
facilities, are in place.
 Systems for the effective use of these learning resources are implemented to a limited extent.
 These systems result in fair outcomes in the areas of student and faculty competencies/performance.
 The institution demonstrates good practices in some aspects of their use of these learning resources.
 There is no system for the use of ICT and learning resources.
 The system results in poor outcomes in the areas of student and faculty competencies/performance.
 The institution does not demonstrate good practice in their use of these learning resources.
90
Presence of System  All aspects in  Most aspects in  Many aspects in  Some aspects in  No aspects in
for place place place place place
▪ ICT, library
resources, and
other learning
resources
extent
Outcomes:
▪ Utilization of ICT  Excellent  Very good  Good  Fair  Poor
and learning
resources
▪ Efficient and
responsive delivery
of learning
▪ High satisfaction of
users
▪ Academic
performance of
students
Effectiveness of  Good practices  Good practice in Good practices  Good practices  No good
competencies of
ideal graduate
Rating 4 3 2 1 0
(Please encircle.)
91
Summary of Ratings
KRA 2: QUALITY OF TEACHING AND LEARNING

Systems/ Implementation Implementation Ratings
Mechanisms
Core Indicator: Setting and

Achieving Program Standards
Criterion 1: Program
Approval and
Implementation
Criterion 2: Program
Monitoring and Review
Criterion 3:
Action to Strengthen
Programs
Core Indicator: Faculty
Profile
Core Indicator: Use of ICT
and Learning Resources
92
KRA 3 – QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH, AND CREATIVE WORK
A. Indicator: Professional Exposure
Criterion: Students develop relevant competencies through programs that allow students to practice their
learned competencies, such as programs for entrepreneurship, practicum, internship, apprenticeship, and/or
on-the-job training (OJT).
Possible outcomes: Licensure examination rate, employment rate, self-employment – business/consultancy, etc.
B. Indicator: Research Capability
Criterion: The institution’s research community produces relevant research and other advanced scholarly
activity.
Possible outcomes: Highly functional and relevant research programs, research output of faculty members – publications
in refereed journals/ patents/ policy papers
C. Indicator: Creative Work and/or Innovation
Criterion: The institution produces creative work and/or innovation in the arts and humanities, science and
technology, social sciences, and/or management science.
Possible outcomes: Creative work and/or innovation of students, patents and/or awards of faculty and students
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Indicator: PROFESSIONAL EXPOSURE
learned competencies, such as programs for entrepreneurship, practicum, internship, apprenticeship, and/or
on-the-job training (OJT).
Possible Sources of
Remarks
Evidence
PE1- Professional Exposure:
Students practice competencies in real settings through the institution’s overall strategy for the professional exposure of
its students.
Presence of Systems o Strategic plan
The institution has mechanisms to ensure that o Consolidated
professional exposure programs 1) enable summary report on the
students to gain experience in a workplace; 2) following:
have adequate resources; 3) make use of  Description of
active industry linkages. professional exposure
programs, especially
Extent of Implementation those with licensure
An office/person oversees professional exams
exposure programs, as described above;  MOA/MOU with
facilitates feedback from partner companies to companies or
students; and takes care of industry linkages. institutions
 Employment rates
Professional exposure programs are assessed  Description of OJT
to ensure that competencies are relevant to program/ practicum/
national needs and priorities and global internship
competitiveness.  Passing rate in
licensure/certification
Outcomes exams
The professional exposure programs give o Evidence of
better opportunities for graduates to practice mentoring/consultations
their profession or be employed in the relevant of students with faculty
industry or profession. o Written
94
Possible Sources of
Remarks
Evidence
Effectiveness feedback or minutes of
There is evidence that the professional meetings with
exposure programs develop student organizations where the
competencies that bring the HEI closer to professional exposure
meeting its desired competencies for its ideal program was held
graduates. o Feedback
from alumni on how
Other relevant information: their professional
exposure program
helped them (may be
part of consolidated
alumni tracer studies)
o Interviews
with employers, alumni,
students, and faculty
95
Indicator: PROFESSIONAL EXPOSURE
1. Presence of a strategy for the professional exposure of students.

2. Extent to which the professional exposure strategy/program is implemented
3. Outcomes of the professional exposure strategy/program
4. Effectiveness of the professional exposure strategy/program as shown by the quantity and quality of outcomes and
5. While it is important to have documented systems for professional exposure programs, the weight of the assessment
goes to the quantity and quality of outcomes, the effectiveness of professional exposure, and impact on student
competencies and attainment of institutional goals.
6. Impact of professional exposure on professional practice and/or employment of graduates.
Please summarize the outcomes resulting from effective professional exposure.
96
Scoring Guide
Indicator: FOR PROFESSIONAL EXPOSURE
learned competencies, such as programs for entrepreneurship, practicum, internship, and/or on-the-job training
(OJT).
 All aspects of professional exposure programs that allow students to practice their learned competencies, are in place.
 Professional exposure programs, including feedback and assessment, are fully implemented.
 They result in excellent outcomes as shown by the productivity of graduates (at least 85% are employed or self-
employed).
 The institution demonstrates good practices that make their professional exposure programs a model for others.
 Most aspects of professional exposure programs that allow students to practice their learned competencies, are in place.
 Professional exposure programs, including feedback and assessment, are implemented to a great extent.
 They result in very good outcomes as shown by the productivity of graduates (at least 75% are employed or self-
employed).
 The institution demonstrates good practices in most aspects of their professional exposure programs.
 Many aspects of professional exposure programs that allow students to practice their learned competencies, are in place.
 Professional exposure programs, including feedback and assessment, are implemented to a moderate extent.
 They result in good outcomes as shown by the productivity of graduates (at least 65% are employed or self-employed).
 The institution demonstrates good practices in many aspects of their professional exposure programs.
 Some aspects of professional exposure programs that allow students to practice their learned competencies, are in place.
 Professional exposure programs, including feedback and assessment, are implemented to a limited extent.
 They result in fair outcomes that need improvement as shown by the productivity of graduates (at least 50% are
employed or self-employed).
 The institution demonstrates good practices in some aspects of their professional exposure programs.
 There is no professional exposure program.
 They result in poor outcomes as shown by the lack of productivity of graduates (below 50% are employed or self-
employed).
 The institution does not demonstrate good practices in its professional exposure programs.
97
Professional Exposure place place place place place
Programs examples:
▪ OJT/ Practicum/
Internship/
Apprenticeship
▪ Entrepreneurship
(when applicable)
▪ Others
▪ Hands-on experience extent
▪ Resources
▪ Active industry
linkages
▪ Employment rate
▪ Licensure examination
passing rate (when
applicable)
▪ Self-employment –
business/consultancy /
etc. (when applicable)
Effectiveness of  Good practices  Good practice in  Good practices  Good practices  No good
implementation, based that make it a most aspects in many aspects in some aspects practices
on outcomes model system
competencies of ideal
graduate
Rating 4 3 2 1 0
(Please encircle.)
98
Indicator: RESEARCH CAPABILITY
activity.
RC1- Research Strategy and Capacity:

The institution contributes to the discovery of new knowledge through its overall strategy for managing, developing, and
applying its research.
Presence of Systems o Strategic Plan of the HEI
The HEI has a strategy and o Consolidated summary
corresponding systems to 1) set research report on the following:
agenda; 2) manage, develop, apply, and  Research policies, structures,
assess research, and 3) continuously and procedures
improve research capability of faculty  R&D agenda
and students.  Bases of R&D agenda, e.g.,
NEDA MTDP, NHERA
Extent of Implementation  Publications in refereed journals
An office/person oversees the research  Proceedings of international
strategy, systems and programs, as conferences
described above; oversees its  Percentage of faculty involved in
outcomes/publications; helps manage research
resources; and assists in research  Reports on utilization and impact
linkages. of research outputs
 MOAs and MOUs with
Information on research program international and local research
mechanisms and grants is disseminated institutions
regularly to faculty and staff.  Reports of researches conducted
in other institutions
An active research community,  Special programs for graduate
composed of faculty, staff, and students, research
regularly publish and present papers in o Terminal reports of
conferences. researches
o Faculty development
Outcomes reports
Faculty members have publications/
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patents/ policy papers that contribute to o Publications
new knowledge in the discipline and/or o Contracts with graduate
to national/regional development. students
o Interviews with faculty,
Students and faculty have research students, alumni, and employers
competencies.
Research exposure gives better

opportunities for graduates to be
employed in the relevant industry.
Effectiveness
There is evidence that faculty and
student research outputs bring the HEI
closer to meeting its institutional goals.
100
Indicator: RESEARCH CAPABILITY
1. Presence of a research strategy

2. Extent to which the research strategy/program is implemented
3. Outcomes of the research strategy/program
4. Effectiveness of the research strategy/program as shown by the quantity and quality of outcomes and achieving the
HEI’s VMG
5. While it is important to have documented systems for research, the weight of the assessment goes to the quantity and
quality of outcomes in terms of publications/ patents/ innovations/ ongoing research; the effectiveness of research
programs; impact on student and faculty performance; and attainment of institutional goals.
6. Impact of research capability on teaching and learning and on national/regional development.
Please summarize the outcomes resulting from quality research capability.
101
Scoring Guide
Indicator: FOR RESEARCH CAPABILITY

activity.
 The HEI has all aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and assess
research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research.
 Research programs and mechanisms, including support for resources, outputs, linkages, are fully implemented. At least
30% of full-time faculty members have been actively and consistently engaged in scholarly work12 in the last five years.
 They result in excellent outcomes as shown by faculty publications in refereed journals13/ patents/ policy papers: At least
10% of full-time faculty members engaged in research have patents, articles in refereed journals, or books published by
reputable presses in the last five years.
 The institution demonstrates good practices that make their research strategy and system a model for others.

 The HEI has most aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and
assess research; 3) continuously improve research capability of faculty and students; and 4) oversee the ethical practices in
research.
 Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a great extent.
At least 25% of full-time faculty members have been actively and consistently engaged in scholarly work (research or
creative work) in the last five years.
 They result in very good outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least
 The institution demonstrates good practices in most aspects of their research programs.
12
Scholarly work refers to research, creative work, case studies, action research or any work subject to scholarly principles, i.e., citation of other
scholarly work, proper referencing of a specialized body of knowledge, work that is presented to experts in the field, work defined by the methodology of
the field. The scholarly group of experts defines what constitutes scholarly work in their field. Thesis advising may be included, depending on the extent
of involvement of the adviser and the discipline.
13
Refereed journals, including those that are CHED accredited, refer to journals that subject individual articles to independent peer review. Conference
presentations are generally not counted as publications unless the papers are published in refereed conference proceedings of the recognized
professional society/organization. Publications in in-house journals, unless these journals are indexed by an external group, will not be counted as
published work of faculty.
102
 The HEI has many aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and
research.
 Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a moderate
extent. At least 20% of full-time faculty members have been actively and consistently engaged in scholarly work
(research or creative work) in the last five years.
 They result in good outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least 5% of
full-time faculty members engaged in research have patents, articles in refereed journals, or books published by
 The institution demonstrates good practices in many aspects of their research programs.
 The HEI has some aspects of a research strategy and systems to 1) set research agenda; 2) manage, develop, apply, and
research.
 Research programs and mechanisms, including support for resources, outputs, linkages, are implemented to a limited extent.
At least 10% of full-time faculty members have been actively and consistently engaged in scholarly work (research or
creative work) in the last five years.
 They result in fair outcomes as shown by faculty publications in refereed journals/ patents/ policy papers. At least 3% of
full-time faculty members engaged in research have patents, articles in refereed journals, or books published by
 The institution demonstrates good practices in some aspects of their research programs.

 The HEI has no research strategy and system to 1) set research agenda; 2) manage, develop, apply, and assess research; 3)
continuously improve research capability of faculty and students; and 4) oversee the ethical practices in research.
 Isolated initiatives are implemented. Less than 10% of full-time faculty members have been actively and consistently
engaged in scholarly work (research or creative work) in the last five years.
 They result in poor outcomes as shown by lack of faculty publications in refereed journals/ patents/ policy papers. Less than
reputable presses in the last five years
 The institution does not demonstrate good practices in its research strategy and systems.
103
Presence of Research  All aspects in  Most aspects  Many aspects  Some aspects  No aspects in
Strategy and Systems, place in place in place in place place
examples:
▪ Research Agenda
▪ Management of
Research
▪ CQI of Research
Capacity
Extent of  Fully  Implemented  Implemented  Implemented  Isolated
Implementation implemented to a great to a moderate to a limited initiatives
▪ Research systems extent extent extent
▪ Resources
▪ Research community
▪ Research linkages
Outcomes  Excellent  Very Good  Good  Fair  Poor
▪ Highly functional and
relevant research
▪ Research Output of
faculty members –
publications in
refereed
journals/patents/polic
y papers
Effectiveness of  Good  Good practice  Good practices  Good practices  No good
implementation, based practices that in most in many in some practices
on outcomes make it a aspects aspects aspects
▪ Attaining institutional model system
goals
Rating 4 3 2 1 0
(Please encircle.)
104
Indicator: CREATIVE WORK AND/OR INNOVATION
Remarks Possible Sources of Evidence

CWI1 - Creative Work and/or Innovation
The institution contributes to national/regional development through its system for managing and developing creative
work14 and/or innovation15.
Presence of Systems o Strategic Plan of the HEI
The HEI has a system to 1) manage, o Description of the
develop, and assess creative work management
and/or innovation, and 2) provide an systems/procedures/structures
environment for faculty and students, o Consolidated summary
which is conducive to creativity and report on the following:
innovation.  Reports on utilization and impact
of research outputs
Extent of Implementation  Description of programs that
An office/person oversees the systems promote creative work and/or
and resources for creative work and/or innovation
innovation.  Description of how the learning
environment promotes creative
Administrators, faculty, and students work and/or innovation, e.g.,
regularly look for ways to create an writers’ workshops,
environment for creative work and/or faculty/student literary
innovation. publications, museum/gallery for
arts/devices/products, exhibits,
Faculty members have the competencies performances and productions
to guide students in their creative work  Reports of faculty creative work
and innovation. and innovation
Outcomes  Awards and recognitions of
Faculty members and students have students and faculty
recognitions for their creative work  Documentation of winning
14
Creative work includes but is not limited to literature, artwork, music, dance, drama, productions, architecture, and games and apps.
15
Innovation refers to a new method, idea, device, or product, which is replicable and applicable as a solution to a particular need.
105
and/or innovation, which contribute to pieces/products
socio-cultural awareness and o Recordings, videos,
national/regional development. films
o Faculty development
The HEI is a venue for discourse of reports
issues that are highlighted by the o Interview of faculty,
creative work and/or innovation. students, alumni, and employers
Effectiveness
There is evidence that faculty and
student creative work and innovation
bring the HEI closer to meeting its
institutional goals.
106
1. Presence of a system for managing and developing creative work and/or innovation
2. Extent to which this system is implemented
3. Outcomes of a system for managing and developing creative work and/or innovation
4. Effectiveness of a system for managing and developing creative work and/or innovation as shown by the quantity and
quality of outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for creative work and/or innovation, the weight of the assessment
goes to the quantity and quality of outcomes, impact on student performance and attainment of institutional goals.
6. Impact of creative work and/or innovation on teaching and learning and on national/regional development.
Please summarize the outcomes resulting from creative work and/or innovation.
107
Scoring Guide
 The HEI has all aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
environment for faculty and students, which is conducive to creativity and innovation.
 This system and its mechanisms, including support for resources and faculty training, are fully implemented.
 They result in excellent outcomes as shown by national/international recognitions for creative work/ innovation of faculty
and students.
 The institution demonstrates good practices that make their system for creative work and/or innovation a model for others.

 The HEI has most aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
 This system and its mechanisms, including support for resources and faculty training, are implemented to a great extent.
 They result in very good outcomes as shown by regional/national recognitions for creative work/ innovation of faculty and
students.
 The institution demonstrates good practices in most aspects of their system for creative work and/or innovation.
 The HEI has many aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
 This system and its mechanisms, including support for resources and faculty training, are implemented to a moderate extent.
 They result in good outcomes as shown by local/regional recognitions for creative work/ innovation of faculty and students.
 The institution demonstrates good practices in many aspects of their system for creative work and/or innovation.
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 The HEI has some aspects of a system to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
 This system and its mechanisms, including support for resources and faculty training, are implemented to a limited extent.
 They result in fair outcomes as shown by local recognitions for creative work/ innovation of faculty and students.
 The institution demonstrates good practices in some aspects of their system for creative work and/or innovation.

 There is no system/program to 1) manage, develop, and assess creative work and/or innovation, and 2) provide an
 They result in poor outcomes as shown by lack of creative work and/or innovation from the faculty and students.
 The institution does not demonstrate good practices in its system for creative work and/or innovation.
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Presence of  All aspects in  Most aspects in  Many aspects  Some aspects  No aspects in
System for place place in place in place place
Creative Work
and/or Innovation,
examples:
▪ Management of
Resources and
Outputs
▪ Management of
Environment
▪ Management extent extent extent
systems
▪ Resources
▪ Management of
Environment
▪ Creative work
and/or innovation
of faculty and
students
▪ Patents and/or
awards of faculty
and students
Effectiveness of  Good practices  Good practice  Good practices  Good practices  No good
implementation, that make it a in most in many in some practices
based on outcomes model system aspects aspects aspects
▪ Attaining
institutional goals
Rating 4 3 2 1 0
(Please encircle.)
110
Summary of Ratings
KRA 3: QUALITY OF PROFESSIONAL EXPOSURE, RESEARCH CAPABILITY, AND CREATIVE WORK
Indicators Presence of Extent of Outcomes Effectiveness Overall

Systems/ Implementation of Implement Ratings
Mechanisms ation
Indicator: Professional
Exposure
Indicator: Research
Capability
Indicator: Creative Work
and/or Innovation
111
KRA 4 – SUPPORT FOR STUDENTS
A. Core 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 groups, foreign students, and other special groups.
This section refers to the processes for recruitment, admission, and academic support of students, taking into
consideration special groups.
Possible outcomes: Diversity of student population, student quality, rate of retention, rate of completion
Criterion 2: Student Scholarships - The institution provides educational opportunities for the most able and
deserving students with support from student scholarships.
This section refers to the processes for promoting equity and access to tertiary education, by providing scholarships.
Possible outcomes: Scholar’s performance, completion rate, employment rate, self-employment opportunities
B. Core Indicator: Student Services
Criterion: The institution has programs for student services, to support the non-academic needs of the students.
This section refers to the structures and processes for delivering non-academic services for students.
Possible outcome: Performance of students, rate of completion, employment rate of graduates
112
Core 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 groups, foreign students, and other special groups.

EA1- Recruitment, Admission, and Academic Support
There is a diverse and motivated student population, which includes those from indigenous groups, the handicapped, low-
level income groups, foreign students, and other special groups.
Presence of Systems o Admission policies,
The HEI has a clear and transparent structures, and procedures
admission and placement system that o Recruitment efforts
matches student capabilities and o Admissions report
aptitudes to their programs. o Data on student
distribution by sector
There is an academic support system o Diagnostic tests for
that addresses special learning needs, special learning needs
adjustment issues, use of learning o Special programs
resources, etc.
o Programs and
activities with global and/or
There are clear policies and operational
multi-cultural themes
guidelines on the recruitment of and
o Report on student
support for special student groups
(Please see above). performance (rates of retention
and completion)
There are programs that provide foreign o International
students with effective orientation to linkages/twinning arrangements
the institution and the country, and o Interviews with
which allow them academic progression administrator for admissions
and integration with the community. and students
o Interview with foreign
Extent of Implementation students, when applicable
There are office(s)/person(s) in charge
113
of overseeing:
1) admission processes, including the

recruitment and selection of
students based on clear policies and
operational guidelines;
2) academic support processes,

including overall performance,
counseling, academic advisement,
faculty consultation, student tracking,
etc.
3) assistance to foreign students.
The institution encourages applications

from special groups (e.g., financially
disadvantaged, tribal groups, physically
challenged) and ensures that they are
given fair consideration.
Outcomes
Students are generally satisfied with
the diverse learning environment, and
academic support.
Students are able to complete their

programs.
Students gain exposure to diverse

traditions and perspectives.
Effectiveness
There is evidence that there are
114
opportunities for promoting multi-
cultural interaction and global
perspective, and brings the HEI closer
to achieving its VMG.
115
Criterion 1: RECRUITMENT, ADMISSION, AND ACADEMIC SUPPORT
1. Presence of a system for recruitment, admission, and academic support

2. Extent to which the system for recruitment, admission, and academic support is implemented
3. Outcomes of a system for recruitment, admission, and academic support
4. Effectiveness of the system for recruitment, admission, and academic support as shown by the quantity and quality of
outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for recruitment, admission, and academic support, the weight of the
assessment goes to the quantity and quality of outcomes, such as student performance and rate of completion, and
other measures leading to the attainment of institutional goals.
6. Impact of recruitment, admission, and academic support on the quality of students.
Please summarize the outcomes resulting from a clear system for recruitment, admission, and academic
support.
116
Scoring Guide
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 groups, foreign students, and other special groups.
 There are well-defined mechanisms for all aspects of recruitment, admissions, academic support and tracking of students.
 These mechanisms for recruitment, admissions, academic support and tracking of students are fully implemented.
 They result in excellent outcomes in terms of rates of retention and completion.
 The institution demonstrates good practices, which make their system for recruitment, admissions, and academic support, a
model for others.
 There are mechanisms for most aspects of recruitment, admissions, academic support, and tracking of students.
 These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a great
extent.
 They result in very good outcomes in terms of rates of retention and completion.
 The institution demonstrates good practices in most aspects of their system for recruitment, admissions, and academic
support.
 There are mechanisms for many aspects of recruitment, admissions, academic support, and tracking of students.
 These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a moderate
extent.
 They result in good outcomes in terms of rates of retention and completion.
 The institution demonstrates good practices in many aspects of their system for recruitment, admissions, and academic
support.
117
 There are mechanisms for some aspects of recruitment, admissions, academic support, and tracking of students.
 These mechanisms for recruitment, admissions, academic support and tracking of students are implemented to a limited
extent.
 They result in fair outcomes in terms of rates of retention and completion.
 The institution demonstrates good practices in some aspects of their system for recruitment, admissions, and academic
support.
 There are no mechanisms for recruitment, admissions, academic support, and tracking of students.
 They result in poor outcomes in terms of rates of retention and completion.
 The institution does not demonstrate good practices in recruitment, admissions, and academic support.
118
Recruitment,
Admission,
Academic Support
▪ Management extent extent extent
systems
▪ Resources
▪ Quality of
academic support
▪ Diversity of
student
population
▪ Student quality
▪ Rate of retention
▪ Rate of
completion
implementation, that make it a in most/all in many in some practices
▪ Developing
desired
competencies in
students
▪ Attaining
institutional goals
Rating 4 3 2 1 0
(Please encircle.)
119
Criterion 2: Student Scholarships
The institution provides educational opportunities for the most able and deserving students with support from
student scholarships.

EA2 - Student Scholarships:
Deserving students get an education through the institution’s scholarship program, which include various groups of
beneficiaries, including special groups. This does not include students who receive compensation for services rendered.
Presence of Systems o Scholarship report
The HEI has clear guidelines and o Scholarship guidelines
mechanisms for awarding student and procedures
scholarships, including recruitment, o Master list of
selection, support and tracking of scholarship beneficiaries and
scholars, fund-raising, and proper their programs of study
documentation. o Performance of
scholars (e.g., grades, rates of
Deserving students are selected based retention and completion)
on eligibility criteria and procedures for o List of scholar
the award of scholarships and study graduates and their current
grants. work/positions
o Data on progress of
Scholars gain maximum benefit due to
beneficiaries
guidance provided by the institution,
o Tracer studies
and complete their studies successfully
o Interviews with
within the prescribed period.
scholars/grantees, coordinator
for scholarships/grants,
Extent of Implementation
employers and alumni
There is an office/person in charge of
scholars/grantees
overseeing scholarships and the
scholars’ performance.
120
Outcomes
Scholars are employed, achieving the
aims of the scholarship program.
Effectiveness
There is evidence that scholars increase
the diversity of reach of the HEI, and
bring it closer to meeting its
121
Criterion 2: STUDENT SCHOLARSHIPS
1. Presence of a scholarship program

2. Extent to which scholarship program is implemented
3. Outcomes of scholarship program
4. Effectiveness of scholarship program as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for student scholarships, the weight of the assessment goes to the
quantity and quality of outcomes, such as impact on quality and diversity of students, and other measures leading to
the attainment of institutional goals.
6. Impact of student scholarships on the quality and diversity of students.
Please summarize the outcomes resulting from mechanisms for student scholarships.
122
Scoring Guide
Criterion 2: Student Scholarships - The institution provides educational opportunities for the most able and
deserving students with support from student scholarships.
 There are well-defined mechanisms for all aspects of a scholarship program, including recruitment, selection, support and
tracking of scholars, fund-raising, and proper documentation.
 These mechanisms for student scholarships are fully implemented
 They result in excellent outcomes in terms of performance and employment of scholars.
 The institution demonstrates good practices that make their scholarship program a model for others.
 There are well-defined mechanisms for most aspects of a scholarship program, including recruitment, selection, support and
 These mechanisms for student scholarships are implemented to a great extent.
 They result in very good outcomes in terms of performance and employment of scholars.
 The institution demonstrates good practices in most aspects of their scholarship program.
 There are well-defined mechanisms for many aspects of a scholarship program, including recruitment, selection, support and
 These mechanisms for student scholarships are implemented to a moderate extent.
 They result in good outcomes in terms of performance and employment of scholars.
 The institution demonstrates good practices in many aspects of their scholarship program.
 There are well-defined mechanisms for some aspects of a scholarship program, including recruitment, selection, support and
 These mechanisms for student scholarships are implemented to a limited extent.
 They result in fair outcomes in terms of performance and employment of scholars.
 The institution demonstrates good practices in some aspects of their scholarship program.
 There is no scholarship program in place.
 They result in poor outcomes in terms of performance and employment of scholars.
 The institution does not demonstrate good practices in its scholarship program.
123
Presence of System for  All aspects in  Most aspects  Many  Some  No aspects
Student Scholarships, place in place aspects in aspects in in place
including: place place
▪ Recruitment and selection
▪ Academic support/ tracking
▪ Fund-raising
Extent of Implementation  Fully  Implemented  Implemented  Implemented  Isolated
▪ Management systems implemented to a great to a to a limited initiatives
▪ Resources extent moderate extent
▪ Quality of academic support extent

▪ Scholars’ performance
▪ Scholar’s completion rate
▪ Scholars’ employment rate
▪ Scholar’s self-employment
opportunities
Effectiveness of  Good  Good practice  Good  Good  No good

implementation, based on practices in most practices in practices in practices
outcomes that make it aspects many some
▪ Developing diversity in a model aspects aspects
student population system
▪ Attaining institutional goals
Rating 4 3 2 1 0
(Please encircle.)
124
Core Indicator: STUDENT SERVICES

SS1-Non-academic Support:
Students improve performance because they have sufficient non-academic support, which help them overcome concerns
that may be affecting their ability to study.
Presence of Systems o Guidance programs

The HEI has clear structures for a o Summary of cases from
range of student services, including the Guidance Office, including
health and wellbeing, guidance and tracking of students
counseling, management of discipline, o Student Handbook
support for student activities, among o Report on student
others. affairs
o Special programs
Extent of Implementation o Report on infirmary
There are office(s)/person(s) in charge structure and use
of overseeing student services. o Interviews with
administrators, guidance
Special programs help enhance
counselors, students, and faculty
student development.
Students participate in assessment of

student services.
Outcomes
Student performance is enhanced
through non-academic support that
helps students adjust and focus.
Effectiveness
The outcomes on student performance
help the HEI to achieve targets in
125
desired student competencies.
SS1b - Placement Support:

Students are able to plan for their career/future through career orientation and job placement programs.
Presence of Systems o Job Placement
The HEI has clear structures for programs
placement services, supported by o Industry linkages
extensive industry linkages. o Report on placement
o Special programs
Extent of Implementation o Interviews with
There are office(s)/person(s) in charge employers, career counselors,
of overseeing placement services. students, and faculty
The office/person runs programs that

expose students to a wide range of
options in planning for the future.
The office/person maintains links with

employers to facilitate placement
opportunities.
Outcomes
The HEI’s placement support improves
employment rates of graduates.
Effectiveness
There is evidence that improved
employment rates help the HEI to
achieve targets in desired student
126
competencies.
127
Criterion 2: STUDENT SERVICES
1. Presence of student services that are efficient, effective, and responsive

2. Extent to which student services are implemented
3. Outcomes of student services
4. Effectiveness of student services as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. While it is important to have documented systems for student services, the weight of the assessment goes to the
quantity and quality of outcomes, such as impact on student performance, and other measures leading to the
attainment of institutional goals.
6. Impact of student services on the performance and development of students.
Please summarize the outcomes resulting from mechanisms for student services.
128
Scoring Guide
Core Indicator: STUDENT SERVICES
 The HEI has all aspects of student services, covering areas like health and wellbeing, guidance and counseling, management
of discipline, support for student activities, and placement services.
 The mechanisms for student services are fully implemented.
 They result in excellent outcomes, as seen in student performance and employment.
 The institution demonstrates good practices that make their programs for student services models for others.
 The HEI has most aspects of student services, covering areas like health and wellbeing, guidance and counseling,
management of discipline, support for student activities, and placement services.
 The mechanisms for student services are implemented to a great extent.
 They result in very good outcomes, as seen in student performance and employment.
 The institution demonstrates good practices in most aspects of their programs for student services.
 The HEI has many aspects of student services, covering areas like health and wellbeing, guidance and counseling,
 The mechanisms for student services are implemented to a moderate extent.
 They result in good outcomes, as seen in in student performance and employment.
 The institution demonstrates good practices in many aspects of their programs for student services.
 The HEI has some aspects of student services, covering areas like health and wellbeing, guidance and counseling,
 These mechanisms for student services are implemented to a limited extent.
 They result in fair outcomes, as seen in in student performance and employment.
 The institution demonstrates good practices in some of their programs for student services.

 There is no program for student services.
 They result in poor outcomes, as seen in in student performance and employment.
 The institution does not demonstrate good practices in its programs and mechanisms for student services.
129
Presence of System for Student  All aspects in  Most aspects  Many  Some  No
Services, including: place in place aspects in aspects in aspects in
▪ Health and wellbeing, place place place
▪ Guidance and counseling
▪ Management of discipline
▪ Support for student activities
▪ Placement
▪ Other support services
Extent of Implementation  Fully  Implemented  Implemented  Implemented  Isolated
▪ Programs implemented to a great to a to a limited initiatives
▪ Resources extent moderate extent
▪ Networks extent

▪ Performance of students
▪ Rate of completion
▪ Employment rate of graduates
Effectiveness of  Good  Good  Good  Good  No good

implementation, based on practices practice in practices in practices in practices
outcomes that make it most aspects many some
▪ Developing student a model aspects aspects
competencies in ideal graduate system
▪ Attaining institutional goals
Rating 4 3 2 1 0
(Please encircle.)
Summary of Ratings
130
KRA 4: SUPPORT FOR STUDENTS

Mechanisms
Core Indicator: Equity and

Access
Criterion 1: Recruitment,
Admission, and Academic
Support
Criterion 2: Student
Scholarships
Core Indicator: Student
Services
131
KRA 5 – RELATIONS WITH THE COMMUNITY
A. Core Indicator: Relevance of Programs
Criterion: The institution offers programs that take into consideration the social, cultural, economic, and/or
developmental needs of the country at 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.
This section refers to the structures and processes that promote local/ regional/ national development and global
competitiveness.
Possible outcomes: Improved employment rates; impact of programs on local, regional, and national development
B. Indicator: Networking and Linkages
Criterion: The institution is valued as a partner by other higher education institutions; professional, government,
and non-government organizations; and industry, within the Philippines and/or internationally.
This section refers to the structures and processes that promote and support partnership with other institutions.
Possible outcomes: Partnerships with other HEIs; professional, government and non-government organizations; and
industry that result in research, training, faculty development, student exchange, program funding
C. 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.
This section refers to the structures and processes that promote extension programs, which are relevant to the needs of
the community.
Possible outcomes: Impact of programs on communities as evidenced by any of the following: increased livelihood
programs, increased involvement of community members, and/or development of community leadership; impact of
programs on local, regional, and national development
132
Core Indicator: RELEVANCE OF PROGRAMS

RP1- Determining and Promoting Relevance:
The institution contributes to the achievement of local/ regional/ national priorities (e.g., poverty alleviation, environmental
management, health) through academic and extension programs.
Presence of Systems o Strategic plan of HEI,
The HEI has processes to ensure especially discussion on the
relevance of its academic and extension external environment, impact it
programs, including dialogue with wants to create
professional, industry, and other o Operational plan of
external groups, e.g., government and departments to see if the
non-government organizations, socio- Strategic Plan is cascaded to
civic and religious groups. them
o Progress reports/
These processes are well documented. accomplishment reports
o Proceedings of consultations/
Extent of Implementation minutes of the programs,
Specific offices/persons are responsible including feasibility studies and
for the implementation of these relevant researches
processes. o Report on student involvement
o Documents on the possible
The institution constantly responds to contribution to society
changing patterns and requirements of o Manuals or documents that
employment as well as to the needs of
specify policies and guidelines
the community.
o List of partnerships/consortia
o MOAs, MOUs
Outcomes
The nature of the academic and o Linkage programs
extension programs reflect the HEI o Proceedings of consultations/
133
type: dialogues
o Minutes of curricular revisions/
Professional Institution – Professional updating
Competencies o Job Placement programs
College – Creative Work and/or o Tracer studies
Innovation o Report on placement /
University – Research employment
o Interviews with employers,
Effectiveness faculty, and students
There is evidence that improved
employment rates and impact on
communities help the HEI to achieve
targets in desired student
competencies.
134
1. Presence of processes to ensure relevance of its academic and extension programs

2. Extent to which these processes are implemented
3. Outcomes of relevant academic and extension programs
4. Effectiveness of relevant academic and extension programs as shown by the quantity and quality of outcomes and
5. While it is important to have documented systems for academic and extension programs, the weight of the
assessment goes to the quantity and quality of outcomes, impact on partner communities, and attainment of
6. Impact of academic and extension programs on teaching and learning.
Please summarize the outcomes resulting from relevant academic and extension programs.
135
Scoring Guide
 All aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of
society, are in place.
 They result in excellent outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution demonstrates good practices that make their mechanisms for ensuring program relevance models for others.
 Most aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of
society, are in place.
 They result in very good outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution demonstrates good practices in most aspects of their mechanisms for ensuring program relevance.
 Many aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs
of society, are in place.
 They result in good outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution demonstrates good practices many aspects of their mechanisms for ensuring program relevance.
 Some aspects of mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs
of society, are in place.
 They result in fair outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
 The institution demonstrates good practices in some of their mechanisms for ensuring program relevance.
 There are no mechanisms to ensure the relevance of programs to social, cultural, economic and/or developmental needs of
society.
 They result in poor outcomes, as shown by the impact on the sectors served and degree of competitiveness of the HEI.
136
 The institution does not demonstrate good practices in their mechanisms for ensuring program relevance.
Ensuring Program
Relevance
extent extent extent
▪ Improved
employment rates
▪ Impact of
programs on
local, regional,
and national
development
▪ Attaining
institutional goals
Rating 4 3 2 1 0
(Please encircle.)
137
Indicator: NETWORKING AND LINKAGES
NL1- Networking and Linkages:
The institution’s partner institutions and consortium arrangements contribute to the achievement of its mission and the
success of its programs.
Presence of Systems o Strategic Plan of HEI
The HEI has a strategy and clear o MOAs, MOUs
mechanisms for forging and o List of partnerships/
maintaining linkages and networks that consortium arrangements
promote programs in research/ o Membership in
training/ exposure/ extension, etc. networks and associations
o Report on network
Extent of Implementation development
There is an office/person in charge of o Report on
overseeing the mechanisms for accomplishments
networks and linkages. o Interviews with top-
level management,
Departments participate actively in the
representatives of partner
activities with partner institutions.
institutions, faculty, and
students on network or linkage
Outcomes
coordination
The institution benefits from its
partnerships, such as acquisition of
expertise and possible funding.
In particular, Universities and

Professional Institutions benefit from
research, further faculty and student
training, and/or program funding.
Effectiveness
There is evidence that networks and
138
linkages help the HEI to achieve its
139
1. Presence of a strategy and mechanisms for networking and linkages

2. Extent to which the strategy and mechanisms are implemented
3. Outcomes of networking and linkages
4. Effectiveness of networking and linkages as shown by the quantity and quality of outcomes and achieving the HEI’s
VMG
5. While it is important to have documented systems for networks and linkages, the weight of the assessment goes to
the quantity and quality of outcomes, impact on faculty and student competencies, and attainment of institutional
goals.
6. Impact of networks and linkages on research and expertise among faculty and students of the HEI.
Please summarize the outcomes resulting from active network and linkages.
140
Scoring Guide
 All aspects of a plan and its mechanisms for networking and linkages are in place.
 The plan and mechanisms for networking and linkages are fully implemented.
 The networks and linkages result in excellent partnerships with local, national, and international institutions.
 The institution demonstrates good practices that make their networks and linkages a model for others.
 Most aspects of a plan and its mechanisms for networking and linkages are in place.
 The plan and mechanisms for networking and linkages are implemented to a great extent.
 The networks and linkages result in very good partnerships with local, national, and international institutions.
 The institution demonstrates good practices in most aspects of their networks and linkages.
 Many aspects of a plan and its mechanisms for networking and linkages are in place.
 The plan and mechanisms for networking and linkages are implemented to a moderate extent.
 The networks and linkages result in good partnerships with local, national, and international institutions.
 The institution demonstrates good practices in many aspects of their networks and linkages.
 Some aspects of a plan and its mechanisms for networking and linkages are in place.
 The plan and mechanisms for networking and linkages are implemented to a limited extent.
 The networks and linkages result in fair partnerships with local, national, and international institutions.
 The institution demonstrates good practices in some aspects of their networks and linkages.

 There is no plan/mechanism for networking and linkages.
 The system results in poor partnership even at the local level.
 The institution does not demonstrate good practices in its networking and linkages.
141
Networking and
Linkages
including:
▪ Extensiveness
▪ Strength
▪ Sustainability
▪ Partnerships with
other HEIs;
professional,
government and
non-government
organizations;
and industry that
result in research,
training, faculty
development,
student
exchange,
program funding
▪ Attaining
institutional goals
Rating 4 3 2 1 0
(Please encircle.)
142
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.
EP1-Extension and Outreach:
The institution contributes to local/ regional/ national development through its extension programs.
Presence of Systems o Consolidated summary
The HEI has a comprehensive plan and report on the following:
clear mechanisms for its extension  Needs assessment reports
programs that promote  Community Development Plan
local/regional/national development.  Extension/Outreach Program
reports (agenda/ programs/
Extent of Implementation beneficiaries/ impact/ etc.)
There is an office/person in charge of  Service learning reports,
overseeing the mechanisms and when applicable
support for its extension programs.  Impact16 assessment
 Financial allocation for
Faculty and students participate extension programs
actively in the extension activities,  Inventory of resources
including service-learning courses17. o Strategic plan
o Organizational
The HEI aligns its extension program structure related to extension
with its instruction and other academic programs
activities according to its type: o Activity reports
 Professional Institution - application (including results of the
of skills and competencies evaluation)
 College – use of creativity and o MOA with community
innovation and external groups that
 University – use of research results provide assistance
16
Impact refers to the changes in a community/organization/agency that can be attributed to the program.
17
Service learning is a learning approach that integrates formal instruction with community service through the application of competencies to support
the work of a community, local organizations, or LGUs.
143
Outcomes o Evidence of assistance
The institution contributes to provided by external groups
local/regional/national development. o Interviews with
extension personnel,
Effectiveness beneficiaries, faculty, and
There is evidence that community students
extension programs help the HEI to
achieve its institutional goals.
144
1. Presence of extension program(s) that contribute to local/regional/national development
2. Extent to which the extension program is implemented
3. Outcomes of the extension program(s)
4. Effectiveness of the extension program as shown by the quantity and quality of outcomes and achieving the HEI’s VMG
5. Impact of extension programs on the local/regional/national development as well as development of faculty and
students of the HEI.
6. While it is important to have documented systems for extension programs, the weight of the assessment goes to the
quantity and quality of outcomes, impact on the local/regional/national development, and attainment of institutional
goals.
Please summarize the outcomes resulting from relevant extension programs.
145
Scoring Guide
Criterion: The institution is valued by its local community as provider of extension programs that are responsive
to the needs of the community, for people empowerment and self-reliance.
 All aspects of extension/outreach programs, which are highly responsive to the needs of the community, are in place.
 Plans and mechanisms of extension programs are fully implemented.
 These extension programs result in excellent outcomes in relation to local, regional, and/or national development.
 The institution demonstrates best practices that make their extension programs models for others.
 Most aspects of extension/outreach programs, which are responsive to the needs of the community, are in place.
 Plans and mechanisms of extension programs are implemented to a great extent.
 These extension programs result in very good outcomes in relation to local, regional, and/or national development.
 The institution demonstrates best practices in many aspects or good practices in most/all aspects of their extension
programs.
 Many aspects of extension/outreach programs are in place.
 Plans and mechanisms of extension programs are implemented to a moderate extent.
 These extension programs result in good outcomes in relation to local and/or regional development.
 The institution demonstrates best practices in few aspects or good practices in many aspects of their extension
programs.
 Some aspects of extension/outreach programs are in place.
 Plans and mechanisms of extension programs are implemented to a limited extent.
 These extension programs result in fair outcomes in relation to local development.
 The institution demonstrates good practices in some aspects of their extension programs.

 There are no extension programs in place.
 These extension programs result in poor outcomes even in relation to local development.
 The institution does not demonstrate good practices in its extension/outreach programs.
146
Presence of System  All aspects in  Most aspects  Many aspects  Some aspects  No aspects in
for Extension place in place in place in place place
Programs
▪ Impact of programs
on communities as
evidenced by any of
the following:
increased livelihood
programs, increased
involvement of
community members,
and/or development
of community
leadership
▪ Impact on
local/regional/nationa
l development
Effectiveness of  Best practices  Best practices  Best practices  Good practices  No good
implementation, that make it a in many in few aspects in some practices
based on outcomes model system aspects or or aspects
▪ Contribution to Good practice Good practices
society in most/all in many
▪ Attaining institutional aspects aspects
goals
Rating 4 3 2 1 0
(Please encircle.)
147
Summary of Ratings
KRA 5: RELATIONS WITH THE COMMUNITY

Mechanisms
Core Indicator: Relevance of

Programs
Indicator: Networking and
Linkages
Indicator: Extension
Programs
148

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INSTITUTIONAL SUSTAINABILITY ASSESSMENT

AN INTERNAL QUALITY ASSURANCE (IQA) TOOL

COMMISSION ON HIGHER EDUCATION

Published by the Commission on Higher Education (CHED)

© Commission on Higher Education 2017

The CHED is committed to widely disseminate this

The ISA SED can be downloaded in PDF and Word formats

KRA 4 – SUPPORT FOR STUDENTS...................110

 The maintenance, development, and critical appraisal of cultural values; and

 Preparation of individuals to play an active role in society

 Desired competency of graduates

 Autonomous (By Evaluation)

Institutional Sustainability and Quality Assurance

The Assessment Framework

Visit of the Review Team

The Conduct of the Visit

 Quality of Teaching and Learning:

 Support for Students:

After the Visit

2. The ISA SED is composed of several parts:

Aggregate data for the whole institution should be presented for:

Data broken down by program should be available to reviewers on request.

KRA 4: Core Criterion 1: Recruitment, EA1- Recruitment,  Diversity of student

Name of the HEI

HEI Type ☐ Professional Institution ☐ College ☐ University

Do you belong to a higher ☐ Yes ☐ No

Name of Contact Person

Tel No. (land line)

Date of submission of ISA

Names and Positions of Leader/Chair:

1. Vision, Mission, and Goals (VMG)

A. Core Indicator: Governance

B. Core Indicator: Management

Presence of Systems o Relevant

Stakeholders are satisfied with the

Other relevant information:

G1b - Strategic Vision:

Presence of Systems o Strategic

There is a clear articulation of who are

The organization demonstrates robust

Other relevant information:

Other relevant information:

G1d - Awareness and Management of Risk:

Other relevant information:

G1e - Effective Monitoring of Performance:

 The strategic management of the

Programs are kept current and relevant

Core Indicator: GOVERNANCE

Please summarize the outcomes resulting from effective governance.

Core Indicator: GOVERNANCE

The HEI has responsive, innovative programs

Other relevant information:

Presence of Systems o Relevant

Other relevant information:

M1c - Quality Assurance Arrangements:

Other relevant information:

Notes on the Presentation of Evidence

Core Indicator: MANAGEMENT

Please summarize the outcomes resulting from effective management.

Core Indicator: MANAGEMENT

Remarks Possible Sources of

Presence of Systems o Data on

EF1b - Resource Generation Strategies: