RCVS Knowledge – Free Educational Quality Improvement Series

This paper discusses the demands on and by universities to update and improve educational delivery in an increasingly difficult economic context The actions of a number of universities consider the criteria of Total Quality Management (TQM) as a strategy for improving educational quality. However, from a human factors approach, the most immediately obvious types of quality interventions may prove inadequate to address the complexity of the instructional space setting. Drawing on a combination of previous and current work in the field of educational quality improvement, the author addresses the need for an integrated human factors approach that includes ergonomic, aesthetic, and facilities management issues. Such an approach is largely absent from the research and applications literature. Much of the existing knowledge applicable from a human factors standpoint is isolated and fragmented, and does not address the classroom as a complex system. The author also presents the concept of a Classroom and Laboratory Instructional Quality (CLIQ) evaluation facility which can contribute a realistic and effective educational experience for future generations of human factors professionals. The CLIQ facility, while providing important research and training experience, can also serve large numbers of undergraduate students by identifying quality improvement strategies to enhance current and future classrooms and other instructional spaces.

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Developing the quality of early childhood mentoring institutions

Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi ◽

10.21831/jppfa.v5i1.15508 ◽

2017 ◽

Vol 5 (1) ◽

pp. 87

Author(s):

Sri Hartini

Keyword(s):

Early Childhood ◽

Quality Improvement ◽

Data Analysis ◽

Human Resources ◽

Planning Process ◽

Educational Quality ◽

Inhibiting Factors ◽

Qualitative Descriptive ◽

Teachers And Parents

The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the facility limitation and the lack of program management effectiveness.Keywords: development, educational quality, kindergarten

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