Monitoring Educational Quality through Performance Indicators for School Practice

Cuttance, Peter

doi:10.1080/0924345940050201

Cited by 19 publications

(11 citation statements)

References 2 publications

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“…TQM is believed to be a powerful tool in enhancing quality education and increasing school effectiveness (Bradley, 1993;Cuttance 1994;Greenwood & Gaunt, 1994;Murgatroyd & Morgan, 1993). …”

Section: Organizational Learning Modelmentioning

confidence: 99%

Quality Assurance Indicators for School Transformation: A Paradigm Shift

Chiaha

Nane-Ejeh

2014

ILSHS

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The new millennium is witnessing a lot of transformational challenges in almost all realms of life including the educational system, bringing about world class standards. Consequently, education reform has become necessary in pursuance of educational quality and effectiveness. Unfortunately most educational reforms in the past decades have resulted in serious frustration and failure even though they are often based on good will. This discourse will highlight the need for transformation in education in terms of Quality Assurance (QA) indicators for quality education that is currently experiencing three waves. The different waves are based on the different paradigms and theories of education quality and school effectiveness, and they result in different strategies and approaches to education quality assurance. The first wave of school transformation focuses mainly on Internal Quality Assurance Indicators and makes effort to improve internal school performances particularly the methods and processes of teaching and learning. The second wave emphasizes Interface Quality Assurance in terms of organizational effectiveness, stakeholders' satisfaction and market competitiveness and makes effort to ensure satisfaction and accountability to the internal and external stakeholders. This paper further explained that school transformation should move towards the third wave which emphasizes strongly Future Quality Assurance Indicators in terms of relevance to the new school functions in the new century, as well as relevance to the new paradigm shift in education concerning contextualized multiple intelligences (CMI), globalization, localization and individualization. Based on the paradigm shift, a new QA indicator in terms of value added and value created indicators which are completely different are added to the list. The enhancement of value added depends heavily on improvement of internal processes while value created relies mainly on the increase in goal relevance and stakeholder satisfaction with quality of education services. Continuous institutional development becomes necessary for total QA in the secondary school system and quality management of the new secondary school curriculum that emphasises entrepreneurship education. Consequently, transformation from the traditional ways of school management, to new creative and innovative approach, such as introduction of Tripartite Curriculum for inculcating multiple intelligences, instead of mono-intelligence that is currently prevalent in the Nigerian secondary school curriculum, is therefore advocated for. so that the current paradigm shift to a new secondary school curriculum in Nigerian will surely be a success.

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“…TQM is believed to be a powerful tool in enhancing quality education and increasing school effectiveness (Bradley, 1993;Cuttance 1994;Greenwood & Gaunt, 1994;Murgatroyd & Morgan, 1993). …”

Section: Organizational Learning Modelmentioning

confidence: 99%

Quality Assurance Indicators for School Transformation: A Paradigm Shift

Chiaha

Nane-Ejeh

2014

ILSHS

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“…However, we should not forget about the practice-oriented component of the educational process, which was under consideration in the following study Cuttance (1994) regarding a system of indicators developed to monitor the effectiveness of the practice.…”

Section: Conceptual Approaches To Monitoring In Higher Education Instmentioning

confidence: 99%

Monitoring the Quality of Education as a Management Tool for Changes in Higher Educational Institution

Акіліна

Zhyltsov

Mykhatska

2019

SJPU

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The purpose of this article is to elaborate means of intellectualizing management of changes in higher educational institutions, analysis of monitoring components as one of the tools for managing system of higher education, identifying problems of its organization and implementation. In the course of the research, we used the following methods: the method of expert assessments; document analysis; analysis of structural divisions work experience; sociological methods: observation, questioning. Every higher educational institution depending to their self-organization creates the internal monitoring model, that is, in any case, an integral system, which, in our opinion, should comprise the following components: purpose; task; requirements; object and subjects, monitoring criteria. Priority in this research is given to "consumer monitoring".

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“…• A good school environment and discipline and regularity among students and staff [2]; An environment that supports learning (Shannon & Bylsma: 2005); Orderly climate of an orderly school climate [3]; school climate, School climate [5]; a school environment characterized by a good work climate, responsiveness and caution towards students' needs; positive climate and school culture, A positive climate and school culture [6];…”

Section: A Quality Of Continuing Basic Educationmentioning

confidence: 99%

“…• Strong Principal Leadership [2]; Effective school leadership [3]; Learning leadership, Instructional leadership [4]; educational leadership, Educational leadership [5]; Effective school leadership, Purposeful leadership [6];…”

Section: A Quality Of Continuing Basic Educationmentioning

confidence: 99%

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Quality Cooperation of Management Models of Private Basic Education in Creating Effective School

Farisi¹

2019

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

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Effective schools are often equated with the terms Quality School and productive school. Equating schools effectively with the term quality school or productive school according to the researchers' view is not always appropriate. Although there are some elements of similarity, there are clearly differences. Quality School is a school that has fulfilled the established standards of quality, and its main focus is on processes based on quality standards. While the productive school is focused on productivity and output indicators produced by schools, as well as school imaging efforts. The Effective School focuses on the school's efforts to achieve the goals set through systemic analysis or the system of input, process and output (IPO) systems. Based on theoretical studies and research results, many things that influence and determine school effectiveness. Among the factors that influence and determine school effectiveness are school leadership, principal performance, school administration staff performance, teacher motivation, teacher commitment, organizational culture / climate, teacher teaching performance, learning facilities, school finance / education funding, implementation Total Quality Management (TQM) and one of the established quality standards provides a significant contribution which is the management of community empowerment in the realization of an effective Primary School in the City of Bekasi.

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Monitoring Educational Quality through Performance Indicators for School Practice

Cited by 19 publications

References 2 publications

Quality Assurance Indicators for School Transformation: A Paradigm Shift

Quality Assurance Indicators for School Transformation: A Paradigm Shift

Monitoring the Quality of Education as a Management Tool for Changes in Higher Educational Institution

Quality Cooperation of Management Models of Private Basic Education in Creating Effective School

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