Quality of Education

ÖZET: Bu araştırma Türkiye'deki Turizm ve Otelcilik Meslek Yüksekokulları'nda öğrenim gören öğrencilerin eğitim-öğ-retim hizmet kalitesine ilişkin görüşlerinin belirlenmesi amacıyla yapılmıştır. Bu amaçla oluşturulan anket formu araştırma evrenini temsil eden 850 öğrenciye uygulanmıştır. Elde elden veriler SPSS 23.0 paket programıyla analiz edilmiştir. Araştırma sonucunda, Türkiye'deki Turizm ve Otelcilik Meslek Yüksekokulları'nda öğrenim gören öğrenci-lerin eğitim-öğretim hizmet kalitesine yönelik görüşlerinin genel olarak olumlu yönde olduğu, okulların öğrencile-rin sosyalleşebilecekleri ortak alanlara, bilişim-teknoloji imkânlarına sahip olmaları ve bu imkânlardan öğrencilerin kolaylıkla yararlanabilmeleri konularında da öğrencilerin ağırlıklı olarak kararsız görüş bildirdikleri tespit edilmiştir. Bunun yanında öğrencilerin eğitim-öğretim hizmet kalitesine yönelik görüşlerinin ölçekte belirlenen faktörlere ve okullara göre farklılaştığı da tespit edilmiştir. Ayrıca öğrencilerin bazı demografik verilerine göre eğitim-öğretim hizmet kalitesine ilişkin görüşlerinde farklılaşma olduğu istatistiki olarak ortaya konulmuştur. ABSTRACT: This study was conducted to determine the views of vocational school of tourism and hotel management students on the quality of education and training. The survey form created for this purpose was applied to 850 students that fit the study subject. The data obtained was analyzed by using the SPSS 23.0 program. The study concluded that vocational school of tourism and hotel management students have a positive overall outlook on the quality of education and training, and they are mainly undecided on whether they have the common areas to socialize or whether they have information-technology facilities that are easily available to them. Besides, according to the some demographic and descriptive data of students, it is analyzed as differentiation statistics in views on the quality of education and training

Community schools are currently an important part of the Zambian education system, however there are substantial differences in terms of performance and quality among them. Therefore, the aim of this review was to critically assess the school factors to understand why certain community schools can provide quality education for pupils to reveal how the quality of education can be improved in other community schools.

A critical realist systematic review has been chosen as a methodology to identify underlying mechanisms. Case studies and reports from the period of 1992 and 2018 in the topic of primary education in Zambian community schools have been searched. Outcome was measured by grade 7 national exam pass rates.

The search yielded 24 studies of reasonable quality, out of which 20 studies included outcome information for comparison. The results provided high level evidence that community schools in the reviewed studies were successful because they met all the three components of education quality conceptualized by humanist, economist and organisational approaches. This included Effective processes, Provision of inputs and Satisfaction of stakeholders.

Three critical underlying mechanisms have been identified to achieve quality education: Effective management due to external help and community involvement in educational processes through active PCSCs; Effective pedagogy due to committed teachers; and Satisfaction of teachers due to instructional supervision or training. Without these mechanisms quality education could have not been achieved. Once these mechanisms were provided to the schools, other mechanisms could further improve education quality. These were satisfaction of parents/pupils due to extra services or relevant curriculum along with provision of inputs due to qualified teachers or TLMs.

The researcher concluded that government should assist these schools to source partnerships with donors or local businesses to supplement government support. Government-paid qualified teachers should be continued to be deployed to remove financial burden from parents and regular salaries should be paid to volunteer teachers.

The study aims to analyses: (1) descriptions of the Kindergarten management internal
audit, and (2) to find out the differences in Kindergarten management internal audits by
region, school status, and basic of school. The study uses quantitative methods with
comparative descriptive approach. Descriptive analysis to get an overview of the
distribution of questionnaires, the status of institutions (public and private schools), basic
of schools (Islam, Christian, and National), value acquisition, and document fulfillment
category. Comparative analysis to determine the differences in the implementation
management internal audit based on region, school status, and basic of school. The study
was conducted at kindergarten in Malang City. The population are 358 institutions, the
sample as respondents was taken 50 kindergarten institutions and was taken with
purposive sampling technique. The result, kindergarten management internal audits get
the criteria of qualified institutions and fulfillment of good institutional documents. The
results of the different tests state that the value and fulfillment categories of documents
based on region and school base are no different while public and private schools have
differences in the value category and document fulfillment.

Después de la firma de los Acuerdos de Paz (1992), El Salvador ha desarrollado iniciativas orientadas a mejorar el sistema educativo. Sin embargo, tomando en cuenta el horizonte trazado por la Agenda Educación 2030 y el ODS 4, el país enfrenta retos en materia de acceso, calidad y equidad de la educación.

Problem statement: E-learning is gaining more acceptance as days pass because it provides learning opportunity any time and in any place. Different people have different preferences in terms of learning style such as reading text, listing audio or video, speaking and communication. To support these different learning preferences, there is need for multiple e-learning delivery methods and teaching techniques. Furthermore, there are many stakeholders of e-learning systems such as system developers, administrators, instructors, instructional designers, multimedia designers, online facilitators, independent evaluators. Whose views are important indicators for a complete e-learning system evaluation, but the most important views of e-learning quality are user view, developer's view and manger's view. Approach: The main aim of this study is to propose a new technique to evaluate e-learning website quality from developer's view. To achieve our objective an extensive study on related resources was conducted. Our technique adopts the weights of quality characteristics which are obtained by carefully selected questionnaires' from professional developers. We also present the evaluation process using AHP technique and the result of trial evaluation for validation of our technique Result: We proposed four quality characteristics named Service Content, System Functionality, Information Technology and System Reliability. We further, proposed 11 sub-characteristics with its attributes by following the structure of standard IOS/IEC 912. Conclusion: Our results show that the proposed technique could be useful and effective for ensuring that high quality systems are developed.

Engineering profession in the next two decades will undergo dramatic changes, driven by not only technological developments but also societal transformation. Besides increased globalization, more acute concern for environment for sustainable development, will characterize changes and challenges for future engineers in their roles. As industry increasingly looks at Corporate Social Responsibility, not just as mandatory but as key to success, future engineers should change their mind sets and incorporate sustainability and corporate social responsibility as key parameters in their day-today working as well as decision making framework. As roles for future engineers expect different competencies from the graduating engineers, it is the responsibility of future engineering education to reinvent itself and brace itself for a paradigm shift in the way, students are groomed to match the changed expectations. Consequently, the way the components of education namely, knowledge, skills and attitude and values, are to be imparted has to be different. Contents, as well as pedagogy, will need to be changed accordingly. This tectonic shift will pose challenges to all the stake holders, educational institutions, government, teachers and students. Each one of them, needs to gear up itself to address the challenges. It also calls for change in mindsets so that the transition is smooth and successful. Concerted and synergistic efforts from all of them will help in engineering the future of engineering education with a strong and resilient foundation.

Se dovessimo soffermarci su singoli aspetti delle pratiche e dello strumentario dell'educazione, troveremmo probabilmente che ai molti che non ci soddisfano, se ne affianchino altri che consideriamo accettabili, e non è detto che si sia generalmente d'accordo nello stabilire quali siano da collocare in un gruppo e quali nell'altro. Si finisce col lasciarsi irretire in un dibattito attento solo a rilevare fenomenologie superficiali, senza essere capace di cogliere gli elementi di struttura che caratterizzano il sistema e lo indirizzano al raggiungimento degli intenti desiderati. La crisi emerge in modo più vistoso non quando si incontrino difficoltà a raggiungere tali intenti, ma quando essi si presentino sbiaditi, immersi in aloni contingenti, inconsapevoli di ciò che è stato, ancorati a un presente al quale non si è in grado di associare un futuro se non in termini di suggestione. Eppure l'educazione ha senso soltanto se i suoi traguardi superano un quadro contingente per proiettarsi in un tempo esteso: la suggestione può suggerire un'idea del futuro, ma nei termini imitativi che si ricavano dalle distopie novecentesche.

In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low-and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low-and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System © (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers' schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.

It's better to evaluate information technology and its role in learning and Orientation with different concepts such as virtual education and its advantages and their difficulties in improving the quality of education. Virtual reality and its position in learning in one of the issues that is evaluated in this essay.

In 2015, the 193 member states of the United Nations (UN) unanimously supported the Sustainable Development Goals (SDGs; UN, 2015). SDG 4 lays out the principles of education, aiming to ‘ensure inclusive and equitable quality education’ around the world by 2030. The emphasis on quality is a marked shift from Millennium Development Goal 2, which focused on providing universal access to primary education. The expansion of education goals from an access centric approach to one that has three core principles and a directive to provide access to free secondary education reignites a long debated question: are quality, equity, and inclusion compatible or competing aims in education?