IMPLEMENTING THE BACHELOR OF ELEMENTARY EDUCATION PROGRAM IN THE LENSE OF ACCREDITATION

Abstract

Through the conduct of an evaluation, this article examined the implementation of a Bachelor
of Elementary Education (BEEd) program at a public institution. It defined the program's
performance metrics and identified the obstacles that program implementers encountered. The
study took a qualitative approach, relying heavily on document analysis to assess and evaluate
documentation pertaining to the program's enrollment, graduation, Licensure Examination pass
rate, and accreditation results. Semi-structured interview guides were devised, evaluated by
specialists, and administered to university administrators, focusing on the college of education.
Thematic analysis was used to elicit themes from the informants' comments during the
interview.
Between 2012 and 2017, the program enrolled an increasing number of students. However, the
BEEd program's graduation rate has declined due to the following factors: drop-out, moving,
and K-12 transition program. The program's institutional LET performance is consistently higher
than the national passing rate. In terms of accreditation, the area of VMGO is rated as excellent
(4.62). On the other hand, the library was the accredited area of the program with a satisfactory
degree of implementation (3.05). In general, the program is implemented at a very satisfactory
level (3.74).
The program's implementers have identified issues with the program's execution, including an
increased number of enrollees, a decreased number of graduates, and inadequacy of papers
throughout the accreditation process. The report advises that SUCs focus the growth and
sustainability of educational facilities, as well as the supply and improvement of student
support and services. Sustain the program's level of execution through community awareness
and involvement. The expansion of learning resources and materials in the library to ensure
compliance with standards.
The accreditors' challenges should motivate members of the school community to take action to
improve the program and obtain Level 3 accreditation by implementing the suggested ways to
accomplish the program's objectives. A development strategy for the program was created to
handle the hurdles and accomplish the target within a year. The recommended development plan is customized and adaptable to the program's demands, which may assist program
implementers in carrying out their obligations to students and the community.