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Quality: An Assurance for Reliable Education

Quality: An Assurance for Reliable Education

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Published by bistamaster
In spite of progress in responding to the demand for increased school access, developing more effective national planning and policy mechanisms, and implementing massive training programs for teachers and administrators, dissatisfaction persists with the capability of education systems to support national economic and social aspirations. To some extent, plans and policies calling for higher-quality schooling now supplement or even replace earlier attention to such priorities as education expansion and school access.
In spite of progress in responding to the demand for increased school access, developing more effective national planning and policy mechanisms, and implementing massive training programs for teachers and administrators, dissatisfaction persists with the capability of education systems to support national economic and social aspirations. To some extent, plans and policies calling for higher-quality schooling now supplement or even replace earlier attention to such priorities as education expansion and school access.

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Published by: bistamaster on Feb 11, 2012
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Quality: An Assurance for Reliable Education
What does quality mean in the context of education? Many definitions of quality in educationexist, testifying to the complexity and multifaceted nature of the concept. The termsefficiency, effectiveness, equity and quality have often been used synonymouslyQuality of education is ensures the abilities of assimilating the knowledge in the area of educational needs and the implementation of this knowledge to creating mechanismsallowing the fulfilment of expectations of customers and educational services.In spite of progress in responding to the demand for increased school access, developingmore effective national planning and policy mechanisms, and implementing massive training programs for teachers and administrators, dissatisfaction persists with the capability of education systems to support national economic and social aspirations. To some extent, plansand policies calling for higher-quality schooling now supplement or even replace earlier attention to such priorities as education expansion and school access. It would seem that aconsensus is forming that immediate attention of policymakers and involved internationalagencies should be focused on designing and implementing policies, programs, and actions toimprove education quality. Translating the growing consensus into viable policies is a major challenge.Though the rising incidence of joblessness wasn¶t a major issue in the recently concludedgeneral election, there is growing concern within the ivory towers of academia about thewidening mismatch between the demands of Indian industry which is experiencing an acuteshortage of skilled personnel and the crude, unfinished human resources developed by thenation¶s rapidly obsolescing higher education system.With increasing cases number of jobless graduates concerned authorities are expected todemonstrate:
 
accountability;
 
transparency;
 
continuous improvement; and
 
Ownership. No wonder droves of students are driven to technical institutes, which offer crash courses incomputers and multimedia. It is high time education authorities restructured outdatedundergraduate syllabuses to the needs of a modern knowledge-based society. Universities andtheir curriculums need to be overhauled in the larger interest of producing students who areable to meet the rising expectations of industry and the economy by becoming productivequickly. The quality of education delivered in various institutions is also a very big question.
 
The Concept of µReason¶ should be introduced:
esponsibility
 
y
To create binding ties of collective identity that will favour vulnerable populations.
 
y
To encourage education institutions to train professionals who work with citizenship; togenerate academic, social, cultural, economic and scientific values; to favour developmentand innovation; and to form ideas on how to solve problems such as poverty and inequality
 
E
valuation
y
 
Increasingly, social service providers, programme administrators and legislators useevaluation research in order to consider the µeffectiveness¶ of new and existing programmes, procedures and/or interventions at producing some form of µoutcome¶ or µchange¶. The findings from evaluations focus on the strengths and weaknesses of various aspects of innovations as well of their overall µoutcome¶. This information is,in turn, used to consider how such interventions might be modified, enhanced or eveneliminated in the effort to provide a better service, fulfil a particular need or meet aspecific challenge.
A
ccountability and Assurance
 
y
 
Quality assurance of university academic programs has been adopted around theworld and is widely recognized as a vital component of every viable educationalsystem. Considerable international experimentation in the development of qualityassurance processes, along with increasing pressure for greater public accountability,has raised the bar for articulating Degree Level Expectations and learning outcomes in postsecondary education. Quality assurance balances the need for accountability withthe need to encourage normal curricular evolution. In particular, if quality assurancemeasures become too onerous or restrictive, they can become impediments rather thanfacilitators of continuous program improvements.
S
ustainability
 
y
 
The style of teaching and content needs to change in India, a good education system isfundamental to a nation that wants to be economically and otherwise independent. Inmy view, India still has a long way to go to reach this goal. Much has been spokenand written of India¶s ³demographic dividend.´ With almost 40% of the population ± around 500 million people ± under the age of 15, it is estimated that around 25% of the global workforce will be Indian by 2030. What this means is that the quality of education that young Indian children are receiving today is going to impact us all inthe near future. But even as the government and private institutions are building more
 
schools, the quality of instruction is falling sharply. Teacher training needs a greatdeal of work and effort. Here, it is heartening to see the number of NGOs that arerushing to fill this gap but most of these efforts are still confined to urban areas, andespecially large metropolitan cities. We need high-quality instruction to produce high-quality students capable of playing active roles in a rapidly growing country.
O
pen-mindedness
 
Questions shouldn¶t be left unanswered, good thinking is necessary for growth, because good thinkinginvolves competition among possibilities, evidence, and values, it is almost always quantitative, in thesense of weighing things against each other. When we pit safety against price, we must ask how muchsafety for how much price, and how much we care about each. Sometimes it may help to make thequantitative aspects explicit. Open-mindedness would eventually lead to:
1.
 
Search is sufficiently thorough for the question;2.
 
Search and inference are fair to all possibilities under consideration; and3.
 
Confidence is appropriate to the amount of search that has been done and the qualityof the inferences made.People often depart from good thinking by:1.
 
searching too little when the issue is important (or too much when it is unimportant);2.
 
searching and making inferences in a way that favours possibilities that are alreadystrong or that the thinker wishes were adopted;3.
 
having high confidence when this is not warranted by the search and inference thathave been done
N
eutral Assessment of 
Sk 
ills
-
 
 A
ssessment free from pre-conceived notion is needed for improvement
 
y
 
opportunities for the academic community to engage in self-reflection of its learning goals, todetermine the degree to which these goals correspond to student and societal needs, and toevaluate if students¶ activities, products, or performances coincide with the academiccommunity¶s expectations;
 
y
 
offers information to students about the knowledge, skills, and other attributes they canexpect to possess after successfully completing coursework and academic programs.
 
y
 
establishes ways for academic units to understand the dimensions of student learning whenseeking to improve student achievement and the educational process
 

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