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quality control management


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.


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.




After completing this course, participants should be able to:

  • Identify and explain the basic concepts in Quality Control and Quality Assurance; Total Quality Management (TQM)
  • Differentiate between product quality characteristics and service quality characteristics
  • List the key steps in the control of quality
  • Distinguish between quality of design and quality of conformance to design
  • Explain the process of planning for quality
  • Explain the system of documentation, implementation and assessment of quality
  • Identify and explain specific tools and techniques for quality improvement
  • Explain the role of external and internal customers in setting quality parameters



Day 1

  1. The Foundations of Total Quality Management
  • Components of quality
  • The total quality management approach
  • Innovation, design and improvement
  • Product quality characteristics and service quality characteristics
  • Quality parameters and specific dimensions of quality
  1. Key Aspects of the Quality System for the school
  • Planning for quality
  • Flowcharting
  • Detailed flow process charts and flow diagrams
  • Planning for just-in-time (JIT) management
  • System design and contents
  • System documentation, implementation and assessment







– 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

  1. Learning and teaching

– teachers’ work

– students’ work and experience

– meeting the needs of the students

– monitoring and evaluating the work of students and teachers


Day 2


  1. TQM Tools and the Improvement Cycle
  • Measurement of quality
  • Costs of quality
  • Tools and techniques for quality improvement
  • Statistical process control
  • Quality improvement techniques in service industries
  • Specific techniques for design, reliability, maintenance and process improvement


  1. Conformance and Non-conformance to Quality Standards
  • Quality of design
  • Quality of conformance to design
  • Control of non-conforming products

. identifying and classifying non-conformance

. documenting non-conforming products

. reinspection of repaired and reworked products

Corrective and preventive action

  • Students’ support
  • – students’ personal, social and spiritual growth
  • – progress and achievement monitoring
  • – support in all aspects of learning, progress, students’ and teachers’ personal
  • development

School ethos

  • – school policy
  • – school atmosphere and relations
  • – specific goals of each individual school
  • – orientation towards students’, teachers’ and parents’ satisfaction





  1. The Quality Organisation Within an Organisation
  • People and the organisational structure
  • Responsibilities and performance management
  • The relationship between the quality organisation and top management
  • Culture change through teamwork for quality improvement
  • Implementing teamwork for quality improvement: the DRIVE model


  1. Control of Quality school Records
  • Compilation and indexing of quality records
  • Storage and maintenance of quality records
  • Procedures related to quality records
  • Authentication of quality records



Day 3


  1. Internal school teaching and operations Quality Audits
  • Scope of requirements and audit procedures
  • The audit programme and planning of quality audits
  • Verifying compliance with planned arrangements
  • Determining the effectiveness of the system
  • Reporting the results of quality audits
  • Follow-up audits


  • – school resources
  • – teachers, professional associates, the principal; their education, teachers
  • teamwork, cooperation; being open to innovation
  • – material resources and premises
  • – efficient human and material resources

Management, leadership and quality assurance

  • – approaches to leadership and management


  1. Quality and Business Process Re-engineering
  • Beyond tools to total quality management
  • Stages in the development of quality and related activities:

. inspection

. quality assurance

. School-wide quality control

. Total quality management

  • Quality circles
  • Stages in the evolution of a company’s improvement capability:

. traditional approach

. structured continuous improvement

. goal-oriented continuous improvement

. proactive/empowered continuous improvement

.full continuous improvement capability (the learning organization)


  1. Training for Total Quality Management for teachers and other related personnel
  • Scope of requirements and identification of training needs
  • Design of training programmes
  • Evaluation of training programmes
  • Performance improvement worksheets
  • Follow-up of training programmes











 3 (three) days


 Lectures

 Discussions

 Individual and group exercises

 Case studies

 Activities

 Post- Course Assessments

 Pre-Course Assessments

 Games and educational competitions

 Professional videos & Audio presentations