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Quality Management in Distance Education - Coggle Diagram
Quality Management in Distance Education
The center as a quality reference
Organizational, administrative and human ideological aspects in educational centers.
Social Aspect, referring to home and school relationships with other community institutions.
Technical Aspect, it affects the planning, development and curricular evaluation.
Material Aspect, includes infrastructure, furniture, work teams.
Administrative Aspect, includes the knowledge and application of the rules.
Economic Aspect, refers to the production activities of the Plant.
Success Centers
In these schools or institutes there is a clear commitment of teachers and staff to their students.
Quality indicators concept
They are a specific set of aspects related to the personal and social development of students, and that are complementary to those considered in the learning standards.
“School Climate ”orderly and safe
A positive school climate allows the person to feel accompanied, safe, loved, calm and encourages their development.
Educational leadership" beyond a simple administrator.
The educational leadership manages to convene the school community in a common improvement project, which implies that all the actors endorse the objective that the students learn and manages to guide the alignment of the financial and human pedagogical resources in favor of that shared objective.
Family participation and educational quality
The family, like any other agent, has a key role in the development of children and young people; no one can and should not be in charge of their education exclusively or alone.
Family participation and educational quality
It is the set of decisions that are taken from the State, to promote or sometimes work on the exercise of this fundamental right.
High expectations ”on student achievement
It is considered that the achievement expectations show the development of capacities that, based on the disciplinary contents, transcend them.
Types and approaches of Educational Quality
Design Quality: desired characteristics, objectives of
plans and programs.
Defines the desired characteristics for the educational service and programs where
specify requirements and levels of achievement that are expected, both and is given by the objectives of plans such as student performance and the educational process and
of human and material resources.
Quality of Availability: the educational product and its
answer to what is required.
In other words, it is the maintenance of knowledge by
of the student over time with the object of service to
face daily living.
Quality of Conformity: the teaching-learning processes, supervision, orientation and compliance with
all the objectives indicated in the plans and programs of
its highest level is determined by the teaching-learning processes: performance.
It is determined by the teaching-learning processes: performance.
supervision, guidance and consists of the student complying with
all the objectives outlined in the plans and programs of your
highest level of performance.
Quality of Service to the User: detect failures in the educational service and its measures to correct them, improve it, improve it or recycle it for better use.
When failures in the educational service are detected, the charge for this, in this case the Meduca, must correct it,
improve it, refine it or recycle it for better use.
Quality: value judgment on reality
educational.
Definitions of quality of education and its relationship with cultural, political and ideological criteria.
The interrelation between them will give different ways of understanding the quality of education, the point of view is relativistic.
Defining the quality of education entails
political, social and cultural positioning vis-à-vis education
he passage from the theoretical conception to the model means the use of "cultural, political and ideological" criteria
The observation from the concept of quality to the educational reality, a judgment with which the being of the thing compromises.
The observed reality is compared with a desirable term, which must be defined and becomes a quality standard or criterion.
Quality as a value assigned to a process or educational value.
Quality is a value judgment on the educational reality, it is a value assigned to Quality is a value judgment on the educational reality, it is a value assigned to comparative services.
Quality as an inherent value to the being of the thing (it is not an entity that adjectives and qualifies the object.)
The "quality of education" is an inherent value of the educational reality.
Courage compromises judgment.
The observed educational reality is compared with an idea desirable, this is an educational quality control.
Quality and its Association with other Categories.
Quality and pedagogical management.
The quality of education is to investigate the educational practice itself, develop a continuous training of teachers, integrate students and parents to the pedagogical dynamics and open the
school to the community.
Quality in expanding coverage
In the sixties, an important effort was made in Quality in the expansion of coverage. Quality and its Association with other Categories
coverage of primary education forgetting improvement and innovation of content.
System quality and efficiency
Quality policy decisions are referred to
results and achievements of the educational process.
Quality and administrative management
This policy refers to quality being associated with Quality and administrative management
active and direct participation of all users and stakeholders
educational.
Quality Dimensions
Education as a public service and not as a private matter.
The educational system must be an instance open to all,
attentive to the needs of society, organized and
controlled by the state.
Reorganization of the institution through a modernization process.
Institutional reorganization through a process of
modernization that affects, on the one hand, the role of the state in its orientation, evaluation and supervision tasks and, on the other, the directive role in the school itself.
Minimum resources available to obtain a
teaching with satisfactory achievements to achieve quality and equity.
The administration and distribution of material resources,
human and financial is characterized by stability,
manifested especially in the stability of managers and teachers.
The training of suitable personnel to carry out educational activities.
It is about the vocational commitment of the teacher that leads him not only to want to do a good professional job, but it is also intertwined with the expectations he has of his students.
Focus of problematic situations and nuclei for the development of education, as an organizer of educational policies and strategies.
It is about education collaborating with a performance
political, social and economic of the population, oriented towards the satisfaction of their priorities and internal needs and to obtaining good success in the context of international competition.
They review the school and curricular structure, considering
the new demands of the development model with a planning vision of continuity and integration of the educational system.
The repertoire of strategies and principles of action carried out by teachers to promote the learning of specific curricular content by their students in this type of schools, is a dimension where they manage to innovate more.
Alterable and Non-Alterable Explanatory Factors of the quality of education.
.Determination of unalterable factors.
School offer, environmental conditions, distance between general educational goals and objectives.
Determination of alterable factors
School will offer a quality education if it manages to achieve the purposes and objectives declared in its educational project if it tends to the necessary coverage of the population that demands.
Unchanging factors. Concept.
It is any element that determines a characteristic that can
influence one or more variables of the educational organization
Changeable factors. Concept
It is all element that determines a characteristic that always
will be the same, and that it is not influenced by another characteristic
The non-alterable and alterable explanatory factors and their
Problems susceptible of investigation and their incidence in the results in the measurement of the Educational Center.
The list of alterable and non-alterable explanatory factors constitutes problems that can be investigated in the
as its incidence is suspected.
The establishment of corrective or control policies
Based on this information, the management level of the system
educational or each educational unit can derive policies
corrective or control of these exogenous variables with respect to
school, which are structural but typify the supply
educational.
Teaching Quality in Virtual Environments
Criteria for materials
the study materials the criteria would have to make Criteria regarding the materials reference to the quality of their contents and the adequacy of their design to a virtual training environment, not face-to-face.
Criteria regarding the training offer
The offer of study plans and training activities and their. Criteria regarding the training offer relevance in relation to social and labor market needs of the population segment.
The parameterization of quality in virtual training activity.
The emergence of virtual training, or e-learning, far from virtual appearing as an opportunity for development and updating with respect to the needs of society, is being perceived as a threat by some university institutions.
Teaching action in virtual environments
Teaching activity understood as the action developed for Teaching action in virtual environments to facilitate learning the need to satisfy a person The client must be articulated in a specific one.
A new model for evaluating teaching quality in virtual environments
This online teaching model enriches the processes
training courses with the presentation of real professional experiences and constantly updating the one with the greatest flexibility.
Quality criteria in virtual universities
If we take as a reference the universities created
specifically, to be virtual, the quality parameters should consider the characteristics of this type of university.
Criteria regarding organization and technology
It should be considered whether the organization and technology are at the service of the students and the achievement of the objectives.
Criteria regarding the creation of knowledge.
Regarding the creation of knowledge, the existence of structures that allow research in the university itself and collaboration with other universities, institutions and companies should be taken into account..
Criteria regarding teaching
key aspects the guarantees on the teacher selection and evaluation processes of the existence of a teaching support system that will facilitate flexibility in the study, sustained and planned help.