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Unit 23: Quality Management in Education: Challenges

(a) Institutional leadership : This includes the abilities of teacher and academicians to conceive Notes
the vision of quality. This aspect is not just for the principals and/or vice chancellors or deans
to practice, but also needful for teachers in order to assume leadership in their classrooms. It is
an attribute and way of working regarding teachers and administrators who make long terms
goals for improving quality of their institutions/classes, measure their process and are committed
to their quality goals. Every teacher and head of institution must be made accountable to the
quality of his/her work. This sort of leadership cannot be developed or sustained by teacher
and administrators without teamwork, long-term quality goals, concerted efforts, appropriate
training, right policies, and strong commitment.
(b) Quality Administration : Administration function is important at two levels; i.e. institutional
and classroom. The principals or registrars manage the institutional administration whereas
teachers do the classroom administration. Administration quality includes :
Size of classroom 20 is usually considered good-but depends on way of teaching and teaching
skills of the teacher also
(a) Cleanliness of classrooms, building, bathrooms, playground, desks, etc.
(b) Maintenance of the institution building, desks, library, labs, etc.
(c) Discipline and code of ethics of both the teachers as well as students
(d) Conformance to teaching schedule

(e) Documentation of standard operating procedures and institutions’ policies
(c) Quality Assurance (QA) Framework : This revolves around three basic functions : Quality
planning, measuring quality and quality control, and initiatives for improving quality. Main
activities in educational institutions include : establishing indicators for performance
measurement, collecting such data and analyzing it, collecting and analyzing the root-cause of
quality problems, setting processes to rectify root-causes, changing/upgrading and revising
procedures to improve quality, peer reviews and internal quality auditing, producing academic
standards, documentation of systems, human resource management (including teachers and
institutional staff) and reward/award programs. The following three types of quality models
are globally popular :
23.3.2 Quality of Faculty
A highly qualified teacher does not mean high quality teacher. Highly qualified refers to high level
of degrees (e.g. MS or Ph D, etc.). Whereas, this seldom means he/she can teach the subject matter
effectively. For a teacher to be a good one , he/she will have to build capabilities in many other
fields, in addition to the subject matter.
As regards the world of work, the chief wealth of leading edge enterprises lies in the qualities of
their human capital, this is all the more true for higher education establishment, so complex and
demanding are the tasks (education, research and services) required of them. On the part of teachers
and researcher they demand not only great ability but also involvement and ethical values meeting
the requirements of quality directed at social relevance. The quality of the staff implies, acceptable
social and financial status, a will to reduce inequalities such as those relating to gender; a concern
to manage staff in accordance with the merit principle and provide them with the in-service training
they need, in order to fulfil their role in a changing society the establishment of incentives and
structures to encourage researchers to work in multi disciplinary teams on thematic projects, thus
breaking with the habit of exclusively solitary scientific work (UNESCO, 1998).
There are basically four dimensions of an effective (quality) teacher. These are : (1) Academic
Competence (2) Teaching skills for the relevant subject (Pedagogy), (3) Good understanding of
student psychology, and (4) Commitment and motivational skills. Usually teachers are only measured
from their academic credentials, which is by no means sufficient. Excellence is required to be built

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