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AREA II
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TEACHING, LEARNING AND EVALUATION
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PARAMETERS
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A.
Setting and Achieving Program Standards
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B.Program Approval
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C.Program Monitoring and Review
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D.Action to Strengthen Program
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E.ICT Resources
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SUC
PARTIDO STATE UNIVERSITY
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Campus
GOA
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Date of
SEPTEMBER 22-26, 2025
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Actual Survey:
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(Please press the Tab key to move forward and Shift, Tab keys
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to move backwards among unlocked cells. Thank you.)
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IndicatorsItem Rating (IR)System – Implementation – Outcome Mean (SIOM)Parameter Mean (PM)
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PARAMETER A: SETTING AND ACHIEVING PROGRAM STANDARDS
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SYSTEM – INPUTS AND PROCESSES
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Setting of Objectives and Learning Outcomes
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S.1Academic programs have clearly defined objectives and learning outcomes.4.50
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S.1.1The objectives and learning outcomes of a program are aligned with the institution’s Vision, Mission and Goals. 5.00
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S.1.2There is a clear articulation of how the programs develop the attributes/desired competencies of its ideal graduates.4.00
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S.2Degree programs meet the specific program outcomes/ competencies and standards stipulated in the PSG of the CHED.5.00
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S.2.1The curricular programs are consistent with the institution’s vision and mission and also with local, national and global development goals.5.00
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S.2.2The curricular programs are supported with appropriate, updated and innovative learning processes and resources.5.00
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S.3There is a process being followed in the preparation, deliberation, and approval of the new/revised curriculum. 5.00
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S.4There is a process being followed in the preparation, evaluation, revision and approval of the syllabi. 4.00
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4.63
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IMPLEMENTATION
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I.1Program objectives, targets or results are understood by stakeholders. 5.00
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I.2Faculty translate objectives and learning outcomes in the teaching of their courses. 5.00
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I.3The institution establishes and maintains comparability of standards with other providers of similar/equivalent programs.5.00
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5.00
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OUTCOME/S
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O.1The institution have well-designed academic programs.5.00
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O.2Program objectives and outcomes are achieved.4.00
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O.3Curricular program objectives and outcomes are compliant with CHED requirements and to the institution’s vision, mission and goals.5.00
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4.67
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4.76
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Best Practices:
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Strategic Curriculum Alignment with Institutional, National, and Global Priorities
At Partido State University, the development and refinement of academic programs are anchored in a strategic framework that ensures coherence across institutional mandates and broader societal goals. Central to this approach is the institutionalization of Curriculum Alignment Matrices—comprehensive tools that systematically link the University’s Vision, Mission, and Goals (VMGO) with Program Educational Objectives (PEOs), Program Outcomes (POs), Course Learning Outcomes (CLOs), and Graduate Attributes. These matrices serve not only as planning instruments but also as dynamic references embedded in curriculum proposals, syllabi, and program reviews.
To maintain relevance and compliance, ParSU ensures that its academic offerings are aligned with the Commission on Higher Education’s Policies, Standards, and Guidelines (CHED PSGs), the Philippine Development Plan, and the Bicol Regional Development Plan. Moreover, the integration of the United Nations Sustainable Development Goals (SDGs) into course content and learning outcomes reflects the University’s commitment to global citizenship and sustainable education.
Validation of these alignments is achieved through Board of Regents-approved curriculum revisions, detailed curriculum maps, and external audits such as CHED CMO compliance reports. This strategic alignment guarantees that ParSU graduates are not only academically prepared but also socially responsive and globally competitive.

Establishing a Robust and Standards-Based Curriculum Management System
Partido State University upholds academic integrity and institutional excellence through a meticulously structured curriculum management system. Anchored in ISO 9001:2015-compliant procedures—such as ParSU-WI-ACA-01—the University ensures that every phase of curriculum development, review, and approval follows a transparent and quality-assured process. This system is supported by comprehensive documentation, including Curriculum Review Checklists, minutes from Academic Council and Board of Regents meetings, and CHED endorsements and RQAT inspection reports.
Beyond procedural rigor, ParSU integrates Outcomes-Based Education (OBE) principles and Sustainable Development Goals (SDGs) into all syllabi, ensuring that its academic programs are not only compliant with national standards but also responsive to global challenges. This structured approach guarantees that curriculum revisions are data-driven, stakeholder-informed, and strategically aligned with institutional goals.

Participatory Curriculum Development and Continuous Quality Assurance
Partido State University champions a participatory approach to curriculum development, recognizing that the strength of its academic programs lies in the collective wisdom of its stakeholders. Through regular consultations with faculty, students, alumni, industry partners, and local government units, the University fosters a culture of shared responsibility and continuous improvement. These engagements are meticulously documented through minutes, feedback reports, and advisory board recommendations, ensuring transparency and accountability in the decision-making process.
Stakeholder insights are translated into refined learning outcomes, innovative teaching strategies, and enhanced graduate competencies, all within the framework of Outcomes-Based Education (OBE). ParSU’s adherence to CHED’s Typology-Based Quality Assurance standards further reinforces the integrity and relevance of its academic programs.
To sustain this quality-driven culture, the University has established a robust Quality Management System (QMS) that encompasses performance tracking, benchmarking against peer institutions, and strategic planning. Implementation is monitored through internal audits, faculty reflective reports, and student evaluations—tools that provide critical feedback for ongoing enhancement.
This participatory and data-informed model ensures that ParSU’s academic programs remain responsive to the evolving needs of society, competitive in the higher education landscape, and aligned with both national priorities and global standards.

Modernizing Learning Resources and ICT Infrastructure for 21st Century Education
Recognizing the evolving demands of higher education, ParSU continuously invests in modernizing its learning environments. The University maintains a dynamic library system with regularly updated holdings and subscriptions to premier academic databases such as JSTOR, ScienceDirect, and ProQuest. These resources empower students and faculty with access to cutting-edge research and global knowledge.
Complementing its library services, ParSU sustains a comprehensive inventory of ICT facilities and instructional technologies, ranging from multimedia classrooms to digital laboratories. Through its Work and Financial Plan (WFP), the University allocates dedicated funding for the acquisition of new books, journals, and educational tools. Faculty members are also encouraged to innovate by developing digital modules, case studies, and recorded lectures—ensuring that teaching materials remain relevant, engaging, and accessible.
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PARAMETER B: PROGRAM APPROVAL
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SYSTEM – INPUTS AND PROCESSES
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S.1There is a system for approving academic programs, revision and development.5.00
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S.2The process of approval of academic programs is clear to stakeholders.5.00
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S.3The system of approval includes alignment of resources to the Vision, Goals and Objectives.5.00
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S.4The system of approval reflects clear articulation of development needs of the region, nation and the world articulating the relationships and development of desired competencies.5.00
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S.5The system accommodates new updates in the approval of programs.5.00
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5.00
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IMPLEMENTATION
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I.1Approval of the academic programs considers:5.00
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I.1.1the HEI’s VMG;5.00
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I.1.2the HEI’s resources;5.00
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I.1.3the development needs of the region/country; and5.00
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I.1.4its ability to ensure that programs enable students to achieve the specified intended outcomes.5.00
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I.2Committees at various levels are set up to act on proposed programs.5.00
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I.3Feedback from stakeholders are considered in the approval of programs.5.00
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I.4Program approval follows a process starting with the plan and ending with notification of action taken.5.00
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I.5Various committees act on the approval of programs from collegial academic discussions by the different levels namely department, college, university, and Board of Trustees/Regents.5.00
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I.6Academic programs are implemented in accordance with the terms and conditions set in the approval.5.00
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I.7Well trained faculty members facilitate student learning and are provided appropriate learning resources, facilities, and administrative support.5.00
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I.8There is regular evaluation of faculty performance and self evaluation of individual programs through licensure passing rates(when applicable), employment rates, and graduates and stakeholders feedbacks for program enhancement. 5.00
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I.9The institution has policies and processes to match students’ abilities and aptitudes to the demands of the programs to which they are recruited.5.00
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I.10The institution provides academic support to students and faculty for effective teaching and learning.5.00
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I.11The institution ensures the use of pedagogical skills among faculty who are not graduates of teacher education.5.00
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I.12Learning process is enhanced through the use of varied teaching techniques and methodologies, instructional materials, computer-aided instruction and non-traditional teaching approaches to produce desirable learning outcomes.5.00
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I.13The institution has programs that allow students to practice their learned competencies in view of their future careers, such as practicum, internship and on-the-job training.5.00
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I.14Stakeholders participate in the preparation and periodic review of syllabi which are distributed to students for effective instruction.4.00
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OUTCOME/S
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O.1An effective system of program approval and implementation is developed.5.00
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O.2The programs are consistent with Vision, Mission and Goals of the Institution.5.00
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O.3The objectives of the programs are consistent with the desired competencies.5.00
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O.4Credibility of the programs is noteworthy due to transparency of processes.5.00
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Best Practices:
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The University has good practices throughout the years. Among the best practices are the following:
1. Robust and Transparent Program Approval System
The University employs a structured, ISO-certified process for the approval, revision, and development of academic programs. This system ensures alignment with CHED policies, institutional goals, and national development plans. It is participatory—engaging stakeholders at every level—and documented through feasibility studies, council resolutions, and stakeholder consultations, ensuring transparency and credibility.
2. Strategic Curriculum Design Aligned with Global and National Goals
Curricula and OBE syllabi are intentionally crafted to reflect the University's Vision, Mission, and Goals, while integrating the UN Sustainable Development Goals and Ambisyon 2040. Regular reviews and stakeholder input ensure that programs remain relevant, competency-based, and responsive to regional, national, and global needs.
3. Flexible and Inclusive Learning Modalities for a Diverse Student Body
The University demonstrates its commitment to accessible and student-centered education by continuously adapting to emerging delivery modes. At the undergraduate level, three distinct modalities—face-to-face, online, and blended learning—are employed to enhance engagement, flexibility, and effectiveness. For graduate programs, a balanced 50-50 hybrid model integrates in-person and online instruction, allowing working professionals and advanced learners to thrive in a dynamic academic environment. These approaches reflect the University's responsiveness to technological advancements, learner diversity, and evolving educational landscapes.
4. Institutional Guides for Academic and Student Life
The University ensures clarity, consistency, and transparency in its academic and student affairs through the publication of two comprehensive documents: the Student Handbook for undergraduate students and the Graduate Students Manual of Operations (GPMO) for graduate students. These manuals serve as authoritative references, detailing the University's history, governance structure, admission procedures, enrollment requirements, tuition and fees, academic and non-academic policies, graduation protocols, student organizations, code of conduct, disciplinary procedures, and available services and facilities. Updates are made as necessary throughout the academic year to reflect evolving institutional policies and student needs, reinforcing the University's commitment to responsive and well-governed education.