Currently, higher education institutions need to produce skills with new skills that will enable young graduates to enter an increasingly complex world. Globalization, the objective of massification and diversification can be incubators towards lowering the quality of training.
In a process of continuous improvement, science and technology education will have to conquer these different contextual variables.
However, the traditional pedagogical model separating the functions of the two main actors of the class, teacher, information transmitter and passive receiver student, no longer satisfies the requirements of the development path.
This inevitably leads to a rethinking of the school in depth and the implementation of other pedagogical approaches oriented towards know-how rather than towards the accumulation of knowledge.
Given the complexity of analyzing and standardizing teaching practices as well as the teacher's strategic role in steering the learning process, we have adopted a normative methodology based on the concept of the process approach, the application of which will serve the orientation of science and technical training towards the acquisition of transversal skills which will allow the learner to better adapt to the needs of the job market.
However, we will adopt a technical approach based on the use of quality tools to design, with the objective mentioned above, an innovative, efficient and effective model.
We propose in our study to identify to what extent the quality principles of continuous improvement constitute mobilizing elements of the process of training in science and techniques.
Use Of Quality Tools And Outcome Assessment Model For Continuous Improvement In Industrial Engineering Education