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STI Quality Management System

Quality Policy

As a leader in innovative and relevant education, STI implements a quality policy that complements its mission to provide knowledge through the development and delivery of superior learning systems.

STI is committed to the development and delivery of a learning system that is timely, updated, and cost-efficient.

It ensures a learning system that is relevant, responsive, and learner-centered to exceed customers’ needs, as well as meet industry competencies and statutory requirements, with strong emphasis on continuous improvement and quality assurance.

It adopts a quality management framework that continually reviews and improves its people and processes to attain its quality objectives.

This quality policy is disseminated and articulated to its people with organized openness for review to maintain suitability in support of its Enrollment-to-Employment Program (E2E).

Quality Objective

The quality management system specifically aims to:

  • ensure error-free instructional materials;
  • guarantee that instructional materials are updated and delivered at least two weeks prior to school use;
  • exceed the faculty members’ and learners’ needs and demands on the quality of the courseware;
  • ensure that STI attributes and industry skills, knowledge, and attitudes are reflected in the learning content and instruction;
  • support the effective delivery of the courseware through the STI Faculty Certification and Training;
  • comply with the standards and statutory requirements of government regulating agencies;
  • review and improve the courseware development process and the STI Faculty Certification and Training semi-annually; and
  • communicate and orient all employees on the quality policy and objectives.

STI Learning Delivery System

The quality management system of STI focuses on the following processes that reinforced its Learning Delivery System

  1. Courseware Development;
  2. Faculty Certification; and
  3. Faculty Training.

As an educational institution with a unique feature of having a network of campuses spread out nationwide, STI gives primary emphasis in ensuring that all students are able to receive the same quality of world-class learning wherever they are in the Philippines. To make this a reality, STI has established its “Learning Delivery System” reinforced by its courseware and faculty certification and training programs.

STI’s Learning Delivery System focuses on ensuring that the courseware content is up-to-date and job-market oriented. STI develops courseware to ensure the standard delivery of all courses across all campuses in the STI network. The courseware is a set of teaching materials used by faculty members which include the course syllabus that sets the general objectives of the course with the course outline, presentation slides, class handouts, and other materials for use throughout the duration of the course with accompanying instructor’s guides. The instructor’s guides identify the specific objectives of each class session, the appropriate teaching methodologies to be used and how the provided materials are to be used to achieve the set objectives.

To date, STI has developed courseware for over 500 courses and new courseware are being developed as new courses and programs are offered. Moreover, existing courseware are regularly revised and updated to keep with recent developments in target industries such as information and communications technology, engineering, business and management, tourism and hospitality management, and arts and sciences.

STI likewise provides faculty training programs to its members which are designed as a system of services, opportunities, and projects that develop faculty members in acquiring competencies necessary to effectively perform their functions. These training programs are designed to improve the teaching methodologies and content knowledge of faculty members.

STI also administers a faculty competency certification program which serves as process of evaluating a faculty member’s knowledge of the course in order to ascertain that s/he has at least the minimum level of competence needed to teach a specific course. Certification requirements include passing a comprehensive certification exam and garnering above average faculty evaluation ratings from superiors, peers, and students.