Table of Contents

GSC

GSC brief history…………………………………………………………………………………………. 3

Vision and Vision…………………………………………………………………………………………. 4

Accreditation: an overview……………………………………………………………………………………… 4
Why is accreditation important? ……………………………………………………………………. 5

PAASCU: an overview………………………………………………………………………………………………5
PAASCU’s objectives……………………………………………………………………………………….5

The accreditation process and levels…………………………………………………………………………..5

Accreditation process………………………………………………………………………………………6
How are educational programs classified by CHED? ………………………………………….8
What are the benefits and incentives for the various levels? ……………………………..9
Step in PAASCU accreditation possible decision………………………………………………..10
What happens to a school or program after receiving full accreditation status?
……………………………………………………………………………………………………………………11
How long is the extension period given to an institution who fails to schedule a
resurvey visit within the prescribed time? ……………………………………………………….12
What happens to the accreditation status of an institution which fails to schedule a
resurvey visit? ………………………………………………………………………………………………12
What steps should the school take in preparing for a survey visit? …………………….12
What happens during the survey visit? ……………………………………………………………16
Activities take place during the actual visit……………………………………………………….17
The wrap-up or the final evaluation session……………………………………………………..19
Arriving at the final decision……………………………………………………………………………20
What happens after visit? ……………………………………………………………………………..21

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Process of institution……………………………………………………………………………………………….22

ACSCU: an overview………………………………………………………………………………………………24

Accreditation process…………………………………………………………………………………….24
What steps should the school take in preparing for accreditation? ……………………24

PEAC
Senior high school voluntary certification
Preparation guide for the in-person SHS voluntary certification visit
What steps should the school take in preparing for in person visit of certifiers?
Certification-compliance rules

Importance of accreditation to institution

OVPAA
Accreditation roadmap
Departmental duties and responsibilities
SWOT analysis of internal and external auditors
References
Appendices

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Brief History:
It isn’t every day that an Austrian-trained doctor opts to go back to the previous
of his birth to spread his expertise there. Vienna was where Dr. Peregrin P. De Guzman,
Sr., EENT finished his medical degree, making him one of the first foreign-trained
medical specialists in Nueva Ecija. Despite the lure of offers to practice medicine in
Manila, Dr. Peregrin’s heart lay in Cabanatuan City and in the regions of the North. In his
early days, patients from as far as Isabela province flocked to his clinic for care.
In 1973 upon his retirement, along with his business-savvy wife, Catalina Tinio-De
Guzman, Dr. De Guzman founded the GOOD SAMARITAN COLLEGES (GSC) first as a
school of midwifery with only 90 students at that time. In 1977, the nursing program
that would become this school’s flagship followed.
In compliance with the law then stating that a college of nursing must have its
own hospital, the couple set up the Nueva Ecija Good Samaritan Hospital, Inc.
(NEGSHI). Even after the law was abridged, the couple noted that NEGSHI was not only
serving the community but had also become a premium training ground for their
students. It was 1978 when the NEGSH was inaugurated.
The GSC Integrated School was established in School Year 1979-1980 in order to
answer the need to provide quality primary and secondary education. In 1992, GSC
opened its elementary department with 56 students and 5 teachers. It received its
government recognition in 1994, and graduated its first batch in 1995. The Good
Samaritan Colleges Grade School applied for initial accreditation in 1996 and was
granted Level 1 status. Level II status was given in 1998.
The Pre-School Department was opened on June 16, 1980. There were two
teachers under the supervision of the Director of the Pre-School Department. In 2002,
the preschool became integrated with the grade school and high school program of
GSC. Prof. Vicenta Marcelo became the principal of the GSC Integrated School in 2003.
The school followed the BEC program of the DepEd which was adopted SY 2002-2003.
It enriched its course offering by integrating the Accelerated Reading Program of
EduQuest, by using IT in its presentation of lessons. Presently the school is
implementing the K-12 Curriculum.
The next 16 years saw GSC expanding to include several health care courses,
such as BS Radiological Technology (1985), Associate in Pulmonary Therapy (1989), BS
Physical Therapy (1993), BS Medical Technology (1993), BS Computer Science (1995),
BS Respiratory Therapy (2000), Caregiver Course (2001) and BS Education: BSEd and
BEEd (2002), BA Communication (2007), BS Travel Management, BS Hotel and
Restaurant Management (2009).

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 Today, celebrating more than forty years in the industry, GSC is consistently
striving to live up to the ideals of compassion, competence, and commitment and is
continuously improving its programs, facilities, and services to best cater to the needs
of its students and the community at large.

VISION
GSC envisions to be one of the leading educational institutions in the region
providing graduates who are highly competent and committed to compassionate service.
MISSION
GSC aim to provide excellence in service and a learner-centered environment that
meets global standards.

ACCREDITATION: AN OVERVIEW
Introduction:
In brief, accreditation is a concept, a process and a status:
As a concept, accreditation:
• Is a means of self-regulation that focuses on evaluation and the continuing
improvement of educational quality.
• Provides the structure for public accountability and a way of ensuring that
educational institutions will continuously seek ways to upgrade and enhance the
quality of education and training they provide.
As a process, accreditation:
• Is a voluntary process based on the principles of academic self-governance.
• Is also a quality assurance and collegial process under which an institution’s
and/or program’s quality, services, and operations are examined through
self-evaluation and external review by one’s peers.
In terms of status, accreditation:
• Provides public notification that an institution or program meets commonly
accepted standards of quality or excellence set forth by the accrediting
organization granting the accreditation.
• Increases opportunities for public and private funding for the institution, faculty
members, and students.
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 • Enhances the institution’s credibility and reputation.

WHY IS ACCREDITATION IMPORTANT?

Accreditation is important because it:
• Provides an educational institution with the opportunity for critical self- analysis
leading to improvements in quality, services, and operations.
• provides public certification that an institution or program has attained standards
above those prescribed by government agencies and stimulates that institution or
program to work towards ensuring quality education and services at all times.
• Fosters educational excellence through the development of principles and
guidelines for assessing educational effectiveness.
In the journey towards excellence, the Good Samaritan Colleges has proudly garnered
accreditation from three esteemed agencies: PAASCU, ACSCU-ACI, and PEAC. These
three accrediting agencies underscore unwavering dedication to upholding superior
standards in education and service delivery.

PAASCU: AN OVERVIEW
The Philippine Accrediting Association of Schools, Colleges and Universities or
what is more popularly known as PAASCU is a private, voluntary, non-profit and non-
stock corporation registered with the Securities and Exchange Commission (SEC).
PAASCU conducts both program and institutional accreditation of programs and
institutions which meet accepted standards of quality education, services and
operations.
PAASCU is one of the accrediting agencies recognized by the Department of Education
(DepEd) and the Commission on Higher Education (CHED) of the Philippines and one of
the three (3) accrediting agencies that is federated with the Federation of Accrediting
Agencies of the Philippines (FAAP). FAAP is authorized by the CHED to certify the levels
of accredited programs for the purpose of granting progressive deregulation, autonomy
and other benefits.
PAASCU’s OBJECTIVES ARE AS FOLLOWS:
1. To stimulate and integrate the efforts of institutions to elevate the standards of
education in the Philippines.
2. To strengthen the capabilities of educational institutions for service to the nation.

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 3. To identify educational institutions which meet or exceed stated criteria of
educational quality.
4. To encourage and assist institutions which have the potential and interest to
improve them through continuing evaluation and self-surveys.
5. To provide counsel and assistance to established and developing institutions and
programs.
6. To provide a basis for institutional relationships, particularly in the transfer of
students.
7. To provide guidance to students and parents in the choice of institutions and
programs.
8. To attract financial aid from government and other sources for accredited
programs and schools applying for accreditation.
9. To assist schools in their quest for regional and international recognition of their
academic program; and
10. To network with national and international organization involved in quality
assurance.
ACCREDITATION PROCESS
The accreditation process is a formal evaluation and recognition procedure used
to assess the quality, competency, and standards compliance of organizations,
institutions, programs, or individuals within a particular field of industry. It typically
involves a thorough review of policies, procedures, curriculum, facilities, and other
relevant factors to ensure that they meet established criteria and standards set by
accrediting bodies or agencies. This accreditation can be important for institutions to
demonstrate their credibility and quality to students, parents, and other stakeholders.
An institution or program seeking accreditation status from PAASCU must complete six
(6) major steps in the accreditation process. These steps are as follows:
1. The Institutional Self-Survey-This first step of the process is a thorough,
rigorous and comprehensive self- assessment of the institution’s educational
resources and effectiveness made by in-house members of the school. Such
an institutional survey or self-evaluation is a major enterprise that takes at
least six (6) months to complete. With the use of the self-survey forms,
members of area committees appointed by administration conduct a fair and
objective assessment of how well the institution has achieved its philosophy
and objectives for the purpose of self-improvement.

The self-study also documents how the institution or program meets the
standards of PAASCU. The results of the institution’s self-assessment are
thereafter presented to PAASCU in the Self-Survey Report which records and
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 describes the salient features that surfaced from said self-assessment. This
Self-Survey Report together with certain specified institutional materials such
as the college catalog and manuals, completed data forms, among others, serve
as basis for evaluation by an on-site team of peer evaluators, who are
administrators and faculty from other accredited colleges and universities.

It must be noted that compliance with PAASCU criteria, standards and

requirements is essential for gaining and maintaining accreditation with
PAASCU. The requirements establish a level of development required of an
institution or program seeking initial or continued accreditation.

2. The Consultancy Visit (prior to Preliminary Visit)- A school applying for a

Preliminary Survey is not placed on the visit-ready list until PAASCU has sent a
consultant to review the school’s application and institutional self-study
survey report. The consultant’s taskis to assist the applicant school in
properly accomplishing the survey forms and in determining whether or not
the school has complied with PAASCU requirements and standards. The
consultant also assists the school in identifying the documents that should be
prepared and exhibited for the Visiting Team. Based on the consultant’s
assessment, he or she then informs PAASCU of the earliest time the school
can be visited by the survey team for a Preliminary Survey.
3. The Pre-Survey (Preliminary) Visit- In this step, a group of five (5) to eight (8)
academics specially trained as accreditors and with the expertise in the
program or programs to be evaluated visits the school. Typically lasting two
(2) days and following PAASCU procedures, the on-site evaluation seeks to
assess the school in light of the self-survey based on the standards for
accreditation. This Pre-Survey Team takes a general look at the school
situation, validates the Self-Survey through interviews with school members
and examination of school documents/exhibits on-site, studies the
recommendations presented in the Self-Survey Report, cites what it finds to
be the best features of the different areas and makes recommendations of its
own where necessary. Once a school or program is judged ready for a Formal
Survey Visit, it is granted “Candidate” status for a two (2)-year period.
4. The Formal Survey Visit- the Formal Survey Visit is conducted by a Team of
from six (6) to eight (8) accreditors not earlier than six (6) months after the
Pre-Survey (Preliminary) Visit. The Visit usually lasts for two (2) days and
follows the same process of interviewing school members and examining
school documents/exhibits. The accreditors, however, now cite the action
taken by the school on the recommendations given by the Preliminary Survey

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 Team. As in the Pre-Survey Visit, the team also identifies the areas’ best
features and makes its own recommendations where necessary. A school or
program granted formal accreditation is given Level I accredited status for a
period of three (3) years.
5. Initial Accreditation Status Granted- Upon favorable evaluation and
recommendation by the Formal Survey Team, the PAASCU Board of Directors
grants initial accreditation for a period of three (3) years. Accreditation
indicates overall excellence in the delivery of programs and services and that
the program or institution has no major deficiencies that compromise its
educational effectiveness. With this initial accreditation, the institution
becomes a full member of PAASCU.
6. Full Accreditation Status Granted- After the three (3)-year period, the
institution/program undertakes another institutional self-evaluation and is
visited by a Re-Survey Team. A favorable re- evaluation after the initial 3-year
accreditation period merits for the institution/ program full accreditation for a
period of five (5) years. Full accreditation indicates optimal compliance with
PAASCU criteria/standards and demonstrates the institution’s/program’s
overall excellence in the delivery of programs and services. The institution or
program is also granted Level II re-accredited status at this time.

HOW ARE EDUCATIONAL PROGRAMS CLASSIFIED BY CHED?

For purposes of progressive deregulation and the grant of other benefits, CHED Order
No.1 s. 2005 (Revised Policies on Voluntary Accreditation in Aid of Quality and
Excellence in Higher Education) classifies educational programs into:
1. Candidate Status – for programs which have undergone a preliminary survey
visit and are certified by the federation/network as being capable of acquiring
accredited status within two years;
2. Level I Accredited Status – for programs which have been granted initial
accreditation after a formal survey by the accrediting agency and duly certified by
the accreditation federation/network, effective for a period of three years;
3. Level II Re-Accredited Status – for programs which have been re-accredited
by the accrediting agency and duly certified by the accreditation
federation/network, effective for a period of three or five years based on the
appraisal of the accrediting agency;
4. Level III Re-accredited Status – for programs which have been re-accredited and
have met the additional criteria/guidelines set by the federation/network for this
level;
5. Level IV Accredited Status – accredited programs which are highly respected as
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 very high quality academic programs in the Philippines and with prestige and
authority comparable to similar programs in excellent foreign universities.
WHAT ARE THE BENEFITS AND INCENTIVES FOR THE VARIOUS LEVELS?
A. Level I/ Level II:
1. Full administrative deregulation, provided that reports of promotion of students
and lists of graduates are available for review by CHED at all times.
2. Financial deregulation in terms of setting tuition and other school fees and
charges.
3. Authority to revise the curriculum without CHED approval provided that
CHED and Professional Regulation Commission minimum requirements and
guidelines, where applicable, are complied with and the revised curriculum is
submitted to CHED Regional Offices.
4. Authority to graduate students from accredited courses or programs of study in
the levels accredited without prior approval of the CHED and without need for
Special Orders.
5. Priority in the awards of grants/subsidies or funding assistance from CHED-
Higher Education Development (HEDF) for scholarships and faculty development,
facilities improvement and other development programs.
6. Right to use on its publications or advertisements the word “ACCREDITED”
pursuant to CHED policies and rules.
7. Limited visitation, inspection and/or supervision by CHED supervisory personnel
or representatives.

B. Level III:
1. Full administrative deregulation, provided that reports of promotion of students
and lists of graduates are available for review by CHED at all times.
2. Financial deregulation in terms of setting tuition and other school fees and
charges.
3. Authority to revise the curriculum without CHED approval provided that
CHED and Professional Regulation Commission minimum requirements and
guidelines, where applicable, are complied with and the revised curriculum is
submitted to CHED Regional Offices.
4. Authority to graduate students from accredited courses or programs of study in
the levels accredited without prior approval of the CHED and without need for
Special Orders.
5. Priority in the awards of grants/subsidies or funding assistance from CHED-
Higher Education Development (HEDF) for scholarships and faculty development,

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 facilities improvement and other development programs.
6. Right to use on its publications or advertisements the word “ACCREDITED”
pursuant to CHED policies and rules.
7. Limited visitation, inspection and/or supervision by CHED supervisory personnel
or representatives.
C. Level IV:
1. All the benefits for Levels I, II and III.
2. Grant of full autonomy for the program for the duration of its Level IV accredited
status.
3. Authority to offer new graduate programs allied to existing Level IV courses, open
learning/ distance education and extension classes without need for prior
approval by CHED provided that the concerned CHEDRO is duly informed

STEP IN PAASCU ACCREDITATION POSSIBLE

DECISION

Preliminary Survey Visit

a. Eligible for Formal Survey after six (6) months to one (1) year
b. Eligible for Formal Survey after one (1) year
c. Consultancy Visit after one (1) year for the following areas (areas are
identified)
d. Consultancy Visit after one (1) year to determine readiness for a Formal
Survey
e. Second Preliminary Visit
Formal Survey Visit
a. Initial accreditation for three (3) years
b. Accreditation not granted (reason/s for denial must be given)

Re-Survey Visit
a. Re-accreditation for five (5) years*
b. Re-accreditation for five (5) years with written progress report
on the year for the following
area/s:
c. Re-accreditation for five (5) years with interim visit on the year
for the following area/s:
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 d. Re-accreditation for five (5) years with interim visit on the year
e. Re-accreditation deferred

WHAT HAPPENS TO A SCHOOL OR PROGRAM AFTER RECEIVING FULL

ACCREDITATION STATUS?
Schools after being granted full accreditation status should expect to undertake periodic
re-surveys after certain periods of time based on the recommendation of the last
PAASCU accreditation survey team. The re-surveys allow schools to fulfill their
commitment to educational quality and thus (the assurance that if they do so, they can)
retain their re-accreditation status.
An institution or program with a “clean” Re-Survey Visit, meaning no progress report or
interim visit is required within the five (5)-year accreditation period, may then apply to
PAASCU for Level III status by submitting evidence or reports of fulfillment of the
requirements. An institution/program granted Level III accredited status will need to
undergo another re-survey visit with “clean accreditation” granted to it prior to it
being eligible to apply for Level IV accredited status. Said institution should provide
adequate documentation in support of its application for Level IV accredited status.
Consultancy visit
There are two (2) kinds of Consultancy Visits undertaken by PAASCU. The first is when
an institution requests assistance from PAASCU in its preparations for the Survey Visit.
In this instance, PAASCU normally sends at least one of its accreditors as consultant to
address the accreditation concerns/needs of the requesting school.
The second type is when a Visiting Team undertaking a Preliminary Survey recommends
a “Consultancy Visit” because it observes deficiencies in one or more areas of the
institution/program.
Interim visit
An Interim Visit is recommended when the said team observes major deficiencies in an
area or areas indicating that the institution/program failed to substantially comply with
PAASCU accreditation criteria/standards. An Interim Visit also signifies that the major
deficiencies have compromised the educational effectiveness of the institution/program.

Accreditation is deferred
When an institution/program’s re-accreditation is deferred, it implies that the
institution/program has failed to fully comply with accreditation standards. The
institution should work on its deficiencies and strive to regain its accredited status
within a period of one year. Otherwise, its accredited status will expire.
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HOW LONG IS THE EXTENSION PERIOD GIVEN TO AN INSTITUTION WHO
FAILS TO SCHEDULE A RESURVEY VISIT WITHIN THE PRESCRIBED TIME?
Before the end of its expiry date, an accredited program on any level (Levels I, II, III
and IV) should be visited by a Resurvey Team. Should the institution or program fail to
undergo a Resurvey Visit within the prescribed time, it is given a grace period of six (6)
months to one (1) year within which time the visit should take place. The grace period
is only a one-time extension.
WHAT HAPPENS TO THE ACCREDITATION STATUS OF AN INSTITUTION WHICH
FAILS TO SCHEDULE A RESURVEY VISIT?
If the institution/program does not schedule a Resurvey Visit within the prescribed
time, its accredited status will lapse.
THE ACCREDITATION PROCESS: THE ACTUAL VISIT
As earlier mentioned the actual survey visit may either be a preliminary visit, a formal
visit or a resurvey of the various programs. In all the visits, a survey team is formed to
evaluate the institution based on the institutional self-survey report and other
documents submitted for the use of the survey team. It has to be borne in mind that
accreditation requirements are always higher than the minimum requirements set by the
government. Thus, PAASCU has its own set of standards for accreditation.
WHAT STEPS SHOULD THE SCHOOL TAKE IN PREPARING FOR A SURVEY VISIT?
The following steps are taken to prepare for the survey visit:
A. Official Notification
 For a Preliminary Survey Report, Quality Assurance Unit under the Office of Vice
President of Academic Affairs will officially notifies PAASCU through its
Executive Director of its intent to undergo the accreditation process. Since this
is the first attempt of the school, as mentioned earlier, it will be considered to
be on candidate status.
 After the notification, the institution secures the survey forms or the principal
instrument for the institutional self-survey.
 For a formal survey or a resurvey, the school is reminded by PAASCU that it is
due for a visit. The school responds and gives some tentative dates for the
scheduled visit.
 PAASCU then officially replies and confirms the date of the actual visit.

B. Designation of the Self-Survey Executive

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  A self-survey executive is assigned to oversee the whole accreditation process.
C. Revisiting the Philosophy, goals, and objectives of the institution and the objectives
of the program under survey
 At the institutional level, a multi-sectoral group is created to meet and
reviews the institutions philosophy, purposes and objectives to ensure remain
relevant and applicable to the needs of the academic community.
D. Formation of Committees for the Areas
 The institution then starts forming committees for each area.
 In examining each area, two (2) groups of different individuals are formed to
analyze the criteria for each sub-section of the area and evaluate the area sub-
sections based on the analysis made. These two (2) groups are:
 The Analysis Group- This group reviews the survey form paying particular
attention to the Analysis Section of the form.Said Analysis Section consists of the
provisions, conditions and characteristics found in good schools.
 The Evaluation Group- The purpose of this group is to thoroughly study and verify
the assessment done by the Analysis group.
 The Evaluation group makes a judgment on what the analysis group has written
and gives the rating that is based on their assessment of claims made in the
written documents prepared by the Analysis group. The following ratings will be
used:

5 Excellent: the provisions or conditions are extensive and

functioning excellently
4 Very Good:
a. the provisions or conditions are extensive and functioning well
b. the provisions or conditions are moderately extensive but are functioning
excellently
3- Good: the provisions or conditions are moderately extensive

2 - Fair:

a. the provisions or conditions are moderately extensive but are functioning

poorly, or
b. the provisions or conditions are limited in extent but are functioning well

1 - Poor: the provisions or conditions are limited in extent and are functioning poorly

M - Missing: the provisions or conditions are missing but needed

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O - Does not apply: the provisions or conditions are missing but do not apply or
are not desirable

E. Identifying the Best Features for the Various Areas

 After the self-survey area reports are done, the various committees start
formulating the “Best Features” of their assigned areas. These are the strong
points that the committees members feel make the institution unique and
different from the other institutions in this particular area.

It has to be borne in mind that Best Features are those aspects that are really
outstanding and not simply features that are expected of any school.
F. Determining Recommendations per Area
 After determining what the “Best Features” of the institution are, the team is
now ready to look into what it considers the weaknesses in each area. The ratings
of the Evaluation group as well as the statements found in the “Comments” after
each section will help determine what these areas for improvement are. Thus,
the self-survey recommendations will be an assurance that the institution has
objectively looked at the institution with the view of instituting and implementing
changes that would really help it in achieving its goal of quality education.
G. Rating the Areas and Computing for the Statistical Summary:
 For Preliminary Surveys, the team does not give ratings but simply identifies the
areas’ Best Features and Recommendations. These are then used as bases
for determining the
institution’s readiness for a formal survey as attested to by a designated
PAASCU Consultant and/or a Formal Survey Team.
 For Formal Surveys and Resurveys, after all the recommendations are given for
each area, the Area Chair is now ready to compute and give the rating for the
area. All these ratings are then summarized and transferred in the Statistical
Summary Form. It has to be emphasized that the raters should be objective with
the ratings they give to the areas.
 The ratings arrived at are the result of the Analysis and Evaluation of the group
on the Area assigned to them. It has to be borne in mind that ratings in the
Evaluation should be consistent with the Analysis given earlier in the process. As
such, if in the Analysis, the ratings are mostly Satisfactory, it would be
inconsistent to give Evaluation ratings of “5”. Giving a rating of Excellent in most
of the Evaluation sections gives the impression that the school does not need to

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 improve on the area under study.

H. Finalizing the Institutional Self-Survey Report

The Final Report should include the following:
 Nine (9) section reports and the corresponding appendices

An Executive Summary that includes data on the following:

 Recap of start and terminal dates of the self-survey
 Schedule followed in writing the report
 A brief history of the Institution, its philosophy, vision-mission,
goals and objectives
 Previous PAASCU Team Recommendations and Action Taken on the
Recommendations (only if the institution undergoes a Formal or
Resurvey Visit)
 Accomplished survey forms, which include the Best Features and
Recommendations for each area
 Important appendices and list of documents/records to be exhibited in the
PAASCU Headquarters (NOTE: All pertinent documents that cannot be attached
as appendices should be presented in the PAASCU Headquarters where they can
be reviewed/examined by the visiting team.) Submission of the Institutional
Self- Survey Report and other Documents to PAASCU
The following documents should be submitted:
 Institutional Self-Survey Report along with other requirements (to be submitted
at least one [1] month prior to the scheduled team visit)
 Checklist of required forms, exhibits and supporting documents for
institutions/programs undergoing Preliminary Survey, Formal Survey or
Resurvey to include:
 Two (2) compiled sets of the Self-Survey Report
 Separate Area Reports:
 Section I - Purposes and Objectives
 Section I-a - College/University Community Involvement
 Section II - Faculty
 Section III - Instruction
 Section IV - Library
 Section V - Laboratories
 Section VI - Physical Plant
 Section VII - Student Services

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  Section VIII - Administration

 Class schedules indicating names of subjects, faculty handling the subjects, class
hours and room numbers
 Total enrolment of the entire secondary, basic education, tertiary or graduate
school levels indicating enrolment over the last five (5) years; if graduate school
and tertiary programs are under survey, enrolment per program is needed
Eight (8) copies of the following:
 Student Handbook
 Faculty Manual
 Organizational Chart
 School Paper
 Two (2) copies of the Administrative Manual
Others:
 Personnel or Academic Non-Teaching Manual
 Latest Budget Performance Report to be given to the
Chair of Administration Area
 Two (2) copies of the Research Manual, if available
WHAT HAPPENS DURING THE SURVEY VISIT?
 The Accreditation Visit is normally scheduled for two (2) days. As mentioned earlier,
PAASCU officially confirms the dates of the visit. About a month before the actual
visit, the institution is also informed of the team line-up that includes the Staff Chair
and other Area Chairs. PAASCU carefully selects a team of experts to be part of the
team. The Staff Chairs are selected from very experienced and seasoned
accreditors who have undergone the PAAASCU training for Chairs. They are given
the full report and other pertinent documents. Upon their request, the school may
be asked to supply other documents the members of the team feel are needed for
the survey.
 The selection of the area assignments (the areas assigned to) for the team
members takes into account the areas of specialization of the individual members of
the team. Area Chairs may come from different schools all over the country. As
mentioned earlier, all accreditors are volunteers and do not get any compensation.
What the school normally spends for would be their accommodation and their
transportation if they come from out-of-town.
 The members of the Survey Team are normally given the documents needed for
their specific areas at least a month prior to the visit. Each Area Chair carefully
studies the documents given to him/her. Like the Staff Chair, the Area Chairs may
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 also request for documents they feel are needed prior to the visit for them to get
more information on the areas assigned to them. These requests are coursed
through the PAASCU Office. At no instance should an accreditor directly contact the
school to request for additional materials.
ACTIVITIES TAKE PLACE DURING THE ACTUAL VISIT
 Arrival of the Accrediting Team
 On the first day of the visit, the team members are met by the Executives
of the institution, normally by the President, the Deans or Principals and
other key officials.
 Team Orientation: During the Orientation, the following are also done:
 The Staff Chair formally introduces the members of the Survey Team to one
another and gives their respective area assignments. The Staff Chair normally
gives a short history of the school being surveyed, the accreditation record of the
program/s under survey and other pertinent information that s/ he believes is
needed by the team members.( i.e., enrolment data, number of faculty members
in the programs under survey, thrust of the institution, etc.).
 The Staff Chair then directs the attention of the team members to the Orientation
Kit that is prepared by the institution. Contained in this Orientation Kit are
normally the accreditors’ identification tags, list of key administrators and their
time availability for interviews, the class schedules and room assignments, a
location map identifying where classrooms, offices, laboratories, etc. are to be
found and the schedule of meals/snacks. Also given at this juncture are class
observation schedules assigned to each accreditor. The purpose of the class
observation is to assist the Area Chair on Instruction vis-à-vis the faculty
members’ quality and standards of teaching.

 The Verification Process

 The accreditors normally verify all questions through classroom
observations, the interviews with key officials, area inspection, review of
documents/exhibits in the Headquarters as well as the dialogues scheduled
with the Faculty, the Students and staff.
Verification of data is done through:

Classroom Observation
 Classroom observations are pre-scheduled by the PAASCU Secretariat to ensure
that a cross section of the programs under survey is visited.
 Normally the team targets about sixty per cent (60%) of the faculty of the
programs under survey to be observed.

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  As a rule the accreditor is given a copy of the syllabus of the class being
observed, which is placed on top of the chair reserved for him/her. The syllabus is
briefly reviewed to ascertain its completeness, recency of bibliographical entries,
topics assigned for discussion, etc.
 Using the PAASCU form for classroom/laboratory observation, the faculty is
observed for delivery of instruction, the subject content, the interaction happening
inside the classroom, the teaching strategy being utilized, etc.
 Once the accreditor gets a feel of the instructional process, classroom conditions,
etc., an observation score is computed and some comments on the teacher’s
methodology and personality are inputted in the classroom/laboratory
observation form.
The forms for regular classroom and laboratory observations are different. At the end of
the visit, the PAASCU representative computes the average of all instructional
observation sheets and the average score is then given to the Area Chair for
Instruction. The average score will help said Area Chair in her/his final evaluation of the
Instruction area.

Interviews
 The interviews (individually or in groups) of key officials by the accreditors are
another venue to verify the contents of the self- survey report, especially in
terms of what the institution or program has cited as its strengths or best
features and also its recognized weaknesses in the form of the self-survey
recommendations per area.
 In some cases, informal interviews may happen. This is when an accreditor
simply “walks into” some offices such as faculty rooms, or simply talks informally
with some faculty members and/or students along the corridors. Although this
may be done, this is normally an exception rather than the rule.
Dialogue with the Students
 This dialogue should be taken as the opportunity to give the students a chance
to voice out their feelings about matters that specifically concern them especially
as these relate to their academic programs and services they expect from the
school.
Dialogue with the Faculty
 Normally, the dialogue with the faculty immediately follows the dialogue with the
students. Like the students, the faculty members who are present in the dialogue

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 should represent a cross-section of the faculty members of the programs under
survey.
Preparation for the Final Wrap-Up
 The Final Wrap-Up is held in the afternoon of the second day
 For a Preliminary Visit
 The Area Chair starts listing what s/he thinks are the Best Features of the
institution/program being surveyed as well as his/her area
recommendations.
 For the Formal Survey and Resurvey Visits
 The Area Chairs start preparation by reviewing and answering the
recommendations of the previous team based on their observations and
findings. The Follow-Up Action may be one of the following:
IMPLEMENTED, PARTIALLY IMPLEMENTED, REITERATED OR NOT
REITERATED, or NOT IMPLEMENTED, NOT REITERATED.
 Follow-Up Actions that are “Partially Implemented” or “Not Implemented”
need explanations so that the next team will be guided accordingly.
Reiterations may follow these kinds of evaluations.
THE WRAP-UP OR THE FINAL EVALUATION SESSION
 The Team Chair presides over the Final Wrap-Up. This is followed by a reminder
to the group to remain focused on the presentation of their area’s Follow-Up
Action taken, Best Features and Recommendations and to stick to the task at
hand and to avoid “storytelling”. The Area Chairs are thereafter requested to
present their area reports orally. After each report the other team members can
comment and make suggestions about the Area based on their own observations
and findings.
 For a Preliminary Survey the Area Chairs cite only the Best Features and
Recommendations for their respective areas. No area ratings are given. After all
the Area Chairs have given their reports, the final decision is made on the visit.
 For Formal Surveys and Resurveys, the Area Chairs start with reading out the
recommendations of the previous team. They then give the Follow-Up Actions for
each recommendation based on their observations and findings followed by the
Best Features and the Recommendations. Area ratings are then given.
 After all the Area Chairs have finished giving their reports, a decision has to be
made on the outcome of the visit.

ARRIVING AT THE FINAL DECISION

The decision about the visit varies depending on whether the visit is a Preliminary Visit, a
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Formal Visit or a Re-Survey. As mentioned earlier, the options are as follows:
For a Preliminary Survey
The possible decisions of the team may vary according to the findings. They may decide:
 That the institution is eligible for a Formal Survey after six (6) months to one (1)
year provided that they have substantially implemented the recommendations
given.
 That the institution is eligible for a Formal Survey after one (1) year provided
that the institution has substantially implemented the recommendations given.
 That the institution undergoes a Consultancy Visit after one (1) year for the
following areas: ( areas are identified)
 That the institution undergoes a Consultancy Visit after one year to determine
readiness for a Formal Survey (answer only recommendations, most likely in all
areas).
 Second Preliminary Visit (A new survey altogether)
For a Formal Survey Visit
Since a Formal Survey Visit indicates that the institution/program has gone through the
initial screening process for Accreditation, this visit is therefore the first step towards
being granted Accreditation or going to Level I. The decision of the team therefore may
either be:
 That initial accreditation for three years be granted
 That accreditation not be granted (reasons are cited)
Resurvey
After the institution has been granted initial accreditation for three (3) years, it is now
eligible for accreditation for five (5) years.
The decisions for a resurvey visit may be:
 Re-accreditation for five (5) years, which means clean accreditation.
 Re-accreditation for five (5) years with a written progress report on the year for
the following areas : (State the areas)
 Re-accreditation for five (5) years with an interim visit on the year for the
following areas: (State the areas)
 Re-accreditation is deferred
WHAT HAPPENS AFTER VISIT?
After the visit, the Chair’s responsibility is to prepare the Chair’s Report. Said Report

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is the summation of the events that took place during the visit. It normally consists of:
 An Introduction that gives a brief background about the school and the type of
visit the school underwent.
 The schedule of activities the team undertook/went through. This consist of the
class observations, visit to the facilities, the review of documents, the interviews,
the dialogues with the faculty and the students.
 A brief summary of the most important strengths and weaknesses
 of the institution gleaned from the Area Reports of the team members. The
detailed Area Reports are attached to the Chair’s Report.
 The Team’s observations regarding the self-survey report, the preparation of the
exhibits in the Headquarters, adequacy and completeness of the data needed
during the Survey.
 The recommendation of the Team together with the area ratings and
computation arrived at for the Institutional Average. The Staff Chair sees to it
that the Best Features and Recommendations given by the Team are consistent
with the numerical ratings arrived at for the Institutional Average*.
It is only in the Preliminary Survey reports where the team members do not give area
ratings and the Institutional Average is not computed.
The Chair’s Report normally ends with a note of appreciation to the institution for the
reception, cooperation and openness the Team received during the visit. Said report
together with the area reports must be submitted by the Chair to the PAASCU Office
within one (1) month from the date of the visit.

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PROCESS OF INSTITUTION
Before survey visit
 The Quality Assurance Unit (QAU) under the Office of Vice President for
Academic Affairs (OVPAA) will officially notify PAASCU through its executive
director of its intent to undergo the accreditation process; together with this
letter are the completed documents that the school needs to submit to the
PAASCU Secretariat
 The Secretariat will then review the submitted files, and if found in order, will
write the school to proceed with completing the survey instrument, the soft
copy of which will be emailed to the school.
 The review and confirmation of the school's eligibility to apply are usually
completed within a month after submitting the letter of intent and the required
documents.
 PAASCU then officially replies and confirms the date of the actual visit.
 The PAASCU secretariat will inform the institution of the decision and schedule
for orientation.
 If the school needs assistance on the application process, it may request an
orientation from PAASCU, this will be done using the Zoom virtual meeting
platform provided by PAASCU.
 The institution secures the surveys forms or the principal instrument for the
institutional self-survey.
Institutional Self Survey
 The OVPAA together with the department will meet and review the institution
philosophy, purpose and objectives to ensure remain relevant and applicable to the
needs of the academic community.
 The OVPAA will hold a meeting with the department regarding the self-survey
report to determine how the reports are progressing.
 OVPAA then start forming committees for each area to conduct a fair and objective
analysis and evaluation of how well the school has achieved its mission-vision and
objectives, and how it complies with PAASCU standards and requirements.
 For each area, a committee consisting of two groups is created. One group is
tasked to do the analysis section and the other group the evaluation section of the
survey instrument. Stakeholder inclusion is a must in all committee groupings to
ensure wider representation in the process.
 QAU associate will tasked to keep records and minutes of meeting.
 The academic affairs secretary will disseminate the minutes to the attendees after 2

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 days.
2 to 3 months prior to the visit
 The PAASCU secretariat will inform and finalize accreditation team line-up to be
sent to the institution for approval.

2 months prior to the visit

 The department will submit their self-survey report and other additional
documents and requirements all submissions will be made through a digital
storage file, preferably Google Drive, and instructions on how to access the files
should be communicated to the Secretariat. These should be submitted two
months before the consultancy visit.(see page 12: Finalizing the Institutional
Self-Survey Report
Final preparation for survey visit
 The OVPAA will coordinate with Sir Vincent regarding the reservation of ABH.
 The OVPAA will request a budget for foods, toke, accommodation and other
matters noted by the director for academic affairs and approve by OIC-
President/VP for operations and assistant VP for finance.
 The OVPAA will prepare the orientation kit contained in this orientation kit are
normally the accreditor’s identification tags, list of key administrators and their
time availability for interviews, the class schedules, room assignment, a location
map identifying where the classroom, offices, etc., are to be found.
 OVPAA ensures that the venue is prepared according to the requirements
needed, including arrangements of seating and technical set up.
During Survey Visit
 The team members are met by the executives of the institution together with
some of the OVPAA, deans, and other key officials.
 The orientation begins on the first day of visit at around 8:00 am as soon as all
accreditors are in, normally introduction the members of the survey team to one
another and distribution the orientation kit, important reminders, schedules,
team meetings among others are discussed during this orientation
 Classroom observation and interviews
 The accreditors together with the assistance of QAU will observe the
faculty delivery of instruction, the subject content, and the interaction
happening inside the classroom followed by simply talks informally
with some faculty members and/or students along the corridor.
Post Survey Visit
 The decision about the visit varies depending on whether the visit is a
preliminary visit, a formal visit, or a re-survey visit.(see page16: Arriving at
the final decision)
 After the visit, the chairs responsibility is to prepare the chair’s report, said
report is the summation of the events that took place during the visit.(see

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 page 17: What happen during visit)

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PROCEDURE FLOW CHART

Pre- Survey Visit

QAU WILL WRITE A LETTER TO PAASCU THEN OFFICIALLY REPLIES THE INSTITUTION SECURE THE
PAASCU THROUGH ITS EXECUTIVE AND CONFIRMS THE DATE OF THE SURVEY FORM
START
DIRECTOR TO INTENT TO UNDERGO VISIT
THE ACCREDITATION PROCESS

THE OVPAA WILL HOLD A

QAU ASSOCIATE WILL TASKED MEETING WITH THE
VPAA CLERK WIL DISSEMINATE TO KEEP RECORDS AND
THE MINUTES OF MEETING TO DEPARTMENT REGARDING THE
MINUTES MEETING, SELF SURVEY
DEPARTMENTS

TWO MONTHS BEFORE THE

CONSULTANCY VISIT THE
THE OVPAA WILL FINALIZE ALL
DEPARTMENT WILL SUBMIT THEIR
PREPARATION INCLUDING THE END
SELF SURVEY REPORT THROUGH
LOGICSTIC.
GOOGLE DRIVE
 During the Survey Visit Post Survey Visit

START START

THE PAASCU ACCREDITATION TEAM BASED ON THEIR FINDINGS, THE

REVIEWS THE DOCUMENTATION ACCREDITATION TEAM PREPARES A
PROVIDED BY THE INSTITUTION. REPORT DOCUMENTING THEIR
EVALUATION OF THE INSTITUTION

THE ACCREDITATION TEAM VISITS

BASED ON THEIR FINDINGS, THE
THE INSTITUTION TO CONDUCT AN
ACCREDITATION TEAM PREPARES A
ON-SITE EVALUATION
REPORT DOCUMENTING THEIR
EVALUATION OF THE INSTITUTION

THE ACCREDITATION TEAM

CONDUCTS INTERVIEWS AND PAASCU’S ACCREDITING COUNCIL
MEETINGS WITH VARIOUS REVIEWS THE ACCREDITATION
STAKEHOLDERS, INLUDING TEAM’S REPORT AND MAKE A
ADMINISTRATORS, FACULTY AND DECISION REGARDING THE
STUDENTS. INSTITUTION’S ACCREDITATION
STATUS

THE ACCREDITATION TEAM

ANALYZES THE INFORMATION
GATHERED DURING THE VISIT, END
COMPARING IT AGAINST PAASCU
STANDARDS AND CRITERIA.

END

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ACSCU: AN OVERVIEW
(ACSCU-ACI), Association of Christian Schools, Colleges and Universities-
Accrediting Council Inc., formerly (ACSCU-AAI) Association of Christian Schools,
Colleges and Universities- Accrediting Agency Inc., is one of only three accrediting
agencies for private education institutions in the Philippines recognized by the
commission on higher education as a member of the federation of accrediting agencies
in the Philippines. It assesses and updates the quality of higher education based on a
set of standards that involves both internal review and an independent external
evaluation of its member institution.
It conducts accreditation processes and evaluates institutions based on their
academic programs, faculty, facilities, and other factors. Its goal is to promote quality
Christian education in the Philippines and to ensure that accredited institutions meet
national and international standards.
ACCREDITATION PROCESS
Preparing an institution for accreditation is a significant endeavor that involves careful
planning, assessment, and implementation of improvements to ensure compliance with
accreditation standards. Here’s a breakdown of what a year-long preparation might
involve:

WHAT STEPS SHOULD THE SCHOOL TAKE IN PREPARING FOR

ACCREDITATION?

Months 1-2 Reorientation of the Survey Tool and Review of Previous Findings:
 The OVPAA will set a meeting with the department regarding the re-orientation
of the survey tool
 The OVPAA together with the department will conduct a review and update of
the survey tool to align it with the current standards and requirements.
 Analyze and assess the findings from the previous accreditation to identify areas
for improvement and ensure compliance.
 Conduct a comprehensive assessment of the institution’s programs, policies,
facilities, and resources to identify strength and areas for improvement
 The QAU associate will take the minutes of the meeting.
 The academic affairs secretary will disseminate it to the attendees after 2 days
Months 3-4: Presentation of Compliance and evidence to the OVPAA
 The OVOAA will coordinate with the department regarding the schedule of presentation of
compliance.

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  The department will prepare and present a detailed overview of compliance
status and evidence to the Office of the Vice President for Academic Affairs
(OVPAA) for initial assessment.
 The QAU associate will take the minutes of the meeting
 The academic affairs secretary will disseminate it to the attendees after 2 days
 The department will Develop action plans to address the identified gaps and
deficiencies, setting specific goals and timelines for implementation.
 After 5 days, the QAU associate will coordinate with the department regarding
their action plan to be able to know the status of their compliance.
 The QAU associate will collate the action from the department to oversee the
accreditation process more effectively. They can track the progress of each
department, identify common issues, and provide support where needed.
 Perform a gap analysis to identify any discrepancies between the institution’s
current state and the accreditation standards.
Month 5-6: Edit compliance and evidence
 Assess responsibility of team leaders in revising and editing compliance
documents, ensuring accuracy and completeness.
 The department will assign responsibilities to individuals or teams within the
institutions to carry out the action plans.
 Execute the action plans, making necessary changes to programs, policies, and
procedures to align with accreditation standards.
Month 7: Panel presentation
 The OVPAA will finalize all preparations, including logistics, schedules, and
necessary materials to ensure smooth and successful panel presentation.
 The departments compile the necessary documents and evidence to support their
compliance with accreditation standards.
 The panel presentation of each department should provide comprehensive
information and evidence showcasing their compliance with accreditation
standard. This includes preparing documentation, presenting data, and outlines
any areas identified for improvement and the strategies planned to address them
before the accreditation visit.
 After the presentation, there may be a questions and answer session where
OVPAA members or others stakeholders can seek clarification or request
additional information from the departmental representatives.
 The OVPAA documents feedback from the presentations including any areas of
strength, areas for improvement, or questions rose during the Q and A sessions.
 The OVPAA may offer support and resources to departments based on the
feedback received during the presentations.
Month 8: Assessment of evidence by the internal audit team:
Before audit
 The OVPAA will coordinate with the departments, internal/external audit team to schedule
assessment sessions.

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  The OVPAA will coordinate with the department, internal/external audit team, and any other
stakeholders to ensure everyone is aware of the assessment schedule and requirements.
 The OVPAA will coordinate with sir Vincent regarding the reservation of ABH.
 The OVPAA will request a budget noted by director for academic affairs and approved by
OIC, President and assistant vice president for finance for logistical support for the
assessment process such as budget for food, token, and honorarium for external auditors.
 Once the venue is chosen, the OVPAA coordinates logistics such as room setup, equipment
needs (projectors, whiteboard), ensures that the venue is prepared according to the
requirements, including cleanliness, arrangement of seating and technical set up if needed.
During audit
 Auditors begin reviewing the compliance report submitted by the department.
This report should include evidence, documentation.
 Auditors familiarize themselves with the evaluation criteria outlined in the
accreditation standards or requirements. This helps them to understand what
specific evidence they should look for during accreditation.
 Auditors use an evaluation tool or checkl;ist to systematically assess compliance
with each accreditation standard.
 Auditors document the findings for each accreditation standard. They provide
detailed explanations and references to the evidence reviewed.
 Auditors identify strength and weaknesses in the department’s compliance with
accreditation standards based on the evaluation.
After audit
 2 days after the audit the OVPAA follow up with the department after the
assessment to discuss the findings and develop action plans for addressing any
deficiencies or areas for improvement identified during the assessment.
 OVOAA facilitate ongoing efforts for continuous improvement in accreditation
readiness. They may provide resources, support, and guidance to the
department to help them enhance their compliance with accreditation standards
over time.
 Use the feedback from the internal audit to identify the areas that require
further improvement or clarification before the official accreditation visit.
Month 9: Re-edit, Revise, Re-evaluate, Re-assess:
 The department will make any necessary adjustments based on the Internal Audit
feedback, ensuring thorough and accurate documentation.
 The OVPAA will conduct a comprehensive re-evaluation and re-assessment of
the edited and revised documents, taking into account internal audit findings.
Month 10: Uploading of Evidence Data in Google Drive by Team Leaders:
 The team leaders will upload the finalized and approved evidence data into a
secure and organized Google Drive repository.
Month 11: Simulation of Presentation of Documents and Facilities:
Before simulation
 The OVPAA will coordinate with the department regarding the process and
schedule of simulation.
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  OVAA arranges the necessary venue and equipment for the simulation process.
 OVPAA will coordinate with internal reviewers mock accreditation teams who will
evaluate the presentation and provide feedback. These reviewers may include
faculty members and administrators with expertise in accreditation process.
During simulation
 OVPAA facilitates discussions between reviewers and departmental representatives
to clarify any issue, address questions, and explore strategies for improvement.
After simulation
 OVPAA documents the findings of the simulation process, including strengths,
weaknesses, and recommendations for each participating department.
 Conduct a mock accreditation visit to simulate the official accreditation process.
Month 12: Final Preparation
 The OVPAA will coordinate with Sir Vincent regarding the reservation of ABH.
 The OVPAA will request a budget noted by director for academic affairs and
approved by OIC-President/VP for Operations and assistant vice president for
finance for logistical support for the assessment process such as budget for food,
token, and honorarium for external auditors.
 OVAA monitors the progress of final preparation activities ensuring that all task
are completed on time and that department s are ready for the accreditation visit.
 OVPAA will organize and set up an exhibit room where accreditation documents
and evidence will be showcased for review during the accreditation visit.
 Make a final preparation for the accreditation visit, ensuring that facilities are in
optimal condition and all documentation is up-to-date.
 OVPAA finalize all preparations including logistics, schedules, and necessary
materials, to ensure a smooth and successful accreditation process at the
Alessandra Banquet Hall (ABH).
 Host the accreditation team for the official visit, providing them with access to
documentation and facilities as needed.

Accreditation visit
During accreditation
 Accreditation team members conduct an on-site visit to the institution where they
meet with administrators, faculty, staff, students, and other stake holders. They
review documentation, observe facilities, and assess compliance with
accreditation standards.

 Institutional representatives participate in interviews and presentations with the

accreditation team, providing information, and clarify any additional information
provided by the institutions.

 The accreditation team reviews all documentation, observations, and interactions

during the site visit to evaluate the institutions compliance with accreditation
standards.

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  They may also consider feedback from stakeholders and external reviewers, as
well as any additional information provided by the institution.

Post-visit: Follow-up and Decision

 The accreditation team prepares a report summarizing their findings and
recommendations based on the site-visit and evaluation process.
 The institution is notified of its accreditation status by accrediting agency, which
may include accreditation, accreditation with conditions, or denial of
accreditation.
 Accredited institutions engage in ongoing efforts for continuous improvement,
addressing any recommendations or conditions identified during the accreditation
process. This may involve implementing action plans, monitoring progress, and
preparing for future accreditation reviews
 Address any recommendation or areas for improvement identified during the
accreditation visit.
 Await the decision of the accrediting body regarding the institution’s
accreditation on status.
 Celebrate successful accreditation or begin planning for reaccreditation if
necessary

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PROCEDURE FLOW CHART

Pre Accreditation

QAU WILL WRITE A LETTER TO ACSCU THEN OFFICIALLY REPLIES THE QAU WILL DEVELOP A
ACSCU THROUGH ITS EXECUTIVE AND CONFIRMS THE DATE OF THE ROADMAP FOR ACCREDITATION
START
DIRECTOR TO INTENT TO UNDERGO VISIT PREPARATION
THE ACCREDITATION PROCESS

THE OVPAA WILL HOLD A

QAU ASSOCIATE WILL TASKED MEETING WITH THE
2 DAYS AFTER THE MEETING TO KEEP RECORDS AND
VPAA CLERK WIL DISSEMINATE DEPARTMENT REGARDING THE
MINUTES MEETING, REVIEW OF PREVIOUS FINDINGS
THE MINUTES OF MEETING TO
DEPARTMENTS AND PRESENTATION OF
COMPLIANCE

PANEL PRSENTATION OF EACH ASSESSMENT BY THE INTERNAL SIMULATE THE ACCREDITATION

DEPARTMENT AUDIT TEAM VISIT TO IDENTIFY WEAKNESS
AND REFINE PROCESS

THE OVPAA WILL REQUEST A

BUDGET NOTED BY DIRECTOR
FOR ACADEMIC AFFAIRS AND
END APPROVED BY OIC-PRESIDENT
AND VP FOR FINANCE FOR
LOGISTICAL SUPPORT
 During Accreditation Post Accreditation

START START

THE PAASCU ACCREDITATION TEAM BASED ON THEIR FINDINGS, THE

REVIEWS THE DOCUMENTATION ACCREDITATION TEAM PREPARES A
PROVIDED BY THE INSTITUTION. REPORT DOCUMENTING THEIR
EVALUATION OF THE INSTITUTION

THE ACCREDITATION TEAM VISITS

ACSCU REVIEWS THE
THE INSTITUTION TO CONDUCT AN
ACCREDITATION TEAM’S REPORT
ON-SITE EVALUATION
AND MAKES A DECISION
REGARDING THE INSTITUTION’S
ACCREDITATION STATUS
THE ACCREDITATION TEAM
CONDUCTS INTERVIEWS AND
MEETINGS WITH VARIOUS THE INSTITUTION RECEIVES
STAKEHOLDERS, INLUDING FEEDBACK ON THE ACCREDITATION
ADMINISTRATORS, FACULTY AND DECISION, INCLUDING ANY
STUDENTS. RECOMMENDATIONS FOR
IMPROVEMENT

THE ACCREDITATION TEAM

ASSESSES THE INSTITUTION’S
COMPLIANCE WITH ACSCU
END
STANDARDS

END

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PEAC

The Private Education Assistance Committee (PEAC) is a five (5)-member committee

constituted to serve as trustee of the Fund for Assistance to Private Education (FAPE), a
permanent and irrevocable trust fund.

In sum, the PEAC has been an effective instrument to operationalize “complementarity”

between private and public schools as provided in the Philippine Constitution. It has
also been an incorruptible partner of the education agencies in efficiently co-
implementing national subsidy programs for students and teachers in private schools

SENIOR HIGH SCHOOL VOLUNTARY CERTIFICATION

Consistent with one of its strategic directions, PEAC conducts school visits to assist
schools in their quality assurance efforts. The visit together with the certification report
can play a vital role in every volunteer school’s improvement planning towards
compliance with the DepEd and K to 12 standards.

PREPARATION GUIDE FOR THE IN-PERSON SHS VOLUNTARY CERTIFICATION VISIT

The one-day in-person certification visit by the PEAC Certification Team is important
for the following reasons:

1. It offers the opportunity to gather additional evidences of school compliance

needed to affirm or deny the findings of the self-evaluation report. The team
checks records/supporting documents, clarifies its understanding of all parts of
the organizational set up, makes sample studies and spot checks to verify school
self-assessment, inquiries into significant matters not covered in the report,
observes organizational climate and culture
including school practices, and confers with a sample of students, teachers,
administrators, and other stakeholders.
2. It stimulates further institutional growth and development in three ways:
a. The scheduled visit presents an opportunity to induce critical self-analysis,
invigorate the school organization and engage all sectors of the school
community.
b. The interchange of information and viewpoints and raising of questions
during interviews should generate worthwhile ideas, affirm initiatives, build

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 confidence as well as challenge practices and perspectives
c. The areas of strengths and growth pointed out by the certification team chart
the course for the school’s improvement map.

In preparation for your school’s Certification visit, kindly take note of the following
reminders:

1. Preparation and presentation of Compliance Evidences. It is suggested that the

school:
 Present Examples of Compliance Evidences (ECEs). These may take the
form of school documents such as manuals, reports, minutes of meetings,
profiles, summaries and lists, receipts, portfolios, compilations, and others
found in the 2020 SHS Certification Assessment Instrument (CAI) and the
2020 SHS CAI User’s Guide. They may contain the Look-Fors called by the
standards, thus making them solid evidences of compliance.
 Provide an Exhibit Room where all ECEs shall be placed and presented for
perusal of the Certification Team. This room will also double as the
Headquarters of the team for the duration of the activity.
 Secure and relatively near the different offices, facilities and classrooms of
the SHS department for ease of access by the team.
 Arrange and organize the documents to be presented as ECEs according
to their Areas, as seen in the 2020 SHS CAI, to facilitate efficient browsing
and perusal.

2. The school may present other evidences that are not in the list of ECEs in the
2020 SHS CAI.
 Documents which are not available in the Exhibit Room/Headquarters may
be requested by the Team as the need arises.
3. As mentioned during the Readiness Training and in the email communication the
school has received regarding submission of Documents, certain ECEs would need
to be uploaded prior to the in-person visit via online storage (Google Drive) as
the Team would need to extensively review these documents.
4. Regular conduct of classes
 The PEAC certification team comes to the school with a pre-set schedule
of classroom observations to ensure that the team gathers a
comprehensive picture of
the teaching and learning situation, student performance and teacher
performance in the K to 12 standards, competencies and learning goals.
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  Make sure that all classrooms and learning spaces have labels. The
classroom program and the teacher’s program must be submitted to the
certification team prior to the visit.
5. Availability of the school heads, administrators, and school community
representative for interviews
 The PEAC certification team conducts conference and interviews any time
during the visit to put together a cross-sectional view of the school the
through data gathered from all sectors of the school community
 Interview with key officials and staff maybe conducted in their respective
offices or any venue assigned by the school.
6. Attendance of selected students during meetings
 The certification assistants selects, at random of 30 shs students
representative from grade level to attend the meeting with the team.
This meeting elicits from students their experiences, observations and
views on school practices, ways, and culture.
 Like the team’s headquarters, the location where the group interview will
be conducted must be private and secure.
 School administrators, faculty, and other personnel are excluded from this
group interview so that students would not be inhibited to give their
observations, comments, suggestions, and recommendations about the
school and to answer freely the team’s questions.
7. Attendance of Faculty and Staff during Meetings.
 This meeting aims to get the assessment on school performance, personal
and group experiences, and views on the school situation of the faculty
and staff.
 School administrators and teachers with administrative functions are
excluded from this group interview so that faculty and staff would not be
inhibited to give their observations, comments, suggestions, and
recommendations about the school and to answer freely the team’s
questions
8. Interviews with other stakeholders
 This meeting considers the role of stakeholders in the attainment of the
school philosophy, vision, mission, goals, and objectives, and curriculum
goals.
 This meeting shall gather opinions of stakeholders on school performance
and operations and share their participation in school undertakings.
9. Access to offices, classroom, learning spaces and student service centers
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  Part of the assessment visit is the ocular inspection of the school building,
rooms, library, laboratories, clinic, canteen, and administrative offices
to check their compliance with the specifications of DepEd national
building code, energy management board and department of health
among others.
 Make sure that all relevant offices, classrooms, and facilities are accessible
to the certification team during the in-person visit.

Instrument Areas
This instrument covers different areas of school operations that produce quality student
performance and organizational effectiveness. These areas are:

A. School Philosophy, Vision, Mission, Goals and Objectives

B. Curriculum, Assessment and Instruction
C. Work Immersion and Culminating Activity
D. Instructional Leadership
E. Faculty
F. Academic Support and Student Development Services
G. Physical Plant and Instructional Support Facilities
H. Administration and Governance
I. School Budget and Finances
J. Institutional Planning and Development

The above areas are clustered into two groups – Core and Support. The Core group of
areas covers sections deemed essential to teaching and learning. These areas are
Philosophy, Vision, Mission, Goals and Objectives, Curriculum, Assessment and
Instruction; Work Immersion and Culminating Activity, Instructional Leadership;
Faculty; and Administration and Governance. These areas determine the direction of
the Support group of areas. The Support group of areas includes Academic Support and
Student Development Services; Physical Plant and Instructional Support Facilities;
School Budget and Finance; and Institutional Planning and Development. Observation of
Classroom Instruction is a significant aspect in the area of Curriculum, Assessment and
Instruction.

Guidelines:

1. SHSVC is voluntary in nature. Your school’s participation and the result of the
certification will not affect your current status in the SHS Voucher Program in
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 any way;
2. PEAC through the Certification Team will be using the SHS Certification
Assessment Instrument (SHS-CAI) to evaluate your school’s compliance to
minimum DepEd and Kto12 standards;
3. Volunteer SHS providers are expected to submit Examples of Compliance
Evidences (ECEs). We would like to assure you that the Certification Team
that will be perusing your
submitted ECEs will sign a Non-Disclosure Agreement (NDA), in compliance to the
Data Privacy Act of 2012, prior to the certification visit;
4. The Certification visit will be in-person. For your reference, the schedule will be
sent to you via e-mail and will be posted on the Official PEAC Website as well;
5. To cover for operational expenses of the activity, schools participating in the SHS
VC will be assessed an associated cost for this activity.

WHAT STEPS SHOULD THE SCHOOL TAKE IN PREPARING FOR IN PERSON

VISIT OF CERTIFIERS?

1. The Letter of intent for SHS voluntary certification must be address to PEAC
Executive Director.
2. After submitting the application, wait for the confirmation from PEAC regarding
the status of the application and any further instructions.
3. The certification visit will be in person. For reference, the schedule will be sent via
email and will be posted on the official PEAC website as well.
4. The department will gather all necessary documents, including academic
records, certificates and any other documents specified by PEAC.
5. PEAC through the certification team will be using the SHS certification
assessment instrument (SHS-CAI) to evaluate the school compliance to
minimum DepEd and k to 12 standards.
6. To meet the PEAC standards, an internal audit self-assessment evaluation
headed by the OVPAA will be conducted.
 The OVPAA will disseminate the invitation to auditors regarding the PEAC
self-assessment evaluation.
 The OVAA will create an internal audit program. These program help
educational institutions assess their adherence to the certification criteria,
identify areas for improvement, and ensure the quality and integrity of
their SHS programs.
 The OVPAA secretary will disseminate it to the auditors and other
attendees.
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 7. The OVPAA will finalize all preparations, including logistics, schedules and
necessary materials to ensure a smooth and successful in person visit of
certifiers.

CERTIFICATION-COMPLIANCE RULES
The use of a Decision Rule based on ratings in Power and Support Standard items.
Area Rating is based on the following Decision Rule:
4 --- For a mode of 4 in the Power Standards and rating of at least 3 in the Support
Standards 3 --- For a mode of 3 in the Power Standards and rating of at least 2 in
the Support Standards 2 --- For a mode of 2 in the Power Standards
1 --- For a mode of 1 in the Power
Standards 0 --- For a mode of 0 in
Power Standards

The Certification Overall Rating based on a Decision Rule is as follows:

4 – For a rating of 4 in all Core Areas and 3 or higher in
Support Areas 3 – For a rating of 3 in all Core Areas and 2 or
higher in Support Areas
2 – For a rating of 2 in all Core Areas and 2 or higher in the
Support Areas 1 – For a rating of 1 in all Core Areas and 1 or
higher in the Support Areas
0 – For a rating of 0 in all Core Area

Post-visit: Follow-up and Decision

 Address any recommendation or areas for improvement identified during the in
person visit of certifiers.
 Await the decision of the accrediting body regarding the institution’s certification
status.
 Celebrate successful certification or begin planning for re-certification if necessary

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 During Accreditation DURING IN PERSON VISIT

START START

LETTER OF INTENT ADDRESS TO THE ACCREDITING BODY REVIEWS

PEAC EXECUTIVE DIRECTOR THE SUBMITTED DOCUMENTS TO
ENSURE THEY MEET CERTIFICATION
REQUIREMNETS AND STANDARDS

WAIT FOR THE CONFIRMATION

FROM PEAC
CONFERENCE OF
STUDENTS/TEACHERS
THE DEPARTMENT WILL GATHER
ALL NECESSARY DOCUMENTS

CLASSROOM OBSERVATION

INTERNAL AUDIT SELF -

ASSESSMENT EVALUATION HELD BY
THE OVPAA
INTERVIEWS WITH OTHER
STAKEHOLDERS
OVPAA WILL REQUEST A BUDGET
NOTE BY DIRECTOR FOR ACADEMIC
SITE INSPECTIONS
AFFAIRS AND APPROVED BY OIC-
PRESIDENT AND VP FOR FINANCE
FOR LOGISTICAL SUPPORT
END
END

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 During Accreditation

START

PEAC INSPECTORS COMPLIE A

DETAILED REPORT OUTLINING
THEIR FINDINGS

CONFERENCE OF
WAIT FOR THE CONFIRMATION
STUDENTS/TEACHERS
FROM PEAC
THE DEPARTMENT WILL GATHER
ALL NECESSARY DOCUMENTS

CLASSROOM OBSERVATION

INTERNAL AUDIT SELF -

ASSESSMENT EVALUATION HELD BY
THE OVPAA
INTERVIEWS WITH OTHER
STAKEHOLDERS
OVPAA WILL REQUEST A BUDGET
NOTE BY DIRECTOR FOR ACADEMIC
SITE INSPECTIONS
AFFAIRS AND APPROVED BY OIC-
PRESIDENT AND VP FOR FINANCE
FOR LOGISTICAL SUPPORT
END
END

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IMPORTANCE OF ACCREDITATION TO INSTITUTION

Accreditation provides the educational institution an opportunity for critical analysis

leading to improvement in quality, services, and operations. It gives public certification
that an institution or program has attained standards above those prescribed by
government agencies.
 Provides the stimulus for self-study and self-improvement provided by the
accreditation process.
 Enables institutions/programs to receive privileges that free them from various
government regulations/supervision (i.e. deregulated status, autonomous status)
 maintains or adds to the prestige of the institution as an educational leader in the
programs it offers
 determines an institution’s eligibility for participation in government/ state financial
aid programs, grants and the like
 shows to the world that the institution’s vision-mission, academic curricula,
instructional standards, community standing, among others, are of the highest
quality and have gained the respect of its peers in the field of education
 allows for the acceptance and transfer of students’ course credit to other colleges
and universities

OVPAA

The Office of Vice President of Academic Affairs (OVPAA) plays a crucial role in the
accreditation process by:
 Developing and disseminating accreditation standards and criteria to ensure
consistency and quality across academic programs and departments.
 Offering guidance and support to departments and programs in
understanding the accreditation requirements, preparing documentation, and
conducting elf-assessment.
 Reviewing accreditation documentation submitted by departments and
conducting evaluations to assess compliance with accreditation standards.
 Advocating for the institution’s accreditation interests and representing the
institution’s academic affairs in accreditation-related matters with external
accrediting bodies.

The OVPAA’s objectives regarding accreditation focus on maintaining quality, promoting

improvement, and fostering accountability within the academic community.

When creating a calendar for accreditation, considers factor like:

 Start by identifying the accreditation timeline provided by the accrediting agency
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 or regulatory body. This timeline will include key milestones, such as submission
deadlines, site visits, and review periods.
 Schedule regular reviews of the accreditation calendar to track progress, identify
any issues or delays, and make necessary adjustments. Keep stakeholders
informed about changes to the calendar and the reasons behind them.
 Break down the accreditation process into smaller tasks and allocate specific
timeframes for each task.
When creating a roadmap for accreditation, considers factor like:
 Identify the specific accreditation standards, guidelines, or regulations that apply
to your organization.
 Align the accreditation roadmap with the strategic objectives of your organization.
 Identify the needs and expectations of key stakeholders, including customers,
clients, employees, regulatory bodies, and accrediting agencies. Ensure that the
accreditation roadmap addresses their requirements and concerns.
 Establish a realistic timeline for each stage of the accreditation process.
By considering these factors when creating an accreditation roadmap, organizations can
enhance their chances of achieving accreditation success while driving continuous
improvement and delivering value to stakeholders.

By implementing these guidelines, the OVPAA can effectively supports departments in

their accreditation efforts, ultimately contributing to the overall success of the
accreditation processes for the institution.
ACCREDITATION ROADMAP:
By following this roadmap, the institution can systematically approach each step of the
accreditation process, enhancing the institution's readiness and compliance with
accreditation standards.

1. Reorientation of the Survey Tool:

Conduct a comprehensive review and update of the survey tool to align it with
current standards and requirements.
2. Review of Previous Findings:
Analyze and assess the findings from the previous accreditation to identify areas
for improvement and ensure compliance.
3. Presentation of Compliance and Evidence to the OVPAA:
Prepare and present a detailed overview of compliance status and evidence to
the Office of the Vice President for Academic Affairs (OVPAA) for initial
assessment.
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 4. Edit Compliance and Evidence (Documents and Facilities) by Team
Leaders: Assess responsibility of team leaders in revising and editing
compliance documents, ensuring accuracy and completeness.
5. Assessment of Evidence by the Internal Audit Team:
Have an internal audit team evaluate the revised documents and facilities to
verify adherence to accreditation standards.
6. Re-edit, Revise:
Make any necessary adjustments based on the Internal Audit feedback, ensuring
thorough and accurate documentation.
7. Re-evaluate, Re-assess:
The OVPAA will conduct a comprehensive re-evaluation and re-assessment of
the edited and revised documents, taking into account internal audit findings.
8. Uploading of Evidence Data in Google Drive by Team Leaders:
Team leaders to upload the finalized and approved evidence data into a secure
and organized Google Drive repository.
9. Simulation of Presentation of Documents and Facilities:
Conduct a practice session to simulate the presentation of documents and
facilities, ensuring that the team is well-prepared for the actual accreditation
process.
10. Arrange Exhibit Room:
Organize and set up an exhibit room where accreditation documents and
evidence will be showcased for review during the accreditation visit.
11. Getting Ready for Accreditation:
Finalize all preparations, including logistics, schedules, and necessary materials,
to ensure a smooth and successful accreditation process at the Alessandra
Banquet Hall (ABH)

DEPARTMENTAL DUTIES AND RESPONSIBILITIES

A. OVPAA:

1. Leading the institution’s preparation for accreditation by overseeing the self-

study process, this involves assessing the institution’s strengths, weaknesses,
and areas for improvement against accreditation.
2. Coordinating the collection and organization of documentation required for
accreditation, including academic policies, assessment data, faculty
qualifications, and other evidence of compliance.
3. Serving as the primary point of contact between the institution and
accrediting bodies, communicating accreditation requirements, facilitating site
visits, and addressing any inquiries or concerns from accrediting agencies.
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 4. Monitoring compliance with accreditation standards throughout the
institution and taking corrective actions as needed to address areas of non-
compliance and ensure readiness for accreditation reviews.
5. Organize and set up an exhibit room where accreditation documents and
evidence will be showcased for review during the accreditation visit.
6. Finalize all preparations, including logistics, schedules, and necessary
materials, to ensure a smooth and successful accreditation process.
B. Departments Head:

1. Assist in the assessment processes within the department to gather data on

student learning outcomes and program effectiveness, which are essential for
accreditation documentation.
2. Compiling and organizing documentation specific to the department, such as
syllabi, course materials, faculty CVs, and assessment reports, for
accreditation purposes
3. Serving as a liaison between the department and the institution’s
accreditation team, providing necessary documentation and updates on
departmental activities related to accreditation
4. Assisting staff in gathering and organizing documentation required for
accreditation, ensuring compliance with standards.
5. Offering guidance and support to staff in understanding their roles and
responsibilities in the accreditation process.
6. Keeping among staff members informed about the accreditation process,
timeline, and requirements to ensure everyone is informed and engaged in
accreditation efforts.
C. Office of Student Affairs:

1. Providing evidence of robust support services such as counseling and career

advising which contribute to student success and meet accreditation
standards related to student support
2. Ensuring compliance with institutional policies and procedures related to
student affairs.
3. Participating in the assessment of student learning outcomes related to co-
curricular activities and programs, providing evidence of student development
and learning aligns with accreditation standards.
4. Collecting and organizing documentation related to student affairs activities,
programs, and services for accreditation purposes, including assessment data,

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 program evaluations, and reports on student outcomes.
5. Engaging in ongoing assessment and evaluation of student affairs programs
and services to identify areas for improvement and ensure alignment with
accreditation standards and institutional goals.
D. Campus Management Office:
1. Ensuring that campus facilities, such as classrooms, laboratories, libraries,
and student centers, meet accreditation standards for safety, accessibility,
and functionality
2. Allocating resources effectively to support academic and administrative
functions, including budgeting for facility maintenance, equipment upgrades,
and infrastructure improvement necessary for accreditation compliance
3. Collaborating with academic departments and administrative units to address
facility needs to ensure that campus infrastructure support educational goals
and accreditation requirements.
4. Optimizing the use of physical space on campus to support academic
programs, student services, and administrative functions, demonstrating
efficient space for utilization as per accreditation standards
5. Developing and implementing emergency response plans and protocols to
address potential crises or disasters, meeting accreditation requirements for
institutional resilience and continuity of operations
6. Implementation initiatives and practices to promote environmental
sustainability and conservation efforts, aligning with accreditation criteria for
institutional responsibility and sustainability.
E. Human Resource Department
1. Maintaining accurate and up-to-date records related to faculty and staff
qualifications, and employment contracts, performance evaluations, and
professional development activities, which are essential for accreditation
documentation and reporting.
2. Ensuring that faculty members meet accreditation standards in terms of
qualifications, credentials, and expertise in their respective fields.
3. Ensuring that HR policies and procedures align with accreditation standards,
particularly those related to faculty recruitment, evaluation, and promotion.

Accreditation standards often require a high level of expertise and specialized

knowledge. By outsourcing to a reputable auditor, we can leverage their expertise in
accreditation requirements and industry best practices, ensuring a thorough and
comprehensive audit process.
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Below are the SWOT analysis of having an internal auditors and external auditors that
encourages institution to identify the strengths and weaknesses to navigate
complexities, capitalize on opportunities, and address challenges effectively, ultimately
driving sustainable growth and success.

SWOT ANALYSIS
STRENGHT WEAKNES
S S
 Internal auditors have a deep  There’s a risk of bias towards
understanding of the protecting the organization’s interest
organization’s operations, rather than providing an objective
culture, and processes, allowing evaluation.
for more tailored assessment.
 More cost effective
INTERNAL AUDITORS

composed to external
auditors
OPPORTUNITIES THREATS
 Internal auditors can foster a  Without external perspective, there’s a
sense of ownership and risk of becoming complacent and
accountability among staff overlooking opportunities for
towards accreditation goals. improvement.
 Internal auditors can  Internal auditors may have a limited
seamlessly integrate perspective on institution best practices
accreditation preparation with and benchmarks, potentially leading to
existing internal processes suboptimal outcomes
enhancing efficiency.

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 SWOT ANALYSIS
STRENGHT WEAKNESSE
S S
 They offer unbiased  Hiring external auditors can be expensive
evaluations, potentially  Securing their services within the
spotting issues overlooked timeframe might be challenging
internally.
 Identify potential risk and
provide recommendations to
mitigate them, enhancing
EXTERNAL AUDITORS

overall organizational
resilience.
OPPORTUNITIES THREATS
 Working with external auditors  Failure to meet accreditation standards
provides an opportunity for can damage the organization’s
institution learns best practices reputation and stakeholder trust.
and improve their processes.  There’s a risk of conflicts of interest if
 Engagement with external the external auditors have
auditors can facilitate relationships or interest in that could
networking opportunities and influence their judgment.
connections
within the industry.
References:
https://peac.org.ph/shsvc/
https://paascu.org.ph/wp-content/uploads/2021/02/PAASCU-Handbook-on-
Accreditation-.pdf https://paascu.org.ph/wp-content/uploads/2021/02/PAASCU-
Primer.pdf
https://peac.org.ph/wp-
content/uploads/2023/01/UPDATED_SHS_USERSGUIDE_Dec.2320
21.pdf

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https://paascu.org.ph/wp-content/uploads/2021/08/PAASCU-
2021-Primer-for-Basic-Education-1.pdf

APPENDICES

Philippine Accrediting Association

of Schools, Colleges and
Universities

GUIDELINES FOR APPLICANT SCHOOL BASIC EDUCATION

PROGRAMS

1. CATEGORIES OF MEMBERSHIP
The accreditation process consists of several stages. Each stage is identified with a
particular status of the institution applying for membership. Each of these stages has
certain requirements and qualifications. The first category is APPLICANT STATUS
followed by CANDIDATE STATUS and followed finally by MEMBER STATUS.
2. REQUIREMENT FOR APPLICANT STATUS
A Grade School/High School/Basic Education committed to institutional improvement
through the guidance of PAASCU’s Commissions may request to become an
APPLICANT INSTITUTION. The requirements are:
a. An application letter from the President of the School addressed to the PAASCU
Board of Trustees:
The President PAASCU
Unit 107, The Tower at Emerald Square
J.P. Rizal corner P. Tuazon Sts. 1109 Quezon City

Telephone Nos.: (02) 8911-2845; 8913-1998; 3421-6227

Fax No.: (02) 8911-0807
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 E-mail: info@paascu.org.ph
b. DepEd certificate of recognition.

1. The mission statement and goals of the school

2. Enrolment Profile

c. Submission of
3. The members of the governing board and their the following:
qualifications

4. Copy of By-Laws

5. List of faculty members and their academic

qualifications

6. Other pertinent brochures or publications

3. TERMS AND CONDITIONS

a. Applicant status is granted for a maximum period of three years, except when
extended by the Board of Trustees.
b. Written Annual Progress Report briefly outlining the progress of the institution in
specific areas.
4. PAASCU’S ACTION AND RESPONSIBILITIES
a. Formal acceptance as an APPLICANT INSTITUTION.
b. Assistance through the school improvement program and consultancy services
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 from the Commissions on Elementary, Secondary and Basic Education.
c. Review of the Annual Progress Report submitted to the Commissions on
Elementary, Secondary and Basic Education

Philippine Accrediting Association

of Schools, Colleges and
Universities

GUIDELINES FOR THE ACCREDITATION OF

SENIOR HIGH SCHOOLS OR SENIOR HIGH SCHOOL
PROGRAMS

INTRODUCTION

The implementation of The Enhanced Basic Education Act of 2013 (Republic Act
10533) presents an opportunity for the Philippine Accrediting Association of Schools,
Colleges and Universities (PAASCU) to extend the accreditation process to Senior High
Schools or Senior High School programs.

The PAASCU Board of Directors approved during its meeting last Friday, 24 May 2019,
the commencement of the accreditation of Senior High Schools or Senior High School
programs this school year 2019-2020.

GUIDELINES FOR SENIOR HIGH SCHOOL ACCREDITATION

1. All Senior High Schools or Senior High School Programs have to go through a
Preliminary Survey.
2. Institutions must have graduated at least two (2) batches of Grade 12 students to
be eligible to apply for a Preliminary Survey of their Senior High School or Senior
High School Program.
3. When an institution applies for the Preliminary Survey of its Senior High School or
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 Senior High School program, the following must be submitted:
a. A brief description of the school’s K-12 Transition Plan with the applicable
timetable.
b. A brief description of how the Senior High School or Senior High School
program is situated in the institution, including the institutional organizational
chart.
c. Number of batches graduated and the number of graduates per batch.
d. Current student population of the Senior High School.
e. Proposed date for the Preliminary Survey Visit.

4. The Commissions on Secondary and Basic Education will be responsible for

overseeing the accreditation of Senior High Schools or Senior High School
Programs.
a. The Commission on Basic Education will be responsible for Senior High Schools
where there is only one School Head for the Elementary, Junior High School,
and Senior High School.
b. The Commission on Secondary Education will be responsible for Senior High
Schools where there is only one School Head for the Junior High School and
Senior High School or where the Senior High School has its own School Head.
c. For institutions where the combined population of the Elementary, Junior High
School, and Senior High School is too big to be considered as Basic Education,
will be classified under b as far as the accreditation of the Senior High School
or Senior High School program is concerned.

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 Philippine Accrediting Association
of Schools, Colleges and
Universities

FOR JUNIOR HIGH SCHOOLS

CHECKLIST OF REPORTS AND SCHOOL MATERIALS TO BE SUBMITTED BEFORE THE

SURVEY VISIT

Name of School :

Type of Survey Visit:

Date of Survey Visit :

Complete this checklist and submit it together with the self-survey reports and supporting
materials two (2) months before the scheduled visit. Submission will be done through a
digital storage file preferably Google Drive.

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 Submitted
Document Yes No
s
1. Self-Survey Report for the following areas (to be
submitted separately):

Section I - Philosophy and

Objectives Section II - Faculty
Section III - Curriculum and Instruction
Section IV - Library and Audio-Visual
Center Section V - Laboratories
Section VI - Facilities
Section VII - Student
Services Section VIII -
Administration
Section IX - School and Community

Each of the area report should contain the following:

● Brief history of the Institution
● Vision, Mission and Goals of the Institution
● Enrolment profile (current and the past 5 years)
● Organogram of the Institution

● Self-Survey Executive Summary Report including the Best

Features and Recommendations
● For Formal and Resurvey Visits only : Please include the
PAASCU Team’s Recommendations and Follow-up Actions
taken by the institution
● Accomplished Survey Forms (The Comments, Best Features
and Recommendations for the Area should be included in
this portion of the Report.)

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 ● Statistical Summary for the Area of the Survey Report and
the General Statistical Summary
● School materials that will be used as evidence and
appended to the reports specially those required in the
survey instrument
Consolidated Report containing all the Survey Areas
3. List of full-time and part-time faculty members indicating current
faculty
load and employment status
4. Current teaching schedule showing names of faculty members,
subjects
taught, and teaching hours
5. Professional licenses faculty staff (photocopies only)
6. Administrative Manual
7. Teaching Staff Manual
8. Non-teaching Staff Manual
9. Student Handbook

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 Philippine Accrediting Association
of Schools, Colleges and
Universities

SENIOR HIGH SCHOOL PROGRAM

CHECKLIST OF REPORTS AND SCHOOL MATERIALS TO BE SUBMITTED BEFORE THE

SURVEY VISIT
Name of School :

Type of Survey Visit:

Date of Survey Visit :

Complete this checklist and submit it together with the self-survey reports and supporting
materials two (2) months before the scheduled visit. Submission will be done through a
digital storage file preferably Google Drive

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 Submitted
Document Yes No
s
1. Self-Survey Report for the following areas (to be submitted
separately):

Section I - Philosophy, Vision, Mission, Goals, and

Objectives Section II - Faculty
Section III - Curriculum and Instruction
Section IV - Library and Audio-Visual
Resources Section V - Laboratories
Section VI - Facilities
Section VII - Student Services
Section VIII - Leadership and
Governance Section IX -
School and Community

Each of the area report should contain the following:

● Brief history of the Institution
● Vision, Mission and Goals of the Institution
● Enrolment profile (current and the past 5 years)
● Organogram of the Institution
● Self-Survey Executive Summary Report including the Best
Features and Recommendations

● For Formal and Resurvey Visits only : Please include the

PAASCU Team’s Recommendations and Follow-up Actions
taken by the institution
● Accomplished Survey Forms (The Comments, Best Features
and Recommendations for the Area should be included in
this portion of the Report.)
● Statistical Summary for the Area of the Survey Report and
the General Statistical Summary
● School materials that will be used as evidence and appended
to the reports specially those required in the survey

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 instrument
2. Consolidated Report containing all the Survey Areas
3. List of full-time and part-time faculty members indicating current
faculty
load and employment status
4. Current teaching schedule showing names of faculty members,
subjects
taught, and teaching hours
5. Professional licenses faculty staff (photocopies only)
6. Administrative Manual
7. Teaching Staff Manual
8. Non-teaching Staff Manual
9. Student Handbook

OVPAA Department
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