QUALITY MANAGEMENT IN DISTANCE EDUCATION
QUALITY AND ITS ASSOCIATION WITH OTHER CATEGORIES
Alterable and Non-Alterable Explanatory Factors of the
Quality of educationl
** Quality Dimensions
System quality and efficiency
Quality and pedagogical management
Quality in expanding coverage
Quality and administrative management
Some analyzes show a tendency to produce a certain distance between the expansion of the school system and its quality.
Other studies and also quality policy decisions are assigned to categories referring to the effectiveness of the school system, that is, to the results or achievements ("output") that are achieved in the educational process.
Takes two central categories: teacher / student and educational process.
Taking advantage of the resources that are potentially in smaller localities; a more equitable and selective distribution of resources in favor of the poorest localities and sectors; more direct attention to the needs and problems that schools must face; the most immediate participation of the community in the supply, demand and development of education; the greater relevance of the school system and, also, the improvement of quality with equity and relevance.
Availability of minimal resources for successful teaching
satisfactory to achieve quality and equity.
The training of suitable personnel to carry out educational activities
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
Reorganization of the institution through a modernization process
Focusing on problematic situations and nucle for the development of education, as an organizer of educational polices and strategies.
Education as a public service and not as a private matter
In this order of things, some countries have defined basic or primary education as the central axis of development of this right, others to general education.
In some countries it is about the expansion of general education, structural and curricular reform, considering the new demands of the development and growth model adopted by each country.
The central agencies of the State propose certain objectives of quality and equity, for which both internal and credit resources are obtained.
The central State, in some countries, has assumed the task of training and updating teachers that takes advantage of and is projected in daily practice.
Understood as an educational leadership intentionally oriented towards achieving the goals of the educational community, coordinating the work of the different actors (parents, teachers, students, local authorities, etc.).
From the gestation and constitution of the Latin American republics, the purpose and effort to incorporate education as a task of the State and to develop it as an institution and a national public service was explicit.
Determination of unalterable factors
The non-changeable and changeable explanatory factors and their problems that can be
research and its impact on the results in the measurement of the Educational Center.
Unchanging factors. Concept.
Determination of alterable factors
The establishment of corrective or control policies
Changeable factors. Concept
Any element that determines a characteristic that can influence one or more variables of the educational organization
School dimension; Teacher dimension; Student size; Family dimension; Authorities dimension
Any element that determines a characteristic that will always be the same and that is not influenced by another characteristic
School offer size; Dimensions of the environment conditions; Teacher dimension; Student family size; Dimension: policies, norms, plans and programs.
When we speak of quality in education we refer to that operation in educational centers that allows control of all the processes carried out in them, as well as the correct management of these. Teacher evaluation is a tool to improve educational quality that depends on complementary inputs.