Having considered the current situation of the secondary educational system and the quality of all its individual components, we can’t help but notice that the awareness of the importance of education as a foundation for the growth and development of each country isn’t strong enough.
Education quality is becoming increasingly important for those who are involved in it either directly or indirectly, and for those who use its services. Access to education and quality education are to be regarded as mutually dependent and indivisible needs and rights.
This is primarily achieved by developing creativity, civic and democratic values, as well as by knowledge, abilities and skills needed for everyday and professional life. Basic education is not sufficient or complete, and therefore should be considered only as a basis for learning that needs to be used all life long. Lifelong learning for all has become one of the pillars of development.
Quality management is a part of management aimed at achieving quality goals through planning, monitoring, assuring and improving quality. Involving all members of the school brings us closer to total quality control (Total Quality Management, TQM).
Efficient Total quality management system in schools can facilitate quickly challenge in word market. Total quality management realize target and mission in education of young generation. TQM upgrade management quality and quality of work in education institute in general.
The key points for the improvement of education are scientific and technological development, social changes and organizational changes. Education efficiency and success don’t depend just on quantity but as well on quality. The quality indicator system of education, as well as the criteria related to the quality indicators help schools to identify the crucial areas of their activities – their own advantages, disadvantages and development opportunities.
WHY TAKE THIS COURSE?
The word quality comes from the Latin word qualitas (property, quality, value, characteristic, feature, ability). In a highly competitive world with increasing consumer demands, quality has become the key factor of survival in the market, of profitability and development, not just for individual sectors and organizations, but also for the whole world economy.
Only few educationist recognize the quality of education as the key factor for improving business quality, and therefore for strengthening competitive advantage. Education quality is a dynamic, multi-dimensional concept that refers not only to the educational model, but also to the institutional mission and its goals, as well as to the specific standards of the system, facility, program or event.
The pedagogical theory and practice has been trying to determine what the quality of education is. In education it is only possible to determine the quality by comparing the results with the given goal, or by comparing it with previously established standards. Any human activity is identified by the quality of its product. The same rule applies to education. The quality of education is therefore responsible for the quality of its “product”: students. Various forms of education are present in different places, at various times, under different circumstances and terms, intentional and unintentional, organized and unorganized, with or without a program.
One of the key problems is the unification of standards and quality evaluation criteria. The key components of the evaluation process are the methodological approach in applying good methods and procedures of data collection, and the definition of key concepts and their relations with the concept of quality.
Education quality is to be understood as the most important asset for strengthening education market competitiveness, and thus as the accelerator of the total economic growth and development of the school.
WHAT YOU WILL BENEFIT FROM THIS COURSE;
After completing this course, participants should be able to:
– structure of the curriculum (program/goals, tasks, focus on development of functional tasks, focus on students’ activities, integration of programs within and between areas)
– key competences that students develop in the given school
Achievements (evaluated by external, independent agencies)
– achievement quality compared with the set goals
– teachers’ work
– students’ work and experience
– meeting the needs of the students
– monitoring and evaluating the work of students and teachers
. identifying and classifying non-conformance
. documenting non-conforming products
. reinspection of repaired and reworked products
Corrective and preventive action
Management, leadership and quality assurance
. quality assurance
. School-wide quality control
. Total quality management
. traditional approach
. structured continuous improvement
. goal-oriented continuous improvement
. proactive/empowered continuous improvement
.full continuous improvement capability (the learning organization)
3 (three) days
Individual and group exercises
Post- Course Assessments
Games and educational competitions
Professional videos & Audio presentations