Education financing and loan system in Phillipine (05)
Quality
The performance of higher education institutions, education degrees, online degrees, online masters degree, online colleges, online university is a growing concern. The pressure for quality assurance poses a major challenge for Philippine higher education, education degrees, online degrees, online masters degree, online colleges, online university as in the case of many developing countries including India. The problem of quality becomes specially pressing in higher education, education degrees, online degrees, online masters degree, online colleges, online university where the government has allowed the private sector to dominate; thus, the government finds itself in the paradoxical position of trying to set up and enforce standards in an area which it is unwilling to enter (Lopez, 1977).
Available literature on the quality of higher education, education degrees, online degrees, online masters degree, online colleges, online university in the Philippines have dealt with issues ranging from professional examination results to internal aspects of inputs i.e. accreditation, student intake, student loan, basic infrastructure, qualifications of teaching faculty, education loan etc.
Accreditation is voluntary in the Philippines and has a positive effect on the quality of higher education, education loan, student loans, education degrees, online degrees, online masters degree, online colleges, online university in terms of its effectiveness in stimulating institutional improvement. The accreditation is more focused on the programs and not on the institution as whole. There are three different agencies doing accreditation for private institutions like online colleges, online university. If we analyse the number of accredited institutions in terms of the number of private institutions, education degrees, online degrees, online masters degree, online colleges, online university and the number of programs being offered by these private institutions, the situation cannot be thought as appreciable. One of the widely accepted measures of quality in the Philippines has been the performance of individuals in the professional board examinations (PBE) conducted by the Professional Regulation Commission (PRC). The annual national average passing rate in the PBE from 1995 until 2003 has been between 41 to 49 percent. Another striking feature is the extreme variation in the results across programs.
Although the University of the Philippines-Diliman tops the list of high performing institutions, there are many more high performing private institutions14 than government owned institutions, education degrees, online degrees, online masters degree, online colleges, online university (Asuzano and Thomsan, 2001). But the private non-sectarian institutions like education degrees, online degrees, online masters degree, online colleges, online university show the poorest results in the professional board examinations.
The inputs are also an important indicator of quality and these include student intake, faculty qualification and instructional facilities including library holdings. The type of student intake also determines the output of the quality. The best students prefer to go to the most selective and reputed private institutions and public institutions (especially the UP system). The non-sectarian schools are more open, admit more students and charge relatively less tuition than the other prestigious private institutions - leading to a trade off between the quality and student flows. The data on faculty educational qualification reveal that there is much disparity among the faculty across regions. The faculty in Metro Manila institutions hold higher degrees, education degrees, online degrees, online masters degree, online colleges, online university degrees. The low salaries and higher workload in majority of the private institutions do not make it attractive for them to acquire advanced degrees and to engage in research. In spite of this many reputed private sectarian institutions and a few non-sectarian ones are moving towards substantial improvement in faculty qualifications.
The performance of higher education institutions, education degrees, online degrees, online masters degree, online colleges, online university is a growing concern. The pressure for quality assurance poses a major challenge for Philippine higher education, education degrees, online degrees, online masters degree, online colleges, online university as in the case of many developing countries including India. The problem of quality becomes specially pressing in higher education, education degrees, online degrees, online masters degree, online colleges, online university where the government has allowed the private sector to dominate; thus, the government finds itself in the paradoxical position of trying to set up and enforce standards in an area which it is unwilling to enter (Lopez, 1977).
Available literature on the quality of higher education, education degrees, online degrees, online masters degree, online colleges, online university in the Philippines have dealt with issues ranging from professional examination results to internal aspects of inputs i.e. accreditation, student intake, student loan, basic infrastructure, qualifications of teaching faculty, education loan etc.
Accreditation is voluntary in the Philippines and has a positive effect on the quality of higher education, education loan, student loans, education degrees, online degrees, online masters degree, online colleges, online university in terms of its effectiveness in stimulating institutional improvement. The accreditation is more focused on the programs and not on the institution as whole. There are three different agencies doing accreditation for private institutions like online colleges, online university. If we analyse the number of accredited institutions in terms of the number of private institutions, education degrees, online degrees, online masters degree, online colleges, online university and the number of programs being offered by these private institutions, the situation cannot be thought as appreciable. One of the widely accepted measures of quality in the Philippines has been the performance of individuals in the professional board examinations (PBE) conducted by the Professional Regulation Commission (PRC). The annual national average passing rate in the PBE from 1995 until 2003 has been between 41 to 49 percent. Another striking feature is the extreme variation in the results across programs.
Although the University of the Philippines-Diliman tops the list of high performing institutions, there are many more high performing private institutions14 than government owned institutions, education degrees, online degrees, online masters degree, online colleges, online university (Asuzano and Thomsan, 2001). But the private non-sectarian institutions like education degrees, online degrees, online masters degree, online colleges, online university show the poorest results in the professional board examinations.
The inputs are also an important indicator of quality and these include student intake, faculty qualification and instructional facilities including library holdings. The type of student intake also determines the output of the quality. The best students prefer to go to the most selective and reputed private institutions and public institutions (especially the UP system). The non-sectarian schools are more open, admit more students and charge relatively less tuition than the other prestigious private institutions - leading to a trade off between the quality and student flows. The data on faculty educational qualification reveal that there is much disparity among the faculty across regions. The faculty in Metro Manila institutions hold higher degrees, education degrees, online degrees, online masters degree, online colleges, online university degrees. The low salaries and higher workload in majority of the private institutions do not make it attractive for them to acquire advanced degrees and to engage in research. In spite of this many reputed private sectarian institutions and a few non-sectarian ones are moving towards substantial improvement in faculty qualifications.
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