The QA-QF Nexus:

Strengthening Quality Assurance with Qualifications Framework

By

Dr. Manuel T. Corpus

Executive Director
Accrediting Agency of Chartered
Colleges and Universities in the Philippines
(AACCUP)

Quality assurance has created a world-wide interest. The growing number of members
in the International Network of Quality Assurance Agencies in Higher Education
(INQAAHE) and the Asia-Pacific Quality Network (APQN), manifests, at the least, this
phenomenon.

The necessity of quality assurance is generally recognized and accepted. It is urgent in

cases where the quality of education is wanting as in the case of the Philippine
educational system.

This paper has examined two approaches in defining quality. The traditional educational
systems define quality in terms of inputs and processes, while the more progressive
systems define it in terms of outputs. It is suggested that quality assurance agencies
make this shift to outputs.

The focus in assessing outputs could be aided by the introduction of qualifications

framework which defines the competencies desired at each level of the QF architecture.
Education providers should adopt these competencies as the targeted outputs, i.e., the
knowledge, skills and desirable attributes of their graduates in designing the curriculum
and other learning experiences.

The role of QA is to assure that the definition in the QF are followed by education
providers, and that the quality of the service are satisfactory and acceptable.

Dr. Manuel T. Corpus 1

Introduction

Traditional education normally defines quality in terms of inputs (e.g., physical facilities,
laboratories, number of computer units, library, etc.) and processes (e.g., teaching
methods, admission of students, contact hours, testing, etc.). Progressive educational
systems, on the other hand, define quality in terms of outputs.

This paper examines these two prevailing practices in quality assurance (or
accreditation): firstly, focusing the assessment on inputs and processes, and secondly,
on outputs. More specifically, it attempts to:

1. show the limitations of defining quality in terms of inputs and processes;

2. demonstrate the need to shift to the assessment of outputs; and
3. point out that quality assurance is significantly rendered more relevant and effective
using qualifications framework which sets the competence levels, and their
respective descriptors, as the outputs of education.

The reader is informed that while the schema of this study may be generally applicable,
its reference is limited to accreditation (used synonymously here with quality assurance),
in Philippine setting, which is by program.

Quality Defined in Terms of Inputs

As pointed out earlier, quality may be defined in terms of inputs and processes. In this
system, students are advanced upon completion of the requirements of the curriculum,
and usually involving a defined period of time of schooling. The graduates are supposed
to qualify to engage in learning experiences at a higher level of education, e.g., from
basic to tertiary. In many countries, they speak of high graduation rates but do not refer
to graduates with inadequate qualifications.

The Philippines takes pride in its high graduation rates arising from the massification of
education, albeit, admit producing graduates with inadequate qualifications. A series of
studies on the Philippine educational system conducted in the last 50 years have pointed
to the poor quality of education as compared to those of other countries.

This lugubrious state of education has been observed by various study groups and
reform bodies, and generally confirmed by practically all sectors of society especially the
users of the products of the educational system. It is quite logical then that much
premium is given to accreditation as a means of measuring the level of quality of
education, and in promoting reforms among educational providers.

The oversight of higher education programs, including accreditation, is vested in the

Commission on Higher Education. In the exercise of its functions, it issues out a series
of memorandum-orders which invariably contain the guidelines to be followed in offering
curricular programs, such as Agriculture, Civil Engineering, Teacher Education,
Computer Science, etc. These issuances specify the standards on setting objectives,
qualifications of faculty, curriculum, including description of the courses, laboratory and
library requirements, physical plant and facilities, etc. for each of the individual
programs.

Dr. Manuel T. Corpus 2

Assessment of programs in all government-supported and private colleges and
universities is assigned to private accrediting agencies. The accrediting agencies follow
the traditional definition of quality. Inputs and processes are examined during on-site
accreditation survey visits using nine to ten criteria, namely: 1)vision, mission, goals and
objectives, which is rated but not factored in the computation of the overall
program rating; 2) faculty,
3) curriculum and instruction, 4) support to students, 5) research, 6) extension and
community involvement, 7) library and other learning resources 8) site and physical
facilities, 9) laboratories, and 10) administration. Standards are defined under each
criterion. Since accreditation is recognized as an improvement in quality, the standards
adopted by the accrediting agencies are higher than the minimum requirements set by
the government.

Quality Defined In Terms of Outputs

Introducing Qualifications Frameworks

The earlier section pointed out that traditional education normally defines quality in terms
inputs and processes. Progressive educational systems, on the other hand, define
quality in terms of outputs, i.e., what the students have learned, such as, skills,
knowledge and desired attributes that they can use to qualify them to do certain tasks on
their own; Accreditation can shift to outputs as the unit of measurement in determining
quality.

The introduction of qualifications framework in the educational scenery is a happy

phenomenon in this shift to measure outputs. The qualifications framework is defined in
so many different ways. Some common elements in the definitions can however be
extracted, such as:

· a single and comprehensive system of qualifications

· this system sets out agreed titles and descriptors
· these titles and descriptors are used to support qualifications
· the framework covers all qualifications gained through study, training and
experience.

The OECD contributes this definition of qualifications framework:

A qualifications framework is an instrument for the development and

classification of qualification according to a set of criteria for levels of
learning achieved. This set of criteria may be implicit in the qualification
descriptors themselves or made explicit in the form of a set level
descriptors. The scope of frameworks may be comprehensive of all
learning achievement and pathways or may be confined to a particular
sector, for example, initial education, adult education and training or an
occupational area. Some frameworks may have more design elements
and a tighter structure than others; some may have a legal basis
whereas others represent a consensus of views of social partners. All
qualifications frameworks, however, establish a basis for improving the

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 quality, accessibility, linkages and public or labour market recognition of
qualifications within a country and internationally.

A qualifications framework can provide a structure within which the quality of educational
institution can be developed. It is an innovation in the Philippines. It is relatively new
even in the Asia-Pacific region.

Conclusion: QA-QF Nexus

This paper argues for a shift from the traditional input-and-process-oriented to output-
oriented definition of quality. This proposed shift is firmly aided by the development and
adoption of a qualifications framework which define educational outputs in terms of
desired competencies.

What is the relationship between quality assurance and qualifications framework? The
QF defines the objectives of education at different levels in the architecture of
qualifications. These objectives are used to guide the curricular and learning
experiences made available to students by education providers.

QA sees to it that the competencies defined in the QF are followed by education

providers, and that, the quality of the service are satisfactory and acceptable.

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