The Perception of Faculty in the Implementation of ASEAN Qualification Assurance for Higher Education (AQAFHE)

Abstract

This paper defines the conceptual knowledge of faculty members on the level of awareness on the AQAFHE descriptors, its influence to the mobility of professionals among Filipino in terms of: quality, flexibility, and, timelines, the State University and Colleges (SUC’s) priority to the requisite demands needed in the implementation, and the implications to the Philippine educational system. Seeking convergence in the diversity of standards in policies and transparent criteria in the ASEAN Qualification Framework poses challenges tall higher education system. The study design used the multi-dimensional perspectives of the respondents from the four (4) State Universities and Colleges in the National Capital Region based on the Five Dimensions of Perception: awareness, influence, reliability, priority, and agreement. The findings implied that implementation of the AQAFHE according to the 180 respondents reveal that faculty members are “Moderately Aware,” on the level of descriptor but considered “Very Influential” to improve the mobility of the professionals while “the role and functions of the implementing bodies such as CHED, TESDA, PRC, and DOLE were perceived as “Completely Reliable” in the process. The initiatives of the faculty members are expected and considered needed to meet the AQAFHE requirements across the State Universities and College despite the lack of resources as “High Priority,” to be able to adapt to the changing landscape in HEIs. Result highlights, “Continuing Professional development,” “review international policies”; “New accreditation levels,” Disparity of standards in the accreditation system, ““access to information system” and “curriculum development, must be given attention. All these connotes issues of quality assurance and funding to qualify for the accreditation system, ranking in the region and the world. Lastly, the implications of AQAFHE “harmonization and regionalization” as an effective pathway to educational reform,” is perceived by the faculty members as critical to be articulated in all higher education curriculum and instructions, faculty profile, student outcomes and assessment, and research and community network and partnership.