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Impact of Accreditation on the Teaching and Learning Process in

the Civil Engineering Sector

Authors: Mr. A.M.R.R.Abeykoon, Ms. Priyaga Kumari, Ms.B.N.Dharmasena

TVEC RESEARCH : Year 2016

Impact of Accreditation on the Teaching and Learning Process in the Civil Engineering Sector

Executive Summary

Educational reforms of the last decade have received increased scrutiny regarding their

effectiveness in raising student achievement. A number of research studies have examined the

relationships between academic achievement and isolated factors such as class size, lecturer/

instructor experience, students per computer or hours of instruction per year. To date,

however, considerably less attention has been given to, or research conducted on, institutional

practices that affect teaching and learning. For example, there is little research on vocational

training center accreditation, a process affecting a range of institutional practices, including

those governing classroom instruction, capital resources, and finances, staffing needs, student

services, administration and professional development. The scarcity of research on

accreditation may be explained in that accreditation is a process that affects many types of

institutes in a variety of ways. Correspondingly, the task of ‘measuring’ the impact of the

accreditation process on the quality of education is complex and challenging. 1 Assessing the

impact of the accreditation process is less straightforward than comparing institutes based on

characteristics like student-lecturer ratio, per student expenditure, percentage of certified

teachers, graduation rate, and students per computer, library holdings or test scores.2

Research on best practices in education points to a host of institute-level variables that

benefit student learning. There has been comparatively less inquiry into how characteristics of

an institution, apart from factors inside the classroom, affect the quality of teaching and

learning. Although the accreditation process has, over decades, affected educational

institutions serving every grade level few studies have explored the impact of accreditation on

the quality of education leaving important questions unanswered. For example, do the types of

professional development activities for lecturers affect instruction? Do students benefit

academically when they attend institutes where faculty and administrators engage in shared 1 Bogue, E. Grady. "Quality assurance in higher education: The evolution of systems and design ideals." New Directions for Institutional Research1998.99 (1998): 7-18.2 Altbach, Philip G., and Jane Knight. "The internationalization of higher education: Motivations and realities." Journal of studies in international education 11.3-4 (2007): 290-305.

TVEC RESEARCH 2016 Page 1


decision-making? Does the work environment affect lecturers’ morale and, in turn, the quality

of instruction they provide? Do institutes in which lecturers collaborate extensively in lesson

design provide a better education than schools where faculty teamwork is minimal? Do certain

administrative policies and practices influence the quality of education?

To answer these and other questions this research was carried out to examine the

impact of accreditation on the teaching and learning process at accredited institutions. A

survey instrument was developed for this purpose. The primary objective of this research was

to gather measurable insights about the impact of accreditation on the teaching and learning

process. Study results were divided into two parts corresponding to two distinct groups of

respondents. Institute Directors/ Principals formed group 1 and Lecturers/ Instructors formed

group 2. Findings are based on both quantitative and qualitative survey data.

1. Introduction



This report focuses on higher education accreditation focusing on the technical education

sector. It represents a first effort to map, explore and assess accreditation impact on the

teaching learning process. The information presented here, the assessments, and

recommendations are intended to inform and assist those interested in quality assurance in

general and suggest approaches and strategies for those contemplating technical education

accreditation, audits, and academic reviews.

1.1 Purpose and Role of Accreditation

The development and utilization of effective mechanisms for accreditation and

improvement are critical to successful technical education everywhere. Every nation and its

students are competing in an environment shaped by its own local and national needs as well

as international expectations and standards. The impacts of the latter are increasing. As a

result, the success and competitiveness of graduates in tertiary institutions will be affected by

those standards and expectations. Educators, policy makers, and faculty members would be

well advised to assess their own tertiary systems in that context and strive to set appropriate

standards of their own which also draw on and reflect the unique history, needs, and

expectations of the nation. 3

Quality improvement and quality assurance are among the most complicated problems

facing technical education because they touch on almost every aspect of the system. It is much

more than meeting some minimal standard measures of inputs – number of faculty members

with higher education, books in the library, ratio of computers to students. And if quality

assurance is to be carried out effectively it must be seen as important to those involved, impart

critical information to tertiary institutions, employers, and the public, and be meaningful to the

international higher education community and other international actors.

Quality refers to “fitness for purpose” – meeting or conforming to generally accepted

standards as defined by quality assurance bodies and appropriate academic and professional

3 Natarajan, R. "The role of accreditation in promoting quality assurance of technical education." International Journal of Engineering Education 16.2 (2000): 85-96.



communities. In the diverse arena of technical education, fitness for purpose varies

tremendously by field and program. Accreditation is a planned and systematic review process

of an institution or program to determine whether or not acceptable standards of education,

scholarship, and infrastructure are being met, maintained and enhanced. A broad range of

factors affect quality in tertiary institutions including their vision and goals, the talent and

expertise of the teaching staff, the quality of the library and laboratories, access to the Internet,

governance, leadership, relevance, value added, and a host of others. A tertiary institution is

only as good as the quality of its teaching staff – they are the heart of the institution producing

its graduates, its research products, and its service to the institution, community, and nation. 4

Some of the most important terms used here and in quality assurance, such as

accreditation, are employed in a variety of ways and have different meanings in different parts

of the world. For example, accreditation in the US refers to a process of review and assessment

of quality that result in a decision about whether or not to accredit an institution. In the UK

accreditation refers to a Code of Practice by which an institution without its own degree

awarding powers is given authority by a university or other awarding institution to offer its

degrees to students meeting the requirements.5

Accreditation is defined as a process of self-study and external quality review used in

higher education to scrutinize colleges, universities and higher education programs for quality

assurance and quality improvement. The process is designed to determine whether or not an

institution has met or exceeded national published standards for accreditation and is achieving

its mission and stated purpose. The process usually includes a self-evaluation, peer reviews and

site visits. Success results in accreditation.6

An institutional academic review is a diagnostic self-assessment and evaluation of

teaching, learning, research, service, and outcomes based on a detailed examination of 4 Pring, Richard. "Standards and quality in education." British Journal of Educational Studies 40.1 (1992): 4-22.5 Brennan, John, and Ruth Williams. "Accreditation and related regulatory matters in the United Kingdom." Accreditation and evaluation in the European higher education area. Springer Netherlands, 2004. 465-490.6 Lubinescu, Edward S., James L. Ratcliff, and Maureen A. Gaffney. "Two continuums collide: Accreditation and assessment." New directions for higher education 2001.113 (2001): 5-21.



curricula, structure, and effectiveness of a program as well as the quality and activities of its

faculty. It is designed to give an institution an evaluation of its own programs based on a self-

assessment by the unit, a peer review by colleagues outside the program, and a report on the

findings. In several countries the term accreditation is used to refer to public universities that

were established by acts of Parliament, by statute, or by decree. 7

Changes brought about by the transition to a knowledge economy have created a

demand for higher skill levels in most occupations. A new range of competences such as

adaptability, team work, communication skills and the motivation for continuous learning have

become critical. Thus, countries wishing to move towards the knowledge economy are

challenged to undertake reforms to raise the quality of education and training through changes

in content and pedagogy. Without high quality tertiary education nations lack the trained

professionals to meet the needs of highly competitive markets and the challenges of knowledge

societies. Accreditation and assessment help foster and encourage high quality and quality

improvement in higher education institutions.8

1.2 Objectives of Accreditation

Institutional and program accreditation reflects a wide range of goals that include to:

assess the performance of tertiary institutions including teaching, learning, research,

and service

improve the quality of higher education, which in many cases means meeting

international standards and expectations

7 Holland, Barbara. "Analyzing institutional commitment to service: A model of key organizational factors." Michigan Journal of Community Service Learning4.1 (1997): 30-41.8 Brown, Phillip, Anthony Hesketh, and Sara Williams. The mismanagement of talent: Employability and jobs in the knowledge economy. Oxford University Press, 2004.



protect the public from fraudulent or substandard tertiary education providers

provide institutions with an external assessment of quality and performance and

encourage quality improvement

provide information to potential students, their parents, employers, and the public;

assess the relevance of academic and professional programs

provide for licensure in professional fields (e.g. accounting, medicine, law, teacher

education, engineering)

set minimum standards for higher education institutions (in the case of accreditation)

examine quality improvement and assessment mechanisms of institutions

assess the success of institutions in meeting their stated missions, goals, and vision

hold tertiary institutions accountable to the public and stakeholders

provide mechanisms for government regulation of higher education

assist governments in allocating resources

provide a recognized measure of quality to attract foreign students and investors, insure

the transferability of students, and recognition of student degrees internationally

1.3 Purpose of Accreditation

Accreditation process serves two purposes:

1. Institutional Purpose:

Institutes assert that accreditation helps shape and guide the continuous quality

improvement of their institutions and academic programs. Accreditation’s unique,

external peer-review process provides insight, feedback and recommendations on goals,

policies and plans to fulfill educational missions and enhance academic quality.



Accreditation can also help institutions make judgments about accepting academic

credit from other colleges or universities.

2. Government/Public Purpose:

The government and the public rely on accreditation for quality assurance. As the

government created new government benefit programs, in the form of grants and loans,

for veterans and college students pursuing higher education, it sought a mechanism or

system to assure the quality of institutions where students spend their government

funds. To accomplish this objective, the federal government deferred to an existing

system – accreditation.

2. Background

An institution or program that has successfully completed an accreditation review has in

place the needed instructional, student support and other services to assist students to achieve

their educational goals. Accreditation has helped to provide the conditions necessary for the

development of diverse, flexible, robust and often admired higher education. Accreditation is

both a process and a status. It is the process of reviewing colleges, universities, institutions and

programs to judge their educational quality – how well they serve students and society. The

result of the process, if successful, is the award of “accredited status.” Accreditation is carried

out through nongovernmental organizations created in whole or in part by the higher education



community. Some accrediting organizations review colleges and universities. Others review

specific programs, e.g., law, medicine, engineering. In a number of fields, especially the health

professions, graduation from an accredited program is a requirement for receiving a license to

practice. All accrediting organizations create and use specific standards both to assure that

institutions and programs meet threshold expectations of quality and to assure that they

improve over time. These standards address key areas such as faculty, student support services,

finance and facilities, curricula and student learning outcomes. All accrediting organizations use

common practices, including a self-review by the institution or program against the standards,

an on-site visit by an evaluation team of peer experts and a subsequent review and decision by

the accrediting body about accredited status. This review is repeated every three to ten years if

the institution or program is to sustain its accreditation.9

Accreditation process benefits students and the public. “Accredited status” means that

students and the public can expect that a school or program lives up to its promises. It means

that a student can have confidence that a degree or credential has value. Accreditation signals

that the public can have confidence in the worth of an institution or program. For students,

accreditation provides value related to not only judging quality, but also obtaining employment,

receiving student aid and transferring credits.

Accreditation:

Encourages confidence that the educational activities of an accredited institution

or program have been found to be satisfactory.

Assists with student mobility: Accredited status indicates to institutions judging

requests for transfer or applications for graduate school that the sending

institution or program has met threshold expectations of quality.

Signals to prospective employers that a student’s educational program has met

widely accepted standards, with graduation from an accredited program, in

some cases, a prerequisite for entering a profession.

9 Accreditation, Education. "The Value of Accreditation." (2010).



Provides access to federal and sometimes state financial aid, available to

qualified students who attend institutions accredited by recognized accrediting

organizations. To the public, the accreditation process provides value not only

through judging quality, but also assuring reliable information about institutions

and programs, promoting accountability and identifying successful improvement

efforts.

Confirms that the public presentation of an educational program, student

services and graduate accomplishments is fair and accurate.

Promotes accountability through ongoing external evaluation of the institution

or program, with a finding that there is compliance with general expectations in

higher education or a professional field as reflected in the accreditation

standards.

Identifies institutions and programs that have voluntarily undertaken explicit

activities directed at improving the quality of the institution and its professional

programs and are carrying them out successfully.

In looking at the value of accreditation following can be analyzed.

Accreditation:

Encourages confidence that an institution’s or program’s presentation of the education

it provides is fair and accurate, including the description of services available to students

and the accomplishments of its graduates.

Assures that a neutral, external party (the accrediting organization) has reviewed the

quality of education provided and has found it to be satisfactory, based upon

appropriate peer expertise.

Confirms that institutions and programs have processes in place to meet changes in

thinking within the academy and in the public’s expectations



Assists with transfer of credits among institutions, with student mobility more likely to

be successful among accredited institutions as compared to unaccredited institutions.

Aids with entrance to a profession, when a particular field may require graduation from

an accredited program or institution.

Signals prospective employers that an educational program has met widely accepted

educational standards. 10

Accredited status is a reliable indication of the value and quality of educational

institutions and programs to students and the public. Without accredited status, it is

hard to be sure about the quality of the education or to be confident that an institution

or program can deliver on its promises. Similarly, employers or graduate programs

cannot be confident that graduates of an unaccredited institution or program will be

appropriately prepared.

Accreditation of an institution may not mean that a specific program is accredited,

particularly a professional program leading to licensure. What Does the Fact That the

Institution or Program is Accredited Mean to Students? It means that students can have

confidence in an institution or program because those who went before had access to a

quality education. Through accreditation, peer experts have reviewed the quality of the

education provided, the processes by which students are educated and the processes that

the institution or program uses to maintain an acceptable level of quality over time. How Do

Students Know That an Accredited Institution or Program Will Keep Its Word in Providing

the Education Described in Its Public Materials? As part of the accreditation process,

institutions and programs must demonstrate that they meet the accreditation standards

requiring that they provide quality education. And, they have to demonstrate truth in

advertising – which the information presented about the education they offer, is accurate.

10 Huffman, James. "The Role of Accreditation in Preserving Educational Integrity." Educational Record 63.3 (1982): 41-44.



3. Survey Results

Survey for Instructors: Section – A

VTA-Gampaha Number of Instructors: 7Section A

Question1 Question2 Question3Question 4

Question 5

Question 6

Question 7

Question 8

A -Strongly Agree 1 6 1 3 1 2B -Agree 7 4 5 5 4 4 3C -Disagree 2 1 1 1 1 2D -Strongly Disagree 1E- Not Certain 1



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

Question 8

0

1

2

3

4

5

6

7

A -Strongly AgreeB -AgreeC -DisagreeD -Strongly DisagreeE- Not Certain

VTA-Ratmalana Number of Instructors: 6Section A

Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

Question 8

A -Strongly Agree 6 2 1 2B -Agree 6 4 5 5 4 4 2C -Disagree 2 1 1 1 2D -Strongly DisagreeE- Not Certain



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

Question 8

0

1

2

3

4

5

6


TC-Matale Number of Instructors: 4Section A


Question 5

Question 6

Question 7

Question 8

A -Strongly Agree 4B -Agree 4 4 3 3 4 4 2C -Disagree 1 1 2D -Strongly DisagreeE- Not Certain



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

Question 8

0

0.5

1

1.5

2

2.5

3

3.5

4


TC-Warakapola Number of Instructors: 4Section A


Question 5

Question 6

Question 7

Question 8

A -Strongly Agree 4B -Agree 4 4 4 3 4 4 4C -Disagree 1D -Strongly DisagreeE- Not Certain



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

Question 8

0

0.5

1

1.5

2

2.5

3

3.5

4


TC-Weerawila Number of Instructors: 6Section A


Question 5

Question 6

Question 7

Question 8

A -Strongly Agree 6B -Agree 6 3 6 5 6 4 6C -Disagree 1 2D -Strongly DisagreeE- Not Certain 3



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

Question 8

0

1

2

3

4

5

6


Survey for Instructors : Section –B

VTA-Gampaha Number of Instructors: 7Section B

Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

A -Highly Improved 6 7 5 7 7 5 6B -Improved 1 2 1C -Averagely Improved 1 1D -Not Improved



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

0

1

2

3

4

5

6

7

Series1A -Highly ImprovedB -ImprovedC -Averagely ImprovedD -Not Improved

VTA-Ratmalana Number of Instructors: 6Section B

Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

A -Highly Improved 2 6 4 6 6 5 6B -Improved 4 2 1C -Averagely ImprovedD -Not Improved



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

0

1

2

3

4

5

6

A -Highly ImprovedB -ImprovedC -Averagely ImprovedD -Not Improved

TC-Matale Number of Instructors: 4Section B

Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

A -Highly Improved 2 4 3 3 4 4 4B -Improved 2 1C -Averagely Improved 1D -Not Improved



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5


TC-Warakapola Number of Instructors: 4Section B

Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

A -Highly Improved 2 4 3 4 4 1 4B -Improved 2 1 3C -Averagely ImprovedD -Not Improved



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

0

0.5

1

1.5

2

2.5

3

3.5

4


TC-Weerawila Number of Instructors: 6Section B

Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

A -Highly Improved 1 6 1 6 6 4 3B -Improved 5 5 2 3C -Averagely ImprovedD -Not Improved



Question1

Question2

Question3

Question 4

Question 5

Question 6

Question 7

0

1

2

3

4

5

6




4. Analysis of DataMS Excel software was used for the analysis purposes of the gathered data. Average

value was considered in identifying the relationship between accreditation process and

the teaching and learning process.

Following are the data related to the section A of the questionnaire given for the

Lecturers/ Instructors.

TC-Weerawila Number of Instructors: 6Section A


Question 5

Question 6

Question 7 Question 8 Average

A -Strongly Agree 6 6B -Agree 6 3 6 5 6 4 6 5.142857C -Disagree 1 2 1.5D -Strongly DisagreeE- Not Certain 3 3



Question 5

Question 6

Question 7

Question 8 Avearage

A -Strongly Agree 4 4B -Agree 4 4 4 3 4 4 4 3.857143C -Disagree 1 1D -Strongly DisagreeE- Not Certain





Question 5

Question 6

Question 7

Question 8 Average

A -Strongly Agree 4 4B -Agree 4 4 3 3 4 4 2 3.428571C -Disagree 1 1 2 1.333333D -Strongly DisagreeE- Not Certain



Question 5

Question 6

Question 7

Question 8 Average

A -Strongly Agree 6 2 1 2 2.75B -Agree 6 4 5 5 4 4 2 4.285714C -Disagree 2 1 1 1 2 1.4D -Strongly DisagreeE- Not Certain

VTA-Gampaha Number of Instructors: 7Section A


Question 5

Question 6

Question 7

Question 8 Average

A -Strongly Agree 1 6 1 3 1 2 2.333333B -Agree 7 4 5 5 4 4 3 4.571429C -Disagree 2 1 1 1 1 2 1.333333D -Strongly Disagree 1 1E- Not Certain 1 1



Average values of the Section B : Lectuers/ Instructors

Center NameA -Strongly Agree B -Agree

C -Disagree

D -Strongly Disagree

E- Not Certain

TC-Weerawila 6 5.142857 1.5 3TC-Warakapola 4 3.855714 1TC-Matale 4 3.428571 1.3333VTA-Ratmalana 2.75 4.285714 1.4VTA-Gampaha 2.3333 4.571429 1.3333 1 1

A -Stro

ngly Agre

e

B -Agre

e

C -Disa

gree

D -Stro

ngly Disa

gree

E- Not C

ertain

0

1

2

3

4

5

6

7

TC-WeerawilaTC-WarakapolaTC-MataleVTA-RatmalanaVTA-Gampaha

Above diagram depicts the average values for the section A of the questionnaire. Which

has the highest values for the ‘strongly agree’. This depicts the positive impact of the

accreditation process on the teaching and learning process.

Following are the results from the data gathering given for the Lecturers/ Instructors

from the section A of the questionnaire.

TC-Weerawila Number of Instructors: 6Section B

Question1 Question2 Question3 Question Question Question Question Average



4 5 6 7

A -Highly Improved 1 6 1 6 6 4 3 3.857143B -Improved 5 5 2 3 3.75C -Averagely ImprovedD -Not Improved



Question 5

Question 6

Question 7

Question 8 Avearage

A -Strongly Agree 4 4B -Agree 4 4 4 3 4 4 4 3.857143C -Disagree 1 1D -Strongly DisagreeE- Not Certain



Question 5

Question 6

Question 7

Question 8 Average

A -Strongly Agree 4 4B -Agree 4 4 3 3 4 4 2 3.428571C -Disagree 1 1 2 1.333333D -Strongly DisagreeE- Not Certain



Question 5

Question 6

Question 7

Question 8 Average

A -Strongly Agree 6 2 1 2 2.75B -Agree 6 4 5 5 4 4 2 4.285714C -Disagree 2 1 1 1 2 1.4D -Strongly Disagree



E- Not Certain

TC-Warakapola Number of Instructors: 4Section B


Question 5

Question 6

Question 7 Average

A -Highly Improved 2 4 3 4 4 1 4 3.142857B -Improved 2 1 3 2C -Averagely ImprovedD -Not Improved

TC-Matale Number of Instructors: 4Section B


Question 5

Question 6

Question 7 Average

A -Highly Improved 2 4 3 3 4 4 4 3.428571B -Improved 2 1 1.5



C -Averagely Improved 1 1D -Not Improved

VTA-Ratmalana Number of Instructors: 6Section B


Question 5

Question 6

Question 7 Average

A -Highly Improved 2 6 4 6 6 5 6 5B -Improved 4 2 1 2.333333C -Averagely ImprovedD -Not Improved

VTA-Gampaha Number of Instructors: 7Section B


Question 5

Question 6

Question 7 Average

A -Highly Improved 6 7 5 7 7 5 6 6.142857B -Improved 1 2 1 1.333333C -Averagely Improved 1 1 1D -Not Improved

Section A: Average Values of the Centers - Data Analysis for Lecturers/ Instructors

Average Values

Center Name Highly Improved ImprovedAveragely Improved

Not Improved

TC-Weerawila 3.857143 3.75TC-Warakapola 3.142857 2TC-Matale 3.428571 1.5 1



VTA-Ratmalana 5 2.333333VTA-Gampaha 6.142857 1.333333 1

TC-W

eeraw

ila

TC-W

araka

pola

TC-M

atale

VTA-Ratm

alana

VTA-G

ampah

a0

1

2

3

4

5

6

7

Highly Improved ImprovedAveragely ImprovedNot Improved

From the above graph related to the section A of the questionnaire it can be depicted

that there is a positive impact from accreditation on the teaching and learning process.



5. Limitations There were several limitations in meeting the goal of this research. Several

questionnaires were rejected due to incompleteness. Not all the participants were

motivated to respond to questionnaires in a timely and efficient manner. There is lack of

motivation in participating in research and the general opinion towards research work is

a negative aspect. Due to limited time frame research was limited to the civil

engineering sector. Due to limited time frame and traveling inconsistencies face- to -

face interviews were omitted.



6. ConclusionAnalysis of the gathered data depicts that there is a positive impact from the

accreditation on the teaching and learning process.



7. RecommendationsThis research was conducted only for the Civil Engineering sector. The same can be

implemented for other trade areas in the technical education sector as well. In order to

add up value to the technical education sector migrant workers this research can be

used. Research can be used to map the accreditation process in different regions in the

world. It gives added value to the migrant workers. This can be used to improve the

attitudes of the lecturers / instructors at technical educational centers. This can be used

as a motivating factor to embrace the process of accreditation. Non- accredited

institutes can move towards accredited culture through the results of this research.



Appendix

TVEC RESEARCH- 2016

Impact of Accreditation on Improving Teaching and Learning Processes in

Training Providers of Civil Engineering Sector- For Managers

Directions: Please indicate your degree of agreement with each statement by checking the

most accurate idea. Please be assured that your responses will be kept confidential.

Question Strongly

Agree

Agree Disagree Strongly

Disagree

Not Certain

1.The accreditation

process has been

beneficial in terms of

enhancing the overall

quality of education



at your institution.

2.Participation in the

accreditation in the

accreditation process

has led to

improvement in the

quality of class room

instruction.




has led to

improvement in

training delivery on

time.

4. Participation in the



has led to

improvement in the

infrastructure

facilities.




has led to

improvement in the

examination results.






has led to

improvement of the

trainer’s performance




has led to

improvement in the

trainer’s motivation

to update his/her

knowledge via

further education,

research,

workshops..etc..




has led to

improvement in the

On-The-Job(OJT)

opportunities for the

trainees.



Part B

This refers to the areas improved/Not improved by the accreditation process. If the given

category/ sub category has improved/Not improved check the relevant area according to your

choice.

Category/ Sub Category Improved due to

Accreditation Process

Not Improved due to


1. Infrastructure facilities

1.1 Classroom

1.2 Workshop/laboratory

1.3 Lighting in classrooms/

workshops/labs

1.4 Ventilation for classrooms/

workshops/labs

1.5 Drinking water

1.6 Sanitary facilities

2. National Documents

2.1 National Competency Standard- NCS(

New/Revised)

2.2 Curriculum outline (New/Revised)

2.3 Trainer’s/ learner’s guide ( If



developed)

3. Equipment & Training Material

Facilities

3.1 Availability of equipment

3.2 Availability of machinery

3.3 Availability of tools

3.4 Usage of equipment, machinery,

tools

3.5 Plan for maintenance of Machinery/

Equipment

3.6 Availability of training materials/

consumables

3.7 Training work station

4. Training delivery documents and

delivery of training

4.1 Course plan, training plans( T1),

lesson plans(T2) and time tables

prepared in accordance to the

required qualification package/s

4.2 Availability of theory notes, practical

sheets for the entire training course

4.3 Availability of students’ theory note

books/ practical done as per modules

completed

4.4 In class assignments/ continuous

assessment done as per modules

completed

4.5 Continuous assessment is done is



accordance with curriculum

4.6 Projects completed in accordance

with curriculum

5. Maintenance of Records

5.1 Attendance

5.2 Instructor log book/ daily diary

5.3 Assessment records

5.4 Trainees’ progress record books

6. Safety Arrangements

6.1 Building

6.2 Equipment/ Machinery

6.3 Fire Safety

6.4 Personal Safety

6.5 First aid facilities

7. Qualification of training staff/

instructors

7.1 No. of staff involved in the course

7.2 Vocational qualification

7.3 Academic/teaching experience

7.4 Industry experience

General Information: For research purposes, please answer the questions below pertaining to

your background and your institution’s characteristics. Please be assured that your answers will

be kept confidential.

Type of institution (please circle): Public ⃝ Private ⃝

Level of education (please circle): Elementary Vocational/Technical ⃝



College ⃝

University ⃝

Your position at your institution: ____________________ Number of years in this position: _________

Number of students at your institution: _________ Grade (Average): _________

Your Gender: F ⃝ M ⃝

THANK YOU FOR YOUR PARTICIPATION



TVEC RESEARCH 2016

Impact of Accreditation on Improving Teaching and Learning Processes in

Training Providers of Civil Engineering Sector - For Instructors

Directions: Please indicate your degree of agreement with each statement by checking the

most accurate idea. Please be assured that your responses will be kept confidential.

Part A

Question Strongly

Agree

Agree Disagree Strongly

Disagree

Not Certain

1.The accreditation

process has been

beneficial in terms of

enhancing the overall

quality of education

at your institution.




has led to

improvement in the

quality of class room

instruction.






has led to

improvement in the

Trainer delivery

method.




has led to

improvement in the

infrastructure of the

training center.




has led to

improvement of the

examination results.

Part B

This refers to the areas improved/Not improved by the accreditation process. If the given

category/ sub category has improved/Not improved check the relevant area according to your

choice.

Category/ Sub Category Improved due to


Not Improved due to


1. Infrastructure facilities

1.1 Classroom

1.2 Workshop/laboratory

1.3 Lighting in classrooms/



workshops/labs

1.4 Ventilation for classrooms/

workshops/labs

1.5 Drinking water

1.6 Sanitary facilities

2. National Documents

2.1 National Competency Standard- NCS(

New/Revised)

2.2 Curriculum outline (New/Revised)

2.3 Trainer’s/ learner’s guide ( If

developed)

3. Equipment & Training Material

Facilities

3.1 Availability of equipment

3.2 Availability of machinery

3.3 Availability of tools

3.4 Usage of equipment, machinery,

tools

3.5 Plan for maintenance of Machinery/

Equipment

3.6 Availability of training materials/

consumables

3.7 Training work station

4. Training delivery documents and

delivery of training

4.1 Course plan, training plans( T1),

lesson plans(T2) and time tables

prepared in accordance to the



required qualification package/s

4.2 Availability of theory notes, practical

sheets for the entire training course

4.3 Availability of students’ theory note

books/ practical done as per modules

completed

4.4 In class assignments/ continuous

assessment done as per modules

completed

4.5 Continuous assessment is done is

accordance with curriculum

4.6 Projects completed in accordance

with curriculum

5. Maintenance of Records

5.1 Attendance

5.2 Instructor log book/ daily diary

5.3 Assessment records

5.4 Trainees’ progress record books

6. Safety Arrangements

6.1 Building

6.2 Equipment/ Machinery

6.3 Fire Safety

6.4 Personal Safety

6.5 First aid facilities

7. Qualification of training staff/

instructors

7.1 No. of staff involved in the course

7.2 Vocational qualification



7.3 Academic/teaching experience

7.4 Industry experience

General Information: For research purposes, please answer the questions below pertaining to

your background and your institution’s characteristics. Please be assured that your answers will

be kept confidential.

Type of institution (please circle): Public ⃝ Private ⃝

Level of education (please circle): Elementary Vocational/Technical ⃝

College ⃝

University ⃝

Your position at your institution: ____________________ Number of years in this position: _________

Number of students at your institution: _________ Grade (Average): _________

Your Gender: F ⃝ M ⃝

THANK YOU FOR YOUR PARTICIPATION
