sgd role-of-it-in-quality of-education
TRANSCRIPT
IT in Enhancing the Quality of Technical Education:
Opportunities and Challenges
Dr S G Deshmukh ABV-Indian Institute of Information Technology & Management Gwalior [email protected] All India Seminar on Sustaining Quality in Technical Education in India: Challenges Ahead 12th July 2008 at N Delhi
Remarks..
Quality is never an accident. It is always the result of intelligent effort. It is the will to produce a superior thing. -- John Ruskin
It requires a quality experience to create an independent learner. --Myron Tribus
Outline of the presentation
Imperatives for quality
Models for QA: Accreditation and Educational Excellence
Implications and Role of IT
Challenges
Concluding remarks
Imperatives ..
World of accelerating multi-dimensional change
Shift to knowledge economy
World without border
Quality of services: Washington accord ?
Revolutions in Information & Communication Technology (ICT) Engineering Education System MUST
translate these challenges through a Quality response
Trends in education – vis a vis
Quality
1987 - ISO 9000 series awareness in areas other than manufacturing [BS 5750]
1989/90 – ISO 9004 Part 2 addendum for the Service Industry
About the same time – spillover to training and education as part of companies’ requirements of “purchases” from vendors
ISO9000:2000 edition
Quality = Competitive advantage for educational institutions
UGC/AICTE’s initiative: Accreditation
Educational Excellence Award Models
QCI’s initiative: Accreditation Standards for Quality School
OECD work on education indicators
OECD Handbook for Internationally Comparative Education Statistics: Concepts, Standards, Definitions
and Classifications, OECD, 274 pages, May 2004
Indicators of quality..
a) teacher / student ratio ; academic staff / non-academic staff ratio,
b) quality indicators concerned with academic staff,
c) quality indicators concerned with non-academic staff,
d) incentives for promotion of qualification of academic and non-academic staff,
e) budget structure, particularly as concerns ratio of staff costs and other costs,
f) pattern of funding
What is the Philosophy ? Tenet 1 : Customers are vital to the operation of the
organization. Without customers, there is no business, and without business, there is no organization (Deming 1986).
Students as customers, as products and as co-producers ! Quality calls for a restructuring of management methods to
create that quality. Organizations to turn nearsighted, top-down management "on its head" by involving both customers and employees in decisions for continuous improvement
Tenet 2 : Management needs to listen to nontraditional sources of information in order to institute quality,
People want to do quality work and that they would do it if
managers would listen to them and create a workplace based on their ideas (Deming, 1986).
How does this translate to Education? Role of Students: Administrators need to involve students
in their own education by training them to question the learning process, and once the students have questioned it, administrators need to seriously consider student proposals for change (Olson 1992).
Role of Teachers: It calls for changes in teachers'
relationships with both students and administrators; teachers need to view engineering education through students' eyes, and they need to work with administrators as a team. This teamwork is largely the responsibility of administrators, who need to delegate some of their responsibility and power to teachers (Rhodes 1992).
Testing and Evaluation: Instead of using standardized tests and grades to measure students' progress, institutes that embrace quality often try to assess student progress regularly throughout years (Blankstein).
Summary on Quality
Quality is about satisfying customers
Quality is holistic
A system needs feedback to make it useful and feedback is useful to improve products and services
Regular and designed feedbacks better than unsolicited ones
Quality is everybody’s job
Training is needed for staff to do quality jobs
A way of thinking has to be developed; does not just happen :To learn new things, we need to unlearn old things
Management by Measurement
Feedback from the students.
Responsiveness of top management in implementing feedback
Number of times assistance provided by teacher in inter-disciplinary projects
% reduction in absenteeism
Shift from Efficiency to Effectiveness through measurement
Remarks..
Efficiency : may relate to Quality of institution
Effectiveness : may related to Quality of Education per se !
Role of IT is vital in Efficiency and Effectiveness
Use of Information Technology (IT)
IT as an enabler and facilitator
IT as a tool
IT for streamlining processes
IT for bringing in transparency and objectivity
“IT Thinking" Paradigm
Everything is a process
All processes have inherent variability
Data is used to understand the variability and drive process improvement decisions
Unless you document, you cannot improve: Documentation facilitated
by IT
IT
capability Meaning Example
Transactional IT can transform
unstructured processes
into routine transactions.
Employee records, (faculty. etc.) can
be structured
Automatical IT can replace or reduce
human labor in a routine
process
Preparation of attendance reports,
preparation of defaulters reports etc.,
goods inspection report etc.
Analytical IT can bring complex
analytical methods to
bear on a process
Calculations of CGPA, student
/teacher evaluation using multi-
attribute decision making models
Informational IT can bring vast
amounts of detailed
information into process,
Data on extensive profile of students,
faculty , staff
Sequential IT can enable changes in
the sequence tasks in a
process often allowing
multiple tasks to be
worked on
simultaneously.
Various steps required for checking
credentials of a candidate for
admission process, placement related
procedure etc.
Tracking IT allows the detailed
tracking of task status,
inputs, and outputs
Tracking the status of a particular
purchase order., tracking inventory of
an item ,use of consumables, use of other
financial resources.
EXTERNAL STANDARDS
AUDIT THE CURRENT
SYSTEM
GAPS IN THE CURRENT
SYSTEM
YES
ASSESS WHAT NEEDS TO
BE DONE TO SATISFY THE
STDS
DEVELOP THE
PROCESSES NEEDED
AND IDENTIFIED ABOVE
DETAIL THE PROCESSES
AND INCLUDE IN THE
CURRENT SYSTEM
REVIEW STDS &
CURRENT SYSTEM
CONTINUALLY
NO
QA SYSTEM
Quality Assurance
To make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives.
Regulatory System – UGC, State Governments, Affiliating Universities
Built-in regulatory controls through
- Assessment and Accreditation NAAC (General Education); NBA (Technical Education)
2
Perspective 1: Accreditation Model
To ensure that existing systems are continually improved and reviewed for
improvement Accreditation is formal or public declaration that the technical programmes complies with a
set of previously established standards by the apex body in technical education (AICTE) by assuring the quality and entrusted the work to NBA
It is a structured assessment of compliance to the accreditation standard
It provides an opportunity to acknowledge quality in educational systems
It intends to guarantee quality and public accountability in the educational system, encouraging trust in students, parents, employers, education administration and society in general.
It stimulates the academic environment for promotion of quality of teaching-learning and research
It encourages self-evaluation, accountability, autonomy and innovations.
Criteria University level
institutions
Affiliated/ Cons. College
Autonomous College
Curricular Aspects 150 100 50
Teaching-learning and evaluation
250 350 450
Research, consultancy and extension
200 150 100
Infrastructure and learning resources
100 100 100
Student Support and progression
100 100 100
Governance & Leadership 150 150 150
Innovative Practices 50 50 50
Total 1000 1000 1000
Accreditation model (NACC)
9
Use of IT in Accreditation model Teaching-learning & Evaluation
IT interventions: use of web, internet,, on-line student evaluation forms, on-line quiz, faculty web page , on-line learning management systems
National initiative such as NPTEL Infrastructure and learning resources
IT devices such as interactive boards, multi-media aids,
Student Support and progression
On-line counseling service : Ex: IITD’s Board of Student Welfare)
Innovative Practices For teaching, evaluation and student
involvement
Role of IT
IT enabled procedures Use of various database IT enabled training and orientation
programmes IT for Internal Quality Assurance
Mechanisms Initiating ICT – enabled assessment Collaborating with others Provision for professional
development
Use of IT: Enterprise wide information
systems
Software to connect various modules such as : Admission, Student Information System, Examination, HR, Finance,, Procurement etc.
Advantages: Streamlining of processes, objectivity, transparency and accountability
Example: In-house developed solution at IITD
Campus Connect : An institutional Resource Planning System
IBM Lotus® Symphony : Set of intuitive easy-to-use applications for creating, editing & sharing documents/spreadsheets and presentation.
Use of IT: Learning Management
System
Deployed at IIITD
For Faculty: uploading of lecture notes, ppts, on-line evaluation test/quiz etc).
For Students: Notice board, discussion forum
For Administration: Attendance, grade record, monitoring of progress,
USE OF IT: NPTEL Web enabled curriculum The main objective of NPTEL program is to enhance the
quality of engineering education in the country by developing curriculum based video and web courses. This is being carried out by seven IITs and IISc Bangalore as a collaborative project.
In the first phase of the project, supplementary content for 129 web courses in engineering/science and humanities have been developed. Five major engineering disciplines have been covered in this project so far (NPTEL Phase I) at the undergraduate (B.E./B.Tech) level. Civil Engineering Computer Science and Engineering Electrical Engineering Electronics and Communication Engineering Mechanical Engineering
Use of IT: Best Practices as shown on AICTE website
Use of IT such as video conferencing for delivering quality lectures to a large number of
students.
Muthayammal College of Arts & Science, Kakkaveri,Tamil Nadu
Use of IT in Institutional governance, such as introduction of smart cards for the students as well as for the faculty members.
1. College of Engineering, Amravati, Maharashtra
2. Gogte, Institute of Technology, Belgaum, Karnataka 3. Jaipur Engg. College & Research Centre, Jaipur,
Rajasthan
4. Maruthi Institute of Engineering & Tech., Tamil Nadu
5. The Rajaas Engineering College (Formerly the Indian Engineering College) Vadakkangulam, Tamil Nadu
Access to vast information available in digital library through
Internet.
1. Lourdes Matha College of Science & Technology, Thiruvananthapuram, Kerala
2. SIES Graduate School of Technology, Mumbai, Maharashtra
Use of IT: PDCA Cycle & Quality
Assurance
PDCA
Cycle
Quality Assurance
Increasing
Expectations
Perspective 2: Engineering
Education Excellence Model
Enables to assess quality efforts on a variety of factors
Supports a template for improvement
Encourages Self-assessment, Peer-assessment
Enables “Management-by-Measurement”
Acts as a platform for “Best Practices” and Benchmarking
UPTU Academic Excellence Award Model
Enablers
Item Weightage
(in %)
Top Management’s commitment to Quality & Academic Leadership
10
Faculty Resources Development & Management 5
Quality Policy & Strategy 5
Academic Resources 10
Academic Processes 10
Results
Faculty & Staff satisfaction 10
Students satisfaction 10
Impact on Society 5
Academic Results 25
Placement Results 10
Academic
Processes 100
(10 %)
Top Mgmt Commitmt & Leadership
100 (10 %)
Faculty Resources
Developmt & Mgt. 50 (5 %)
Quality Policy & Strategy
50 (5 %)
Academic Resources
100 (10 %)
Faculty & Staff
Satisfaction 100 (10 %)
Students
Satisfaction 100
(10 %)
Impact on
Society
50 (5 %)
Academic Results 250 (25 %)
Placement
Results 100
(10 %)
Enablers 400 points (40%) Results 600 points (60%)
UPTU Academic Excellence Award Model Source: www.uptu.org
‘How’ of the Model .... A panel of eminent jury headed by an
outstanding academician having experts in quality management from academics, industry and other NGO’s evaluates a institute
panel analyses the self – assessment report of each aspiring institution and decides on a cut – off score based on self – assessment report to site visit the organizations short-listed.
A five member team of assessors visits the site and arrives at a consensus score among the members of the team on each of the 10 factors and total score.
This is presented before the panel
SN Sub factors High
05
Very Good
04
Good 03
Satisfactory
02
Low
01
1. Recruitment process leading to excellence
2. Financial compensation package/process
3. Perks and performance incentives
4. People development process- encouragement to improve qualifications
5. Work culture Faculty Development & Management (50)
6. Faculty & Staff performance appraisal process
7. Networking with reputed academic institutions- encouragement & support
8. Ambience in offices of faculty & staff
9. Encouragement for industry interaction
10. Skill-up gradation / conference Sponsorship and peer interaction
Sn.
Sub factors High
05
Very Good
04
Good 03
Satisfactory
02
Low
01
1. Quality policy on student admissions
2. Quality policy on faculty recruitment process
3. Quality policy on faculty promotion/recognition process
4. Student orientation
5. Industry (employer) orientation Quality Policy &
Strategy (50) 6. Quality of physical
ambience
7. Quality improvement policy for faculty & staff
8. Vision / Mission leading to quality
9. Core values leading to quality of education
10
.
Quality Management Systems-ISO etc in place
Distinctive features
Objective appraisal by outsiders
Helps in documenting various processes
Correlation between enablers and results thus proving evidence for quality success
Provides support for Accreditation and ISO 9000
Engineering Education Excellence model – Self Assessment Process
Develop Commitment
Plan Self Assessment Cycle
Establish Model and Reporting
System
Communicate Plan
Educate Staff
Conduct Self Assessment
Establish Action Plan
Implement Action Plan
Review
Progress
Criteria S 0-10
11-20
21-30
31-40
41-50
51-60
61-70
71-80
81-90
91-100
Leadership 100
B
Policy &
Strategy 50
B
Faculty
Resources 50
B
Academic
Resources 100
B
Processes 100
B
Faculty
satisfaction 100
B
Student
Satisfaction 100
B
Impact on
Society 50
B
Academic
Results 250
B
Placement
Results 100
Inst 1 Inst 2 B - Best
Score comparison
Benefits of Educational Excellence Award
Model
• Winners share their knowledge
• Process motivates employees
• Process provides a well-designed quality
system
• Process requires obtaining data, thus builds
objectivity and transparency in the system – Management-by-Measurement
• Process provides feedback
Related to Opportunity Benefits
Accreditation IT helps in documenting
various processes such as
admission, selection of faculty,
evaluation of student feedback
etc.
Makes processes data
driven, transparent
Engineering
Education
Excellence model
Assistance provided by
making various components of
the model; implementable at
the ground level: for example
records on processes,
leadership, informational
resources ,
students/faculty /alumni etc.
Facilitates record keeping
and helps in self-assessment
so that improvement can be
quantified, measured and
tracked
Accreditation Education Excellence Model
Prescriptive and Normative Non-prescriptive and flexible
Process oriented Based on Systems perspective
Focus on primarily student exam results
and placements. Meager importance for
societal contribution.
Research based result oriented framework
including governance and social
Responsibility
Monitoring mechanism need to be
strengthened after accreditation Top management involvement and
commitment is essential.
Feedback and follow up may not be
learnable by the individual Learn from the feed back process by
every individual in an institution
Modular (Teaching learning,
supplementary processes etc.) based
assessment
Alignment and integration of institutional
goals i.e. Build on existing strengths ie.
Targeting of opportunities for
improvement.
Lack of clarity and direction on
performance More clarity on clarity and direction on
performance
Opportunities offered by IT
Can affect the design and delivery mechanisms related to teaching-learning processes
helps in streamlining various non-valued added processes
helps in making the processes objective & transparent
Some of the hurdles…
Many academics and practitioners do not understand the centrality of quality standards Standards are seen as the opposite of creativity in design In many curricula economic constraints, legal constraints,
compliance and interoperability are considered secondary ..and sometimes absent
Techniques and devices based on standards are often taught with little or no regard to standards …taught without referring to the standardization
infrastructure
Challenges Educational administrators must become “data and information
savvy”. Typical surveys (such as India Today, Onlooker survey) ranks educational institutes on various parameters. For such ranking, it is necessary that internally, the institute must have a data cell and quality assurance cell whose responsibility is to promote use of quantified data for improvement..
While using any quality framework, ,it is important to employ statistical process control and the concepts of common and special causes in determining levels of accountability in education. Thus, procedures relevant to these should be setup for acquiring, recording, manipulating and analyzing data/information for reviewing and improvement. This will require sensitization and adequate training to educational administrators, faculty and other stakeholders.
The quantitative framework of education excellence model identifies some of the fundamental requirements and characteristics of the technical institutions.
The challenge is to identify various non-value addition processes and use IT to weed them out.
Challenges.. (contd.)
Procastrination concerning changes in HE ...
Dangers of a top-down approach to force change - academics tend to be conservative
concerning their institution - they must be convinced of the need to change
- role of leadership - government, regulatory bodies , Professional societies, NGOs , institutions, etc ...
- academic staff ( and society in general ) show low awareness about the concerned issues
Challenges…
The quality philosophy is built around three basic ideas,:
to become customer driven instead of being self-focused,
to concentrate on the process rather than being preoccupied with results;
and to use employee’s thinking ability.
Educational institute need to deploy various initiatives to realize this philosophy.
How to implement Quality
Involvement
Quality involves everyone Quality not just concern of AICTE /MHRD or College administration - involves everyone, including student, teacher, alumni, financial supporters
Continuous improvement System always looking for ways to improve processes to help quality
Stakeholders involvement :Every stakeholder has vital role to play in spotting improvement opportunities for quality and identifying quality problems
When we try to bring about change in our societies, we are treated first with indifference, then with ridicule, then with abuse, and then with oppression. And finally, the greatest challenge is thrown at us. We are treated with respect. This is the most dangerous stage !