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Quality Management in Education a Distance, Jorge Saldaña - Coggle Diagram
Quality Management in Education a
Distance
Dimensions of Quality.
Education as a public service and not as a matter
private
Focusing on problematic situations and nuclei for the
development of education, as an organizing entity of educational policies and strategies.
The training of suitable personnel to carry out
educational activities.
Reorganization of the institution through a process of
modernization
They review the school and curricular structure, considering
the new demands of the development model with a visionary vision of continuity and integration of the system educational.
Provision of minimum resources to obtain a
teaching with satisfactory achievements to
The center as a quality reference.
Aspectos ideológicos, organizativos, administrativos y
humanos en los centros educativos
Administrative
Knowledge and application of current regulations, organization
of the campus and coordination of the educational task.
Humano
It includes teachers, students and parents. All in
Together, they constitute the main and most important resource.
Ideological
There are three main ideologies: the liberal, the pluralistic and the
egalitarian.
Organizational
coexist several organizational dimensions that are not
independent of each other.
Success Centers
The educational center is aimed at developing skills
human.
The most successful schools are those with high
academic expectations for their students are performance-oriented.
Family participation and educational quality
Families and communities have the right to participate and
they can make a variety of contributions.
Family and school cannot work in isolation.
Quality indicators concept
The concept of quality in education has
been evolving over time.
“School Climate” orderly and safe.
Classrooms in good condition, green areas and recreation spaces, system rooms, libraries,
restaurants and good sanitary batteries are essential to generate a good environment in educational institutions.
High Expectations” on student achievement.
They are the key to motivate students in the learning process.
teaching – learning
They facilitate the goal of exciting students and encouraging
their talents so they can learn and be fulfilled.
“School policy” focused on the scope of achievement
Studies focused on working with political issues in organizations will have
a certain tendency to analyze the conflicts between groups and the logic of action.
"Educational leadership" beyond a simple administrator.
The main characteristic of educational leadership is related to
with the conjunction quality-leadership.
It deals with concepts of exceptionality, excellence,
transformation of the person through the educational process
Quality: value judgment about reality
educational.
Value compromises a judgment
Above all, when you want to justify any process of
evaluation or change.
Quality of education" is a value judgment about the educational reality, it is a
value assigned to an educational process or product in comparative terms.
Quality as a value assigned to a process or value
educational
The issue of quality has an important derivation in the
education in values, quite postponed or at least not sufficiently exploited and enhanced in our system
education and society in general.
Observation from the concept of quality to reality
educational: a judgment with which the being of the thing compromises.
Competent professionals are required to respond to the problems of a
complex and dynamic reality; adopt a reflective and critical attitude towards to educational reality and who possess technical-professional suitability to investigate
scientifically that reality and transform it creatively.
Quality as a value inherent to the being of the thing
From this approach it is understood that an institution has more quality to the extent that
It has a greater incidence on the change of behavior of the students.
They are normally expressed as “aims and objectives of the
education"
The cultural system demands from the educational system what is called, in terms
very global, the reproduction of the society in which it is functioning.
The political system also makes demands on the educational system. Demand values and
specific behaviors that must be transmitted by the school.
Types and approaches of Educational Quality.
Design Quality: desired characteristics, objectives of
plans and programs.
Educational design consists of tracing the path and generating the
means to be able to “travel” from the point where the need is detected to the point of desired performance.
Caracteristics
The structure of the educational system, The teaching function, The
evaluation of the educational system, Institutional strengthening.
Objectives
Recognize the applications of educational design in the field of
the organizations.
Quality of Conformity: teaching processes
learning.
In the teaching-learning process are present
personal and non-personal components
It can be affirmed that the work of a teacher is of quality
when it achieves the fulfillment of the proposed objectives.
Methods play an essential role in their interaction
with the rest of the components, to guarantee the achievement of the proposed objectives.
Availability Quality: the educational product and its
response to what is required.
The educational product is any result obtained after a
path of education, values, culture, traditions and all the
that is related.
Quality of Service to the User: detect failures in the service
education and its measures to correct it.
The disconnection with the real needs of the students and their
interests are superfluous
It fails in two vital questions: the importance of the student as the protagonist of the
significant learning and the value of new technological possibilities, including them as companions of the same method.
Quality and its Association with other Categories.
Quality in coverage expansion
Some analyzes show a tendency to produce a certain
distance between the expansion of the school system and the
quality of this.
In the context and motivation of the democratization of social institutions, it was a
substantive key for the formation of the political and social fabric, for the preparation of human resources for economic growth with technology transfer and for the
solution of other problems such as the intended overcoming of «marginality».
System quality and efficiency
The evolution of educational systems points to models
increasingly efficient and flexible, but also much more demanding in results.
These results constitute the quality measurement instrument and,
therefore, insofar as this measurement identifies particularities
Quality and pedagogical management
It corresponds to the efforts that from psychopedagogy, curriculum, didactics and
of the administration are considered in terms of the development of a quality educational process, in relation to the participants (students/teachers)
Quality and administrative management.
The processes of transfer of attributions from the center to units
smaller geographic areas (regions/provinces/municipalities) have different approaches to analysis
Quality also has an association with relevance
education, insofar as it is intended to respond in a more efficient way, culturally and administratively, to the needs education of the population.
Alterable and Non-Alterable Explanatory Factors
of the Quality of Education.
Alterable factors
They are all the elements that determine a characteristic that
it can influence one or more variables of the educational organization.
unalterable factors.
Unchangeable factors refer to all elements
that determines a characteristic that will always be the same and that is not influenced by another characteristic.
The alterable and non-alterable explanatory factors and their
problems susceptible of investigation and their incidence in the results in the measurement of the Educational Center.
It constitutes problems that can be investigated to the extent that
suspect its occurrence.
También puede constituir un conjunto de factores susceptibles de utilizar como
elementos de un modelo distinto en la calidad de la educación.
The establishment of corrective or control policies
School staff can help prevent bullying by
establish and enforce school rules and policies
The control measures allow us to verify that the development of what was planned has been
compliment. These can be established at different stages of the work: before, during and after carrying out the activities.
Teaching Quality in Virtual Environments
Criteria regarding the training offer
The offer of curricula and training activities would be taken into account, and
its relevance in relation to the social and labor market needs of the population segment to which the University is directed.
Teaching action in virtual environments
It is a systematic process, designed to objectively measure the
teacher work performance in virtual environments.
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 in terms of organization and technology
It should be considered whether the organization and the technology are at the service of the students and
of the achievement of the objectives of the University and if there is a stable technological platform that guarantees communication.
A new model for evaluating teaching quality in
virtual environments
When the teaching action takes place in virtual environments, the
The need to evaluate teaching quality increases.
Material Criteria
As for the study materials, the criteria should refer to the quality
of its contents and the adaptation of its design to a virtual training environment, not face-to-face.
The parameterization of quality in training activity
virtual
E-learning, far from appearing as an opportunity for
development and updating with respect to the needs of society, is being perceived as a threat.
Jorge Saldaña