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Ako ay nag-aalala kong
bakit ka nandito?
To learn about
Planning for Quality
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Planning for Quality
ED 703
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Quality =
EFFECTIVENESS+
EFFICIENCY
Doing right Things
Doing things Right
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A Quality Plan is a compilation of
documents specifying procedures and
associated resources to a specific project,
product, process or contract.
It addresses issues of; where the
procedures are applicable, and who will be
applying them, explaining how things wouldbe done to achieve a quality product
What is Planning for QualityWhat is Planning for Quality
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A Quality Plan helps you schedule all
of the tasks needed to make sure that
your project meets the needs of your
client.
Creating a Quality Plan is essential if
you want to provide the clients withconfidence that you will produce a
solution that meets their needs.
ContCont
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Refers to pupil performance or the
standards of attainment in different
schools/college subjects
Extent to which educational system meet
economic and other needs of the society.
Effectiveness with which the educational
system promotes or reinforce among
children and young people the culture and
values, mores and attitudes particular in
given society
Quality Planning - UNESCOQuality Planning - UNESCO
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There can be nokeener revelation of a
society's soul than theway in which it treats
its children.
Form. S.A president - Mandela
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A number of curricular reforms have
been instituted to raise quality of
education to meet the demands of thesociety:
Enriching curriculum through integration
in all levels, of contents that reflectseconomic and social reforms
Adopt work-oriented teaching
approaches and programs
The school as a supplier
of economic needs
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Implement single track general
program for secondary schools withemphasis on work activities,
prevocational training, and youth
training & citizen army training.Include youth civic action work in all
levels and making civic action work
a re uirement for raduation.
Cont
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I. Quality Learners
II. Quality Learning Environments III. Quality Content
IV. Quality Processes
V. Quality Outcomes
Indicators of Quality
Teacher Education
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Good health and nutrition.
Early childhood psychosocialdevelopment experiences.
Regular attendance forlearning.
Family support for learning.
Quality Learners
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Quality Learners
Physical elements
Quality of school facilities. Interaction between school
infrastructure and other quality
dimensions.Class size.
Service delivery
Provision of health services.
Quality LearningEnvironments
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Psychosocial elements
Peaceful, safe environments,especially for girls.
Teachers behaviours that affect
safety.Effective school discipline policies.
Non-violence.
Cont
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Student-centred, non-discriminatory,
standards-based curriculum structures.Uniqueness of local and national content.
Literacy and Numeracy.
Life skills.
Peace education.
Challenges in reaching large numbers of
children with quality content.
III. Quality Content
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Professional learning for teachers.
Teacher competence and schoolefficiency.
Ongoing professional development.
Continuing support for student-centred learning.
Teacher feedback mechanisms
IV. Quality Processes
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Teacher beliefs that all students can
learn.
Teachers working conditions.Administrative support and
leadership.
Student access to languages used atschool.
Using technologies to decrease rather
than increase disparities
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Achievement in literacy and numeracy.
Using formative assessment to improve
achievement outcomes.
Outcomes sought by parents.
Outcomes related to community
participation, learner confidence and life-
long learning.
Health outcomes.
Lifeskills and outcomes
V. Quality Outcomes
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I waznt done, just
clearing my throat
Nice story, po!, butwhere do we improve?
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1. Sufficiency ofcompetent teacherinputs
There is vacancy for good quality teachereverywhere
Lack of attractive salaries and benefits
for teachers affects the quality ofeducation
Need to upgrade professional growth
and quality in all school staff.
Five areas for improving
quality in education
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Even In-service training becameinsufficient:
Need for teacher to renew knowledge base
and skill continuously since knowledgebase is increasing.
Though education is becoming expensive,
teachers can develop professionallythrough these structures.
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Students decline in verbal and
mathematical skills calls for reverting tobasics
There is therefore need for more
effective integration of research findingson what works in classrooms
Need to revitalize enthusiasm in teaching
to motivate them.
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2. Sufficient building accommodation,
furniture and equipment inputsThey are teaching aid on their own, so
planner must:
Anticipate structural needs of theadditional schools required and provide
for them in the plan
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See it to that the plan makes real
effort to respond to physical needsof existing schools in systematic
based manner.
Maximize utilization of existingfacilities of well housed and well
equipped schools
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3. Curricularassessment and
redesigning including e use ofsuitable textbooks and other
instructional materials: improved and
tested teaching methods; adequateevaluation techniques
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4. Effective management and supervision
Education service should be administered by a
staff of considerable size. Should recruited from ranks of teachers
Must employ supervisory staff capable of of giving
help and advice and organizing, conducting and
following up in-service training courses.
Welfare of school should be a matter of concern
and a pride to adult community in which it is
situated
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5.Adequate provision forresearch and
development
Teachers must continuously investigate andresearch to make progress and show a
lead.
Research into teaching methods necessary Teacher training canter was established to
develop teachers personally, professionally
and organisationally
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Planning for college library. A library must
the heart of every institution; should begiven space, provided with all materials
(books, electronics, computers, internet,
audio etc.) for the institution to develop in
research and improve the quality of
education
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Must be convenient to all users;
open and close times, space andquality of service offered. Some
universities in developed countries
has comprehensive libraries withsubjects/course librarian.
ContCont
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STAGE I; environmental scanning
and data collection- both within andoutside school. Examine school
resources in order to determine a
profile of school strength andweaknesses.
How do I begin to plan?
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The school inventory should include the
following:
Curriculum and instructional materials
Non-academic services
Teaching and non-teaching personnel
Pupil characteristics and achievement levels
Physical plant and equipment
Organizational setup
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STAGE II; setting objectives good objectives
must be SMART.
S specific
M measurable
A attainable
R relevant/realistic
T time bound
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Name the results we want to achieve. Must be
action oriented you cannot go to where you dont
know
Measurable to be evaluated to whether or notthey are achieved
Achievable must be practical and realistic
Present a challenge too easy objectives fail to
general enthusiasm and too ideal ones can cause
undue frustration if not achieved
Dates/timed when we expect them to be realized.
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Identify gabs determine where you are,
where you want to go and the distance i.e.
what the school has, what it need and what it
plan to achieve.Generate and select alternative strategies
explore all possible alternatives assess their
advantages and disadvantages. Considering
all risks, costs and benefits; we must be ready
to make a decision.
The planning process:
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Translate strategies into operational plan lay
out a detailed road map for each strategy
which include:
Specific activities arranged in sequence
Time frame
Specifying check points
Identify available and needed resources
Provide evaluation mechanism
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Write the plan provide a summary record
of everything done: opportunity,competence areas, and objectives,
description of categories, inventory and
operational plan/plan of activities.
Implement the plan - now put than into
practice. And regularly review the plan and
monitor activities at given points in time.
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Evaluate and modify the plan - this means
positive effort to identify causes of successand failure to determine:
Which objectives were achieved and the
degreeWhich plan were effective and why
Which plans failed or were not carried out
and why.
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CHARACTERISTICS
OF A QUALITY
PLAN
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Issue identification and visionAssessment
of issues, trends, needs, and opportunities.
Vision of what the community wants to be.
Goals Reflections of public values and desired
conditions.
Fact baseAnalysis of current and futureconditions and explanation of reasoning. Maps
and tables that enhance relevance and
comprehensibility.
Internal characteristics
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Policies Specification of principles to
guide public and private decisions.Sufficiently specific to be tied to definite
actions
Implementation Commitments to carryout policy-driven actions with timelines,
responsible parties, and financing.
STEP 2: Sample SelectionSTEP 2: Sample SelectionContCont
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Monitoring and evaluation Measurable
objectives and trackable indicators.Assignments made for monitoring.
Internal consistency Issues, vision,
goals, policies, and implementation aremutually reinforcing
STEP 2: Sample SelectionSTEP 2: Sample SelectionContCont
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Organization and presentation Plan is
understandable for a wide range ofreaders. Executive summary; glossary;
cross-referencing of issues, goals, and
policies; clear maps, charts, and images;
supporting video, CD, web page.
External characteristics
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Inter-organizational coordination
Integration with other plans of public andprivate parties. Vertical and horizontal
coordination.
Compliance Consistent with planmandates from enabling legislation, other
ContCont
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Go through the planning process
annually so that
1. Members of school community have a
clearer picture of the directions the
school is taking and
2. The school survives because we are
able to forecast changes and
opportunities and avoid dangers.
How to sustain the plan
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Questions !!