Quality in Education

This article presents the human development performance of Turkey by dividing major points into two categories as quality education and gender equality. They are essential points in identifying the necessities to reach a more sustainable area and higher levels of human development. The main idea of the paper is that education and gender equality should have more effect on progress because improvements in the social development area in Turkey have not been shared equally between men and women. Education should be the main point not only to alleviate gender-based problems but also to create a sustainable and dynamic society. Hence, this paper advocates that not only economic development but also social growth is substantial to live in a peaceful community, and it tries to use some graphics to show the importance of education and equality for the development of Turkey.

The present study School Environment and Academic Achievement of standard IX students was probed to find the relationship between School Environment and Academic Achievement of standard IX students. Data for the study were collected using self-made School Environment Scale (SES). The investigator used stratified random sampling technique for selecting the sample. The sample consists of 400 standard IX students. For analyzing data ’t’ test and Pearson's product moment co-efficient were the statistical techniques used. Finding shows there was no significant relationship between School Environment and Academic Achievement of standard IX students.

The role of the school principal is instrumental in quality education. This paper is a qualitative inquiry with an interpretive orientation, investigating the principals' views on teacher under-performance. Semi-structured interviews were conducted on nine principals and two cluster leaders. Thematic analysis of transcribed interviews yielded both causal and solution factors. The study provides both challenges and resolutions to the role of the principal in addressing under-performance in the educational sector.

Sifat-sifat Aljabar Matriks :
Misalkan A, B, dan C matriks, sedangkan m dan n adalah suatu skalar, maka berlaku sifat :
1. (m + n)A = mA + nA
2. m(A + B) = mA + mB
3. A. I = I . A = A
4. A.B  B.A
5. (A.B).C = A.(B.C)
6. A.(B+C) =A.B+ A.C

This is the presentation of the final keynote on the IV Eurasian QA Forum organised online from Kazakhstan by IQAAR on 28 & 29 October 2021. The keynote speech deals with items such as impact, institutional and programme review, new leadership needed and new stakeholders involved, online QA, international QA, and quality culture before drawing some conclusions.

After the 1992 Peace Accords, El Salvador has developed initiatives to improve the education system. However, considering the SDG4 and Education 2030 Agenda, the country still faces challenges in terms of education access, quality and equity.

Esta é a apresentação de uma ideia. Vincula a concepção de que trabalhar a qualidade em organizações educativas exige necessariamente o trabalho de projecto com todos os agentes que lhe dão corpo. A urgência de transformação das formas de ser e fazer a educação, pela constatação das incapacidades de mudança e das incoerências de discursos e práticas, tem vindo a obliterar a marca de excelência da Escola - a qualidade dos processos educativos referenciados às singularidades de cada contexto educativo deriva também das qualidades de Educador,
Cuidador/Figura de Vinculação (Bowlby, J., Ainsworth, M., Main, M., Bartholomew, K.), e, portanto, da agência humana (Ferreira, E., 2007, 2010) que nele se interrelaciona. Defender, assim, uma ética
da administração educativa concretizada na possibilidade da primazia da agência humana (Ferreira, E., 2007, 2010), significa defender a ideia de que a Marca de Excelência em Educação passa pelos processos de melhoria e de qualidade assentes em processos educativos e relacionais de vinculação educativa (Bowlby, J., Ainsworth, M., Main, M., Bartholomew, K.), e que fazer a diferença no agir organizacional passa por dar às pessoas, em
desenvolvimento e interacção, a responsabilidade relacional de promoverem ou trazerem a sua (re)evolução. (Ferreira,
E., 2007, 2010). Se quisermos, e num cuidado de ética afectiva, a marca de excelência nas organizações e especificamente nas escolas, é promovida pela agência humana num domínio de co-
-responsabilização relacional (Gergen, K., 1999), que contraria a sua desumanização e humaniza e acrescenta significado preponderante às relações entre as pessoas. (Ferreira, E., 2007, 2010). Falar de qualidade em educação exige um sério compromisso pessoal e um comprometimento político que valorize as pessoas em acção, e reforce os seus conhecimentos,
competências e responsabilidades comunicacional e relacional. Neste sentido, partilhamos a experiência em curso (Escola G) no âmbito de aplicação deste modelo de qualidade adequado à educação num contexto de administração e gestão escolar em regime de contrato de autonomia.

There is a great interest in educational management and leadership in the 21 st century due to the widespread belief that the quality of these concepts makes a significant difference to education system and learning outcomes. There is also increasing perception that educational organizations require effective leaders and managers if they aim to provide the best possible education for their learners. Educational institutions need trained and committed teachers and they, in turn, need the leadership with highly effective principals. While the need for efficient leaders is commonly recognized, there is less certainty about which leadership behavior, philosophy, system management is most likely to produce favorable outcomes. Hence, the demand for reformation of educational management philosophies in people and educational organizations is crucial. This article briefly examines the concepts of educational management and leadership, highlights some of the common perceptions on these concepts, evaluates some theoretical foundations in educational leadership and management, suggests alternative approaches for successful management system, and discusses John Dewey's and Paulo Freire's philosophy on educational system and management.

The financial inclusion is a crucial element in the fight against poverty. The ability to take effective decisions regarding the use and management of money with required informed judgments is financial literacy. It enables a person to understand the importance of savings and thus regarded as an important requirement for functioning effectively in modern society. Large sections of the rural population borrow from moneylenders (their sole resource) at a very high and unreasonable cost causing slavery and have no access to any financial services. The article highlights that considering the immensely large population of the country, the progress on financial inclusion is not enough and financial institutions and banks need to manage their efforts towards financial inclusion since the development of the economy is impacted and linked with the extent of financial inclusion in the country. Access to finance by the underprivileged group, poor, and disadvantaged is essential to remove poverty on one hand and the economic growth on the other.

KEY WORDS ABSTRACT Quality Education, CIPP model, Public School Support Program Education is the fundamental right of every child and it is the duty of the government to ensure that institutions are imparting quality education and also an easy access of its citizens to this quality education. This research aimed at evaluating the quality of education in schools running under the "Public School Support Program" (PSSP). These schools were earlier public schools that were given to private partners due to their low academic performance. This study is descriptive in nature and data was collected through questionnaires, checklists, personal observation and document analysis. The respondents of the study included the teaching staff and management, of all PSSP schools in Sialkot. A checklist with three sub-areas and three questionnaires comprising closed ended statements were developed to gather the required information. This study concluded that the enrolment rate had increased but the infrastructure and other financial, human and material resources are not sufficient in these schools which further affect the educational indicators and quality of education. More support should be extended to the system by the concerned authorities.

In Cameroon, sexuality education is limited to sections of HIV/AIDS sensitization and family planning programs, except in Muslim communities, which teach some form of it in Koranic schools strongly linked to religious values (Centre for Reproductive Rights, 2013; p. 84).
In this Central African country, as in many others, the topic of sex is a sore one, made even more complicated given the country’s characteristic diversity of people and cultures.
This paper presents an argument for the potential for sexuality education to fulfill young women in Cameroon as a right. Using the Rights Based Approach, the essay addresses not the necessity of incorporating sexuality education into formal education which is not limited to sexual health but includes sexual expression as well.
The paper begins by tracing the history of sexuality education, then presents the need for and promise of it in Cameroon. Next, employing the Rights Based Approach sexuality education is assessed as a Cameroonian right and finally an outline of what sexuality education may possibly involve and bring about is forwarded.

Documento del Consejo Nacional de Educación elaborado por la Comisión de Trabajo Educación a distancia (mayo-agosto del 2020), conformada por las y los consejeros:
Hugo Díaz Díaz
María Isabel León Céspedes
Lea Sulmont Haak
Mario Rivera Orams
Rosario Valdeavellano Roca-Rey

Eğitim kurumlarının veya programlarının belirli standartlara göre değerlendirilmesi olarak tanımlanabilecek akreditasyon, temelde bir kalite kontrol ve temin süreci olarak, kendi kendini düzenlemenin, denetlemenin bir biçimidir. Süreçte yer alan standartlar ile kastedilen, eğitim kurumlarının çeşitli açılardan belirli bir hedefi yakalamış olmalarıdır, standardizasyonu değildir. Bir anlamda insana değer verme, sürekli değişme ve yenilenme olarak tanımlanan kalite ise; değişim, gelişim, reform ve yeniden yapılanma kavramları ile yakından ilgilidir. Bu çalışma ile eğitimde kalite temininin yöntem ve teknikleri vurgulanmaktadır.

Uluslararası programlar ile ilk ve orta öğretimde ortak standart oluşturma çabaları, akreditasyon birlikleri, kalite temininde ana rol oynayan öğretmenler için mesleki standartlar, gelişmiş ülkelerde ve ülkemizdeki uygulamalar ayrı ayrı incelenmiştir. Avrupa yükseköğretiminde kalite temini için standartlar, uluslararası ağlar, sınır ötesi yükseköğretim ilkeleri, akreditasyon birlikleri ve standartları, ülkemizde yükseköğretimde kalite geliştirme çabaları vurgulanmıştır. Bu kitap hayatının herhangi bir yerinde, kendisinin, çocuğunun, ülkesinin insanlarının gördüğü eğitimden dolayı üzüntü duyanlara, eğitimi, her seviyede geliştirmeye çalışanlara hitap etmektedir.

“Birşeyi gerçekten yapmak isteyen bir yol, istemeyen mazeret bulur” sözüne karşılık bir Türk atasözü “Dağ ne kadar yüce olsa, yol üstünden aşar” der. Eğitimde kaliteye ulaşmak için akreditasyon yolunda yapılacak işler zahmetli olabilir; ancak, yol olunca dağ bile aşılır. “İnsan bir şeyi ciddi olarak istemeye görsün, hiçbir şey erişilemeyecek kadar yükseklerde değildir.”

Constituye un documento de lineamientos sobre evaluación, basado en el decreto 1290. Fue publicado por el Ministerio de Educación Nacional de Colombia dentro de la Caja Siempre Día E del año 2017.
Los temas tratados en el documento son:
La evaluación formativa como herramienta de mejoramiento, evaluación interna y externa, uso pedagógico de los resultados, seguimiento al aprendizaje y los agentes involucrados en la calidad educativa y su apoyo desde la evaluación formativa.
It is National guideline on evaluation, based on 1290 Law. It was published by the Ministry of National Education of Colombia within the Caja Siempre Día E, during the year 2017.
The topics covered in the document are:
Formative assessment as a tool to improve educational quality; internal and external evaluation; pedagogical use of the academic results; assessment for learning, and the roles involved in promoting educational quality and their support in assessment for learning and formative assessment.

Meningkatkan mutu pendidikan meupakan hal mutlak yang harus dilakukan oleh semua pihak baik itu pemerintah, sekolah maupun para akademisi yang berkecimpung di dalamnya. Salah satu cara yang bisa ditempuh adalah pemetaan mutu melalui akreditasi. Hasil yang di dapat dari proses akreditasi bukanlah akhir, melainkan awal untuk terus meningkatkan dan memperbaiki segala aspek yang ada dalam pendidikan untuk mewujudkan mutu pendidikan yang baik dan bersaing dikancah global.

Abstract
This study investigated quality management in higher education and the most widely applied models in this field. Also, it examined the feasibility of applying 6Sigma at Bishah College of Technology and the other educational and training colleges  of the General Organization for Technical Education and Vocational Training (GOTEVT).The study concluded that 6sigma is applicable and adequate for the college on its all activities. In the other hand 6sigma may applied successfully at all other colleges and units of the GOTEVT.

This study is designed to examine the composite and relative effects of educational input, process variables and learning outcomes on quality of secondary school education among selected employers of labour in south west, Nigeria. Descriptive research design of correlational type was employed to investigate the relationship that exists between the educational input, process variables and learning outcomes on quality of secondary school education among the selected employers of labour in south west, Nigeria. 518 employers of labour in south west, Nigeria were used for the study with 323 males and 195 females. Primary data were collected from the concerned individuals using questionnaire tagged “Perception of Employers’ of Labour on input, process variables and learning outcomes on quality of secondary school education in Nigeria”. This instrument was divided into five sections viz the demographic, input, processing, product and quality of secondary school education sections, all together has a test-re-test reliability coefficient of 0.71. Correlation and multiple regression analysis were used to analyze the three research questions that were raised at 0.05 levels of significances. The result revealed significant composite effect and relative contributions with curriculum as the most potent predictor (β = 0.544; t= 7.692; p< 0.05), followed by teachers quality (β = 0.531, t=12.767, p<0.05) followed by school friendly environment (β = 0.445, t= 5.696, p<0.05) followed by evaluation of learners (β = 0.405, t= 3.924, p<0.05), followed by learners support (β = 0.107, t= 1.987, p<0.05) and learners’ discipline (β = 0.176, t= 2.369, p<0.05). Based on the findings of this study, it was recommended that parents should see to the education need of their children early enough. Also, that teachers’ quality should be looked into on issues of teaching-learning; curriculum implementation, learners support and learners discipline. Also, that curriculum should be prepared so as to make it relevant to individuals, cooperate existence and at large for national development.

The Purposes of this study are to explore the existing quality status and analyze the gaps between existing practices and formal quality assurance and accreditation (QAA) systems, and to assess and tap the institutional learning and challenges of introducing QAA mechanism in Bangladesh. However, the intention is to explore the preparedness to introduce formal QAA mechanism and their implications on the institutional performance in the context of Bangladeshi Higher Education Institutions (HEIs). The Mix method approach is applied here, where the primary data are collected from the university faculty members in order to determine the perceptions towards quality improvement initiatives in HEIs. The study revealed that HEIs in Bangladesh face a number of challenges in terms of formal quality assurance practices. The key variables brought from formal QA framework fell into six quality areas: leadership and institutional governance, curriculum, facilities, student, staff, and quality assurance process development. The study suggests that the main challenge lies with quality assurance process development to introduce formal QAA in HEIs. Existing quality status from this study shows that quality areas of student, curriculum and facilities remain above the average level of standard, but the quality areas of leadership and institutional governance, staff and quality assurance process development are below the average conditions. The findings would assist academicians to enhance quality assurance framework at national level as well as institutional level. However, the challenges the individual higher education institution would encounter to implement the formal QAA mechanism are addressed at length.

Although the country is approaching to become a middle-income country, it is still considered as one of the poorest countries in the world due to various reasons such as poverty, illiteracy, corruption, political instability and so on. Despite commendable economic growth and a notable reduction of poverty in the last two decades, a lion proportion of the people of the country live still under the poverty line and inequality, on the other hand, is also increasing. To overcome these multifarious problems, education is one of the strong and effective tools, among others, that can lead the country towards achieving the sustainable development goals set by the UN by 2030. However, it is evident that there has been noticeable progress in the education sector in terms of enrollment at primary level, increasing of female students at different levels, increasing the rate of passing in the public examinations, providing a scholarship to female students, providing textbooks to students free of cost, and increasing the number of educational institutions at different levels. Despite such progress, the quality of education at all levels is criticized, particularly at the tertiary level in Bangladesh. It is also revealed in annual reports of the University Grants Commission (UGC) of Bangladesh, the apex body and responsible to look after all activities of both the public and private universities in the country. Therefore, it is very imperative to ensure quality education at the tertiary level for skilled human resource that would contribute better and quality production, leading towards sustainable development in Bangladesh.

This study examines violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values of accessibility, inclusiveness, favorable learning climate, tolerance, and responsible behavior. The government of Cameroon has attempted to uphold these values through legislation. In spite of this position, violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning. The study was to understand the effects of violence on their motivation and self-esteem, and its influence on their learning outcomes and the research question focused on the extent of violence in education. A model was operationalized measuring physical violence, psychological violence, structural violence and sexual violence at school and at home, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and ...

Globalisation is one of the most powerful worldwide forces transforming society. It dominates today's world as a major driver of change. Globalisation has brought about an agglomeration of cultures, where diverse cultures not only interact but also sometimes clash. It permeates through all spheres of life including the environment, politics, economy, prosperity, culture, religion, education, and human well-being in societies across the globe. The present "villagization" of the world has greatly affected many African countries in almost all aspects of life. It has done so in both positive and negative ways. With the emergence of a global society, social, cultural, economic, political, technological and environmental events in one part of the world quickly come to be significant for people in other parts of the world. This theoretical paper assesses the impact of globalisation for Africa and its implications to education.

Learning infrastructure is a key base for effective teaching and learning in schools. The infrastructure forms a very important component in ensuring successful education. The purpose of the study was to evaluate quality implications of learning infrastructure on secondary education in a County in Kenya. The objective of the study was to explore the quality implications of learning infrastructure on secondary education. The study employed the Production Function Theory. The study adopted sequential explanatory design that was employed within mixed methods approach. The target population constituted of 334 principals, 334 senior teachers and 9 education officers. The sample size constituted of 181 principals 181 senior teachers selected through stratified random sampling technique and 9 education officers selected by saturated sampling technique. Instruments for data collection were questionnaires, interview schedule. Reliability was determined by piloting through the split-half method. The reliability index for the instrument was 0.826. Quantitative data for the study was analyzed using descriptive and inferential statistics. Qualitative data was analyzed using thematic analysis. On the concern about educational facilities; library had the highest Product-Moment Correlation Coefficient (PMCC) of (r = .832, p=.001), this was followed by a correlation of .800 for laboratory. This shows that they had a positive association in the model of educational facilities. Further; there were also positive correlations of .730, .716 and .715 for administration offices and water,

With the underlying hypothesis that the quality of a teacher’s training is directly proportional to the quality of education pupils eventually receive, this essay explores and critiques the basic education teacher training process in Cameroon, using two notable educational theories to assess the possibility of quality education resulting from Cameroonian government-trained basic education teachers. It is found that there is dire need to improve the quality of teachers we train to ensure that they can deliver the quality of education sought after and brief outline of suggestions is made towards improving the flawed training system.

بطاقة الأداء المتوازن (BSC) هي إحدى أدوات قياس الأداء التي تحدد الأصول غير الملموسة للمنظمة، وقد بدأ استخدامها مؤخراً كأداة للتخطيط الاستراتيجي(SP) ، ونظرا للهيمنة الطويلة للنهج التقليدي على الإدارة في المؤسسات التعليمية الليبية، فنادراً ما يتم استخدام BSC لأن أغلب المؤسسات تستخدم المقاييس المالية فقط.  هذا النظام غير المتوازن يدفع المنظمات لإهمال الأصول غير الملموسة.
هذه الدراسة تهدف لتوضيح مدى مساهمة  BSC في نشر ثقافة SP بين مختلف المستويات التنظيمية، وكشف مدى علم أعضاء هيئة التدريس) ع.ه.ت (باستراتيجية أعمال الجامعة. ولتحقيق هذا الهدف تم استخدام المنهج الوصفي التحليلي، حيث تم جمع البيانات عن طريق صحيفة استبيان مصممة خصيصاً لهذا الغرض، وتم تحليل البيانات من خلال استخدام برنامج .SPSS  تمثلت أهم نتائج الدراسة في الآتي : بالنسبة للـ SP تبين أن للجامعة رسالة ورؤية وأهدافاً وتقوم بين الحين والأخر بتحليل الأوضاع المحيطة ، ولكنها لا تملك خطة استراتيجية موثقة ومعلنة. أما عن محاور البطاقة فقد احتل محور العمليات الداخلية الأولوية الدرجة الأولى في الأهمية وذلك بسبب تأثير قسم الجودة، يليه محور التعلم، ثم المحور المالي وأخيراً محور العملاء.

Η Διοίκηση Ολικής Ποιότητας (ΔΟΠ) αποτελεί μια πρόκληση για τα Ανώτατα Εκπαιδευτικά Ιδρύματα και κυρίως για το νέο διαμορφωμένο περιβάλλον όπου οι υπηρεσίες της ηλεκτρονικής διακυβέρνησης αποτελούν βασικό κομμάτι της εξυπηρέτησης του φοιτητή. Στην παρούσα εργασία εφαρμόστηκαν πέντε εργαλεία ποιότητας (Έντυπο συλλογής δεδομένων-ερωτηματολόγιο, η Δήλωση Οράματος, Διάγραμμα Αιτίου και Αποτελέσματος, Μελέτη Αστοχίας και Ανάλυση Pareto) στις λειτουργίες των ηλεκτρονικών διοικητικών υπηρεσιών του Παιδαγωγικού Δημοτικής Εκπαίδευσης Ρόδου. Για την επιλογή των διαδικασιών χρησιμοποιήθηκε ερωτηματολόγιο που απαντήθηκε από 128 προπτυχιακούς φοιτητές. Επίσης πραγματοποιήθηκε συνέντευξη με δύο άτομα από το προσωπικό της Γραμματείας. Τα αίτια αστοχίας που εντοπίστηκαν ήταν ο ανθρώπινος παράγοντος ( φοιτητές, διδακτικό και διοικητικό προσωπικό) και αδυναμίες των ίδιων των ηλεκτρονικών υπηρεσιών. Στο τέλος προτείνονται διορθωτικές ενέργειες που διορθώνουν σε κάποιο βαθμό τις αστοχίες που εντοπίστηκαν. Το τρίπτυχο άνθρωπος, ΤΠΕ και ΔΟΠ συμβάλει στη ποιότητα των υπηρεσιών όταν υπάρχει συνεργασία και δίνονται κίνητρα στα ενδιαφερόμενα μέλη να εκφράσουν τις απόψεις και τις προτάσεις τους για αυτές.

The quality of learning environment in classroom setting is critical to effective teaching and learning process in classroom. This research paper presents the results of study conducted in West Pokot County public Early Childhood Development Education centres with regard to classroom environmental setting and provision of quality education. The study involved use of qualitative and quantitative research methodology. The target population for the research involved 365 head teachers, 682 teachers and 4 DICECE officers. Data for the research was collected through use of questionnaire, interview and researcher observation. Data collected was analysed using descriptive and inferential statistics for quantitative data and thematic content analysis for qualitative data. Research results showed that 37.1% of ECDE centres studied were not having standardised environmental setting that could facilitate provision of quality education to pupils in West Pokot County. It was found out that less than 50% of classrooms were ventilated, only 24.9% of classrooms studied were found to have enough space for easy classroom movement and 36.1% of classrooms were found to be accessible by all learners. The study recommends that there is need for ECDE teachers to work with head teachers to ensure that classrooms setting are safe, secure and conducive for teaching and learning process. On the policy front, there is need for county government to work with national government to establish appropriate standards for ideal indoor classroom environmental setting for ECDE learners.

El Gobierno de México (2012-2018) impulsó una reforma educativa cuyo objetivo era transformar su complejo sistema educativo para preparar a los alumnos a enfrentarse con éxito a los desafíos del siglo XXI. Partió del supuesto de que, al proporcionarles las herramientas que necesitan para tener éxito en este mundo que cambia rápidamente, México, a su vez, se convertirá en un país próspero, justo y libre. Ello implicó rediseñar la conceptualización y la estructura del sistema, y dio lugar a profundas transformaciones en los ámbitos organizativo, presupuestario, técnico, pedagógico y administrativo, apoyadas en unos principios de calidad e igualdad. Destacan dos innovaciones que encauzaron el proceso: las evaluaciones docentes y el nuevo plan de estudios nacional. Este capítulo, analiza en particular a) la estructura curricular estructurada en aprendizajes esperados, desde preescolar hasta el 12o grado; b) L incorporación de la educación socioemocional; y c) la autonomía curricular como medio para lograr innovaciones pedagógicas en los colegios.
Esta reforma se enfrentó a unos usos y costumbres profundamente arraigados de distintas partes interesadas, y chocó con muchos intereses políticos, lo que dio lugar a un proceso complicado que ha amenazado su consolidación. El nuevo presidente hizo campaña contra la reforma, y todavía se desconoce qué políticas se mantendrán.