Page 317 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Unit 23: Quality Management in Education: Challenges

taught in schools is pacifically designed to achieve this goad. These values are also normally Notes
imbedded in many other subjects, like Literature. Similarly, many extra-curricular activities are
also designed to achieve this goal, e.g. the morning assembly in schools, the national anthem in
all public functions, national integrity in classes, defence training in schools and colleges, etc.
(c) Academic Excellence : This focuses around academic outcome, i.e. results of academic learning.
This is creation of the right capabilities of the subject matter/discipline, e.g. engineering,
medicine, chemistry etc. Its quality is usually measured also include Industry Feedbacks,
Employability, Career Progression, Job Retention Rate Accessibility. Affordability, and fulfil of
National Economic and Defence Priorities, etc. Total quality Management : Assurance function
for the objective of Academic Excellence includes activities like : employers needs analysis,
designing needs-based courses and academic standards focusing on “Application”, practical
orientations in schools, research in colleges/universities that leads to the development of
industrial and national requirements, systems which measure the quality and performance of
education (both at an institution and the country levels), process control of the teaching and
learning activities to ensure the quality of faculty, curriculum students, teaching environment,
and learning activities to ensure the quality of faculty, curriculum, students, teaching
environment, and placing a system of customer satisfaction, etc.
23.2.1 Changes in the Vision of Quality
The vision of quality of education is very much a function of the mission of the education system,
educational training, social insertion, preparation for work, and for citizenship. These are occurring
in particular, historical, ideological and in political context. Additional missions are expected from
the education system, thus altering our vision of quality, four major trends of relevance of the topic
are dealt with the following :

23.2.2 Globalization of Societies
Globalization of societies will require a common share of an international system of values : account
has to be taken of local and national cultural identities, as well as universal moral and ethical
consideration of tolerance, solidarity and human rights. In this situation the education system has
changed the goals of education system along with vision of quality of education.

Due to globalisation of economies, the tasks for different skill development and the
priorities attached to the different skills development significantly change the vision
educational quality.

23.2.3 Shifts in the Tasks Distributed among Protagonists System
One of the major trends in recent years is that state is losing its monopolistic responsibility for
education and its role is changing. The consequences of the vision of quality are, needless to say,
multifarious.
23.2.4 Fast Scientific and Technological Development

The combination and parallelism of the fast evolution and progress of science and technology, and
of the massive and universal development of information and communication, have numerous
consequences on the vision of quality of education. It is vital to remind ourselves of the humanistic
or moral ideal of quality of education which is to elevate the mind and personality, as that ideal
remains consistent with, and will ultimately condition, the future development of contemporary
societies.
One response to the twenty-first century challenges to traditional higher education, from globalisation,
from an increasingly competitive higher education sector, and from perceived initiatives of

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