A Philippine Accrediting Association of Schools, Colleges and Universities survey team cited strengths in governance, quality assurance, teaching and learning, resource management and external relations as La Consolacion College Bacolod concluded the two-day Level III re-survey of its Integrated Basic Education Department on Aug. 25.
Mr. Jose Ramelle Javier, speaking for the survey team during the closing meeting, presented the team’s preliminary observations following the Aug. 24-25 visit and identified areas that may be further strengthened as part of the school’s continuing improvement efforts.
Among the strengths noted was the academic preparation of administrators, including their graduate studies and professional qualifications, which support the leadership roles they hold. The team also recognized the institution’s comprehensive policy framework as an important support for governance and operational viability.
In quality assurance, the survey team cited the school’s commitment to continuous improvement, reflected in personnel training, internal audit processes, quality assurance capability-building and participation in external accreditation.
The team likewise recognized classroom management practices that support student engagement and the dedication of teaching and non-teaching personnel in maintaining a nurturing and supportive learning environment.
In teaching and learning, the survey team recommended continued refinement of classroom strategies for values integration, stronger opportunities for creative and critical thinking, and greater learner engagement with national and global issues.
These observations echoed an area emphasized by LCC Bacolod President Sr. Flolyn S. Catungal, OSA, during the school’s preparation for the visit. Catungal had observed classes and noted how teachers worked to integrate institutional values into their lessons and classroom interactions.
The survey team also cited the institution’s responsible resource management and what it described as a strong and stable financial position supported by sustainable operations.
Student achievements were likewise recognized, particularly awards and distinctions earned in academic and nonacademic interschool competitions.
In student services, the team noted the administration’s support for learner programs and highlighted existing initiatives that respond to specific student needs, including homeroom guidance and support services.
External relations also emerged as a positive area, with the survey team recognizing the school’s networking and partnership with its alumni organization, including scholarship assistance for learners, as well as the participation of different sectors of the school community in outreach activities.
Alongside these strengths, the survey team identified several areas for continued development.
Among these were leadership succession planning, professional development for academic and support-service administrators, the updating and consistent implementation of institutional manuals, and stronger monitoring and evaluation of programs and activities.
The team also recommended continued refinement of the school’s quality assurance and risk management systems, including clearer monitoring and evaluation mechanisms and stronger stakeholder participation.
For curriculum and instruction, recommendations included the development of a clearer curriculum framework, further strengthening of values integration and more systematic monitoring of the impact of instructional practices.
The survey team also encouraged the development of an Integrated School-specific research agenda, stronger contextualization of research policies and the more systematic integration of research competencies across subject areas and grade levels.
In external relations, the team recommended stronger systems for monitoring partnerships, gathering feedback from partner institutions and assessing the impact of community engagement initiatives.
Javier emphasized that some of the recommendations could already be acted upon even before the official accreditation results are transmitted to the Office of the President.
He also reiterated the survey team’s role as developmental partners of the institution, recalling their description of themselves as the school’s “super friends” and thanking the Augustinian sisters, administrators, faculty, personnel and other stakeholders for their cooperation during the visit.
He said the accreditation process ultimately supports the institution’s central responsibility of promoting the welfare and development of the learners entrusted to its care.
The presentation of preliminary observations concluded two days of classroom observations, interviews, meetings, document review and other accreditation activities involving administrators, faculty, personnel, students, parents, alumni and community partners.
The official results of the Level III re-survey will be communicated by PAASCU following the completion of its accreditation process.