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Quality Management Module in Distance Education - Coggle Diagram

- - - -  Quantity, belonging and use of textbooks for students.
      -  Quality of the vocational guidance of the students and existence of a counselor.
      -  Level of participation of teachers in decisions at the school level. Distribution of complementary food for students.
    - -  Number of hours and relevance of the improvement in the subject it serves (updating of contents and methodology of the specialty).
      -  Attitude towards improvement.
      -  Expectations you have of your students.
    - -  Preference for the subjects of the study plan.
      -  Amount and type of individual free reading.
      -  Reading speed level.
    - -  Value that parents assign to the education of their children.
      -  Degree to which parents motivate their children to study.
      -  Quality, quantity and type of help given to the student in relation to their school work.
      -  Degree of parental involvement in the school's educational team.
    - -  Degree of recognition of teachers' work.
      -  Existence and practice of a teacher promotion system.
      -  Rise in timely payment of remuneration.
  - - -  State or socio-economic level of origin of the student (measured by a type of occupation of the father, unemployment percentages or other indicators).
      -  Educational level of the parents.
      -  Number of inhabitants of the house and degree of overcrowding of the student at home.
      -  Quality of family environment.
      -  Father's occupation.
    - -  Distance between the general goals of education and the specific objectives of the programs.
      -  Quality control of reading texts that request approval as complementary material.
      -  Number of students per teachers in preschool education.
      -  Educational offer for adults, in general, and for the elderly in particular.
    - -  Years of study and quality of training received.
      -  Socio-cultural origin.
      -  Level of remuneration in relation to the quality of hours compared to students.
      -  Years of service and positions held (teaching experience).
    - -  Offer for the continuity of basic, middle and higher studies.
      -  Rurality index of the geographical area in which the school is located.
      -  Average home-school distance.
    - -  Availability of texts per student.
      -  Availability of didactic material to implement the classes.
      -  Administrative dependency of the school (“social” category of school).