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Quality Management in Distance Education - Coggle Diagram
Quality Management in Distance Education
Types and approaches of Educational Quality.
Design Quality: desired characteristics, objectives of plans and programs.
-Ensure that what is taught is something that is needed.
-Ensure that what is taught is learned.
-Ensure that what is learned is transferred to the task.
-Ensure that what was learned is sustained over time.
Quality of Conformity: the teaching-learning processes: supervision, guidance and compliance with all the objectives indicated in the plans and programs of their highest level of performance.
The structure of the educational system and the configuration and adaptation of the curriculum to the diverse aptitudes, interests and expectations of the students.
The teaching function, guaranteeing the conditions that allow teachers to carry out their work, their initial and permanent training and their professional recognition.
Availability Quality: the educational product and its response to what is required.
Availability is the basic level, with which government officials and citizens themselves are often satisfied. It refers to the effective existence of the program, center or service, and the minimum conditions for it to operate.
Quality of Service to the User: detect flaws in the educational service and its measures to correct it, improve it, perfect it or recycle it for a better use.
It is clear that education cannot be understood as a physical or manufactured product but as a service provided to students. But, as with other services, the nature of this service is difficult to describe, as well as the methods to assess quality.
Quality: value judgment about the educational reality
Value commits a judgment.
We saw that to evaluate is to judge, that is, to make an evaluative judgment. In evaluation of learning, the judgments are descriptive, since the teacher issues a critical opinion that exposes the student's performance, specifying the activity carried out.
Quality as a value assigned to an educational process or value.
The "quality of education" is a value inherent to the educational reality. The concept belongs to the order of being as being able to be, that is to say, a dimension of future, utopia or should be is implicit.
The observation from the concept of quality to the educational reality: a judgment with which the being of the thing compromises.
At present, the human mind must be considered a very valuable capital, today's societies demand quality products, quality resources, quality education, all qualified and quality-oriented for the purpose of growth and improvement.
Quality as a value inherent to the being of the thing (it is not an entity that adjectives and qualifies the object.)
the introduction and generalization of the process of incorporating future citizens into a community through the symbolic authority that nation-states have traditionally exercised over mass schooling.
The definitions of quality of education and its relationship with cultural, political and ideological criteria.
Quality as a culture is that aspect of quality that is linked to professional training that includes the cultural patterns and values of society, including the individual himself and his social role, and how he understands quality from his subjectivity.
BY R.CH