QUALIT Y ASSURANCE IN THE

SHS OPERATION
2021 PEAC Webinar on Standards-based Quality Assurance
for Senior High School (SHS QA)

Gina Lapaza-Montalan, Ph.D.

Academic Vice President
Ateneo de Davao University
QUALIT Y
(Dictionary)
• The standard of something as measured against
other things of a similar kind
• The degree of excellence of something

• A distinctive attribute or characteristic possessed by

someone or something
QUALITY is a … QUALITY of a SHS is its …
DISTINCTIVE CHARACTERISTIC
DISTINCTIVE CHARACTERISTIC
(beyond the expected common
(beyond the expected common characteristic)
characteristic of SHSs)

QUALITY of a SHS is
QUALITY is defined by …
defined by …
THE DOER who made a distinct choice for the purpose THE SHS institution based on a distinct choice
for a purpose
QUALITY of a SHS is …
• Declaration of WHO
Vision the SHS is
its DISTINCTIVE CHARACTERISTIC,
which is beyond the expected common • Articulates WHAT the
characteristic of a SHS SHS does as it claims
Mission WHO it is

defined by THE SHS based on its distinct • Informs WHERE it goes

choice for a purpose to do WHAT it ought to
Goals do as it claims Who it is

G.L. Montalan, Sept. 2021

THE QUALIT Y OF A SHS IS …

• DETERMINED BY ITSELF
• BASED ON HOW IT PERFORMS
• BEYOND WHAT IS EXPECTED FROM ALL OTHER SHSs
• in accordance to its VISION AND MISSION

G.L. Montalan, Sept. 2021

ASSURANCE
(Dictionary)
• A positive declaration intended to give confidence
• A promise

• A confidence or certainty in one’s own abilities

QUALIT Y ASSURANCE IS …

❑partof a SHS management that is centered to providing

confidence that quality management requirements are fulfilled
❑involvesa systematic process to determine if such quality
requirements are met.
distinctive characteristics,
which is beyond the expected common characteristics of a SHS,
as defined by the SHS itself based on its distinct choice for a purpose

Minimum Standards
G.L. Montalan, Sept. 2021
 QUALITY
PREREQUISITE (school-defined distinctive characteristics
based on its distinct choice for a purpose -
EXCELLENCE STANDARDS)

FULL
COMPLIANCE
w/ the MINIMUM
STANDARDS

SYSTEMATIC PROCESS, which aims

to determine if the standards are met
QUALITY ASSURANCE
G.L. Montalan, Sept. 2021
 QUALITY
PREREQUISITE (school-defined distinctive characteristics
based on its distinct choice for a purpose -
EXCELLENCE STANDARDS)

FULL
COMPLIANCE
w/ the MINIMUM
STANDARDS
SYSTEMATIC PROCESS, which aims
to determine if the standards are met
QUALITY ASSURANCE
makes a categorical declaration assesses whether it has invites an EQAA to verify
supported by documentary fulfilled its institutional the claimed quality
evidence that it has achieved the mission appropriate to its (fulfilment of its institutional
minimum standards set by the vision mission appropriate to its
government to all SHSs vision)
Internal → External Quality Process G.L. Montalan, Sept. 2021
D O 0 21 S . 2 019 - P O L I C Y GU I D E L I N E S O N T H E
K TO 12 B A S I C E D U C AT I O N P RO GR A M

K to 12 Basic Education

• Responds to national and global needs and demands through its mission to
strengthen the values of the Filipino people, develop a strong sense of
nationalism, develop productive citizens who contribute to the building of
a just, and humane society, ensure environmental sustainability, and
cultivate global partnerships for development (p.6)
D O 0 21 S . 2 019 - P O L I C Y GU I D E L I N E S O N T H E
K TO 12 B A S I C E D U C AT I O N P RO GR A M

K to 12 Basic Education graduate

• is a holistically developed Filipino who has built foundations for learning
throughout life (p.6)
• Has the necessary physical, cognitive, socio-emotional, and moral preparation so
s/he can determine his own purpose for learning in consideration of current and
emerging needs of his/her immediate, local, national, and global communities (p.
8)
• is equipped with information, media and technology skills, learning and
innovation skills, life and career skills, and communication skills necessary to
tackle the challenges and take advantage of the opportunities of the 21st century
(p.6)
D O 0 21 S . 2 019 - P O L I C Y GU I D E L I N E S O N T H E
K TO 12 B A S I C E D U C AT I O N P RO GR A M

Information, media and technology skills

• sub-skills: visual and information literacies, media literacy, basic, scientific,
economic and technological literacies, multicultural literacy, and global
awareness
• Opportunities: allow learners to navigate the fluid and dynamic
environment of knowledge creation and acquisition
• Subjects (used as platforms for integration of the skills): Technology and
Livelihood Education, Science, Mathematics, Araling Panlipunan,
MAPEH, and Languages
D O 0 21 S . 2 019 - P O L I C Y GU I D E L I N E S O N T H E
K TO 12 B A S I C E D U C AT I O N P RO GR A M

Learning and innovation skills

• Sub-skills: Include among others creativity and curiosity, critical thinking,
problem-solving, adaptability, managing complexity and self-direction, and
sound reasoning skills
• Opportunities: acquisition of these skills help learners resolve daily issues
and challenges be it academic, personal, social, etc.
• Subjects (used as platforms for integration of the skills): honed in all
subject areas and across grade levels
D O 0 21 S . 2 019 - P O L I C Y GU I D E L I N E S O N T H E
K TO 12 B A S I C E D U C AT I O N P RO GR A M

Communication skills
• Sub-skills: Teaming, collaboration, interpersonal skills, and interactive
communication are parts and parcels of the 21st century learning
• Opportunities: enable learners adapt to present and future challenges and
opportunities
• Subjects (used as platforms for integration of the skills): integrated in all
learning areas, which are gradually developed through the learning
competencies and performance standards
D O 0 21 S . 2 019 - P O L I C Y GU I D E L I N E S O N T H E
K TO 12 B A S I C E D U C AT I O N P RO GR A M

Life and career skills

• Sub-skills: Flexibility and adaptability, initiative and self-direction, social
and cross-cultural skills, productivity, accountability, leadership, and
responsibility.
• Opportunities: empower learners to make informed decisions, thereby
giving them the leverage to significantly contribute to the development of
society.
• Subjects (used as platforms for integration of the skills): integrated in all
learning areas, which are gradually developed through the learning
competencies and performance standards
CMO 20 S. 2013 -

College Readiness Standards

• Expect K to 12 education to connect the individual student with local,
national, and global communities, concerns, and challenges (p.19)
• Keener ability to conceptualize, reflect, analyze, and create solutions in a
collaborative way and ability to connect developments and appreciate
nuances beyond tailored responses to longstanding problems that
metamorphose over time into new and possibly more injurious forms (p.17)
• broadens the student’s horizon for understanding humanity, life and the
world today in all their diversity and complexity (p.17)
• GE Curriculum
 CMO 20 S. 2013 – GEC: H O L I S T I C U N D E R S TA N D I N G ,
I N T E L L E C T UA L A N D C I V I C C O M P E T E N C I E S

Concretely, K to 12 graduates should be able to:

1. Produce all forms of texts (e.g., written, oral, visual, digital) based on:
• Solid grounding on Philippine experience and culture; Communication
• An understanding of the self, community, and nation;
• Competency in formulating ideas/arguments logically, scientifically, and creatively; and
• Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and diverse world.
2. Systematically apply knowledge, understanding, theory, and skills for the development of the self, local,
and global communities using prior learning, inquiry, and experimentation; Thinking
3. Work comfortably with relevant technologies and develop adaptations and innovations for significant
use in local and global communities; Technology
4. Communicate with local and global communities with proficiency, orally, in writing, and through new
technologies of communication; and Communication & Technology
5. Interact meaningfully in a social setting and contribute to the fulfillment of individual and shared goals,
respecting the fundamental humanity of all persons and the diversity of groups and communities
Problem Solving
 Must be monitored and assessed regularly
is a holistically developed Filipino who has built foundations for
learning throughout life
(has the necessary physical, cognitive, socio-emotional, and moral preparation so s/he can School Philosophy & VMGO
determine his own purpose for learning in consideration of current and emerging needs
of his/her immediate, local, national, and global communities) S
Administration Institutional Planning c
allow learners to navigate h
& Governance & Development
the fluid and dynamic o
o
environment of knowledge
l
creation and acquisition Instructional Leadership
is equipped with Pre HEd Skills B
information, media help learners resolve daily u
and technology issues and challenges be it Curriculum, Physical Plant& d
Communication
skills, learning and academic, personal, social, Assessment Instructional g
innovation skills, life etc. & Instruction Support e
Technology Facilities t
and career skills, and
communication empower learners to make Thinking Work Academic &
skills necessary to informed decisions, thereby
Immersion & Support &
tackle the challenges giving them the leverage to F
Communication Culminating Student
and take advantage significantly contribute to i
& Technology Activity Development
of the opportunities the development of society n
Services a
of the 21st century Problem Solving
enable learners adapt to n
present and future Faculty c
challenges and e
opportunities G.L. Montalan, Sept. 2021 s
THANK YOU.