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Educational Management

Notes information technology and media companies, has been launched in 1997 of Universities 21.
Universities 21 are an association of major research-intensive international universities. Its objective
is to assist its members to become global universities and to advance their plans for
internationalisation.
23.2.5 Quality in Education
The first and foremost crisis in education is of quality. This crisis is far from uniform, and even
where it is most severe, pockets of excellence still exist the midst of mediocrity. On the whole,
however, universities in developing countries face an urgent qualitative challenge as higher education
has become an international system, with the “gold standard” largely being set by the leading
American research universities.

23.3 Challenges of Quality Management in Education

An indicator is that which points out or direct attention to something (Oxford Dictionary). Indicators
may be defined as tool that should make it possible both to have a sense of the state of an education
system, and also to report on that state to whole of the education community, in other words to the
whole of the country.
Fry et al (1999) view that in both technical and popular sense, achieving high quality and high
standards depend on many components. These components create a system, which can be subdivided
into inputs, processes and outputs/ outcomes, as shown in table 1.

Table 1 : Components for Quality Indicators

Inputs Process Outputs
Qualification of staff Curriculum design Qualified graduates
Education experience of students Learning support Number/type of awards

Range of learning resources Student assessment Student’s work
Graduates knowledge, skills

The lower pupil teacher ratios, improved qualification of teaching staff, and the constant or improved
retention rates are positive indicators. However, contrary evidence is the declining access to foreign
journals in libraries and dissatisfaction with research facilities. Perhaps, it would not be unreasonable
to accept the assumption of a constant quality of educational services and conclude that the data do
confirm the existence of scale in university expenditure.

The purpose of quality assessment is more difficult to discern. In many countries, there is a concern
that the quality of higher education has fallen due to the lack of financial resources and rise in
students’ number. In some countries, quality assessment- particularly with respect to the external
use of performance indicators has been used to target research funding, and in some instances to
penalize poor performance. Other countries intended to use quality assessment to lift institutional
performance and to reward best practice. In several places, the emphasis on quality assessment is
tied to a rising expectation in society for effective and efficient public expenditure .
23.3.1 Quality Management
In addition to setting the right educational processes, it is equally important to build management
capabilities and practices within universities, colleges and schools. There are four aspects of
management, which affect the overall quality of institutions.

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