scholarly journals A model of quality assurance in primary education management. The case of Greece

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Gianna Kaplani ◽  
Kostas Zafiropoulos
Keyword(s):  
Quality Assurance ◽  
Primary Education ◽  
Education Management ◽  
Of Greece

scholarly journals Rationales, Mechanisms and Challenges of Quality Assurance in Teachers’ Professional Practices at the Primary Education Sector

2015 ◽  
Vol 7 (2) ◽  
pp. 160
Author(s):  
Eyiuche Ifeoma Olibie ◽  
Wenceslaus Ndubueze Ofojebe ◽  
Theodora Chinelo Ezugoh
Keyword(s):  
Quality Assurance ◽  
Staff Development ◽  
Primary Education ◽  
Primary Schools ◽  
Professional Practices ◽  
Effective Teacher ◽  
Anambra State ◽  
Adequate Funding ◽  
Positive Correlations ◽  
Descriptive Survey

<p>This study examined the rationales, mechanisms and challenges of quality assurance in<br />teachers’ professional practices with focus on Anambra State of Nigeria. Four research<br />questions guided the study. The study adopted the descriptive survey research design. The<br />sample size involved 524 teachers drawn from various primary schools in the State. A<br />30-item questionnaire, structured on a modified 4-point Likert scale was used to collect data.<br />Data was analyzed using factor analysis; mean ratings, standard deviation and Pearson<br />correlations. Among the findings was that there are high and positive correlations among the<br />rationales, mechanisms, challenges and quality assurance for effective teacher professional<br />practices in Anambra State. It was recommended among other things that mechanisms for<br />adequate funding/financing of primary education, utilization of innovative methods and tools<br />for effective curriculum delivery, infrastructural development and constant<br />monitoring/supervision of resources as well as continuous staff development should be put in<br />place by teachers, government and private sector for quality assurance in teachers’<br />professional practices.</p>

Education and Literature for Development in Responsibility

2014 ◽  
pp. 526-584 ◽  
Author(s):  
Gilbert Ahamer ◽  
Karl A. Kumpfmüller
Keyword(s):  
Higher Education ◽  
Time Series ◽  
Quality Assurance ◽  
Global Change ◽  
Global Studies ◽  
Bibliometric Data ◽  
Higher Education Management ◽  
Publish Or Perish ◽  
Education Management ◽  
Transnational Higher Education

In order to propose quality assurance for cutting-edge transnational higher education management, this chapter first analyzes data on academic developmental journals while making use of the three widely known literature databases ISI Thomson, Scopus, and Google Scholar; the latter analyzed by the software Publish or Perish (PoP). Time series of data for documents and their citations provide indices; this chapter provides as most helpful indices the ISI impact factor, Scopus SNIP, and PoP AW index. A dozen of the most influential developmental journals are heuristically ranked by taking into account all available indices from all three literature databases. The series of historic bibliometric data since the 1950s shows the dynamics of the global emergence of developmental journals and developmental thought. Secondly, and as a possible template for similar initiatives in global higher education management, this chapter presents the recently established “Global Studies” (GS) Master’s curriculum at Graz University, Austria. Details on this novel curriculum’s targets, modules, courses, and practicals are given. GS embraces six modules and courses from different schools at university. Emphasis is placed on dialogic interdisciplinary understanding and interparadigmatic integration of multiple disciplines and perspectives, when managing education for the purpose of responsibly hedging and managing globalization and socio-economic global change in responsible partnership.

Quality Assurance in Transnational Education Management

2015 ◽  
pp. 1271-1313 ◽  
Author(s):  
Gilbert Ahamer
Keyword(s):  
Quality Assurance ◽  
Quality Assessment ◽  
Mutual Understanding ◽  
Global Studies ◽  
Transnational Education ◽  
Education Management ◽  
Key Concepts ◽  
University Curricula ◽  
Complex Phenomena

This chapter deals with quality assessment for interdisciplinary university curricula. As a case study, it analyses the recently established “Global Studies” (GS) developmental curriculum at Graz University, Austria. After reviewing literature on concepts of quality for curricula, key concepts for multi-disciplinarity, inter-disciplinarity, and trans-disciplinarity, approaches for their monitoring, and necessary ingredients for multi-paradigmatic inputs, processes, and outputs, this chapter applies these criteria to the ethically and globalization-oriented curriculum Global Studies at Graz University, Austria. A practical set of criteria assessing quality in curricula and in courses is identified, a list of assessment exercises that have been performed so far is provided, and assessment of academic performance and suggestions for future improvements are given. Recommendations focus on the implementation of inter-paradigmatic mutual understanding and include setting up a regular, peer-oriented discourse among all stakeholders and founders of the curriculum and the inclusion of expertise into the curricula commission. All such concrete measures shall underpin the key capability of inter-paradigmatic studies, namely to see complex phenomena as perceived by other stakeholders, friend or foe.

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

Primary Education Management in Madagascar

2016 ◽  
Author(s):  
Paul Glewwe ◽  
Keesler Welch ◽  
Abigail Sellman
Keyword(s):  
Primary Education ◽  
Education Management

scholarly journals ISO 9000 quality assurance certification in the mining sector of Greece

2001 ◽  
Vol 34 (3) ◽  
pp. 1059
Author(s):  
K. P. KITSOPOULOS ◽  
P. W. SCOTT ◽  
C. A. JEFFREY
Keyword(s):  
Quality Assurance ◽  
Customer Satisfaction ◽  
Iso 9000 ◽  
Environmental Management Systems ◽  
Mining Sector ◽  
Iso 14000 ◽  
The World ◽  
Business Efficiency ◽  
The Status ◽  
Of Greece

All over the world, businesses have started moving towards Quality Assurance and the adoption of ISO 9000 Standards. In this study, we examined the status of the Quality Assurance Certification of companies which operate in the mining sector in Greece. It is certain that the companies have started working towards Quality Management and Quality Assurance Certification. The movement towards Quality Assurance is customer driven. The specific motives for implementing Quality Assurance Certification were customer satisfaction, to gain a competitive advantage and improve business efficiency. They anticipate a better business image, to increase customer satisfaction and strengthen their market share. The level of criticism for some aspects of the ISO 9000 certification, which has been recorded in other parts of the world, was not found in Greece. Following the introduction of ISO 9000, some mining companies also included in their strategy the introduction of ISO 14000 which relates to Environmental Management Systems.

Quality Assurance in Transnational Education Management

2014 ◽  
pp. 259-302 ◽  
Author(s):  
Gilbert Ahamer
Keyword(s):  
Quality Assurance ◽  
Quality Assessment ◽  
Mutual Understanding ◽  
Global Studies ◽  
Transnational Education ◽  
Education Management ◽  
Key Concepts ◽  
University Curricula ◽  
Complex Phenomena

This chapter deals with quality assessment for interdisciplinary university curricula. As a case study, it analyses the recently established “Global Studies” (GS) developmental curriculum at Graz University, Austria. After reviewing literature on concepts of quality for curricula, key concepts for multi-disciplinarity, inter-disciplinarity, and trans-disciplinarity, approaches for their monitoring, and necessary ingredients for multi-paradigmatic inputs, processes, and outputs, this chapter applies these criteria to the ethically and globalization-oriented curriculum Global Studies at Graz University, Austria. A practical set of criteria assessing quality in curricula and in courses is identified, a list of assessment exercises that have been performed so far is provided, and assessment of academic performance and suggestions for future improvements are given. Recommendations focus on the implementation of inter-paradigmatic mutual understanding and include setting up a regular, peer-oriented discourse among all stakeholders and founders of the curriculum and the inclusion of expertise into the curricula commission. All such concrete measures shall underpin the key capability of inter-paradigmatic studies, namely to see complex phenomena as perceived by other stakeholders, friend or foe.

scholarly journals Can We Comment on Quality

2019 ◽  
Vol 9 (13) ◽  
Author(s):  
Shajedur Rahman
Keyword(s):  
Quality Assurance ◽  
South Asia ◽  
Primary Education ◽  
Quality Education ◽  
The South ◽  
Quality Assurance Process ◽  
Definition Of ◽  
Assurance Process

This paper analyses the existing literature about the Quality Assurance process of primary education in three different countries within the south Asia subcontinent namely, India, Bangladesh and Pakistan. It argues that the definition of Quality education is still ambiguous in among the systems. However, this article categories the aspects of quality education from existing literature and examines the quality assurance systems in the mentioned three countries. Having done so, it shows that the quality assurance systems in all three countries focus differently in various aspects of quality education among which the physical aspects are predominant.

THE REALITY OF QUALITY OF INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES AT PRIMARY EDUCATION LEVEL FOLLOWING THE QUALITY ASSURANCE APPROACH IN VIETNAM

2020 ◽  
Vol 65 (12) ◽  
pp. 106-118
Author(s):  
Hai Nguyen Xuan
Keyword(s):  
Quality Assurance ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Education ◽  
Education Level ◽  
Quality Factors ◽  
Community Members ◽  
School Teachers ◽  
Education Process

Quality and quality assurance of inclusive education in general as well as in primary education level have been paid attentions by scientists, school teachers, parents of students with disabilities and community members. Doing research this issue in order to draw an overall picture of reality and to have bases for the future actions taken for improving the quality of inclusive education following the quality assurance approach has an important meanings. The contents of papepr reflects a research results by the author on this issue which follows the quality assurance approach as for the quality which is considered an overall quality or the quality combination by all the quality factors of inclusive education process in school and manifested by the development results of students with disabilities

Sign in / Sign up

Export Citation Format

Share Document