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.