Quality Assurance in Education

What is quality education?

 Quality =effectiveness or efficiency .  a standard education must be given to all.
 the quality of the educational process  the content or syllabus must be same for
experienced by students. all.
 When we deal with quality education we  improve with the passage of time.
mean:
Definition by VVOB’s
A good quality education is one that provides all learners with capabilities they
require to become economically productive, develop sustainable livelihoods, contribute
to peaceful and democratic societies and enhance individual well-being.
Quality depend upon characteristics of:
 learners (healthy, motivated students)  content (relevant curricula) and
 processes (competent teachers using active  systems (good governance and
methodologies), educationist).
UNESCO’s Understanding on quality EDUCATION
 The quality of education is the first priority of UNESCO.
 A Ministerial Round Table CONFERENCE on Quality of Education, held in Paris in 2003.
 UNESCO promotes access to goodquality education as a human right
 The UN Education, Scientific and Cultural Organization (UNESCO) said in 2010 that 30 percent of
Pakistan’s population lives in a state of “extreme educational poverty” - receiving less than two years
of education.
Quality Education in Pakistan
The UN Education, Scientific and Cultural Organization (UNESCO) said in
2010 that 30 percent of Pakistan’s population lives in a state of “extreme
educational poverty” - receiving less than two years of education.
Quality Education Goals
Following were the goals of the quality education;
 Academic excellence  Applied learning
 Improve academic standards  Lifelong academic skills
Purpose of the Quality Education
Following were the purpose of the Quality Education:
 To determine the educational needs of  To improve the quality of education
students.  Make education assessable to everyone
Quality Education in schools ?
Following are required for the quality education in Pakistan;
 Adequate resources and budget  research and discussions
 Educational practices based on
Dimensions of quality education
Following are the dimension of the quality education.
 Quality Learners  Quality Processes
 Quality Learning Environments  Quality Outcomes
 Quality Content
1.Quality learner
 Good health and nutrition  Regular attendance for learning.
 Early childhood psychosocial  Family support for learning.
 development experiences.

2. Quality Learning Environments

 Physical elements Psychosocial elements
 Quality of school facilities  Peaceful, safe environments
 Interaction between school infrastructure  Teachers’ behaviors that affect safety.
and other quality dimensions  Effective school discipline policies.
 Class size  Non-violence.
3. Quality Content
 Student-centered, non-discriminatory,  Life skills
 standards-based curriculum structures.  Challenges in reaching large numbers of
 Uniqueness of local and national content. children with quality content
 Literacy.
4.Quality Processes:
 educational quality centered on:  pupil-teacher ratios
 system inputs  curricular content
 Infrastructure  Teachers training
5.Quality Outcomes:
 Quality learner outcomes are intentional,  Health outcomes
expected effects of the educational system.  Life skills and outcomes.
 These are the result after providing quality  Achievement in literacy and numeracy
inputs.  Using formative assessment to improve
 Outcomes related to community achievement outcomes
participation, learner confidence and
lifelong learning.
Quality education focus on????
Inputs, processes and outcomes the leading to quality education.
Approaches to quality education:
1. Humanistic approach 4. Adult education approaches
2. Behaviorist approaches 5. Indigenous approaches
3. Critical approaches
Humanistic approach
 According to humanistic approach:  All human need quality education
 Every human is unique and have equal  There must be no discrimination between
rights. rich and poor or male and female
 Based on “meaning making” by acquiring  Education for all
knowledge.
Behaviorist approaches
 behavioristic approach based on:  Human behavior can be predicted and
 Change behavior via specific stimuli controlled through reward and punishment.
 Learners are not intrinsically motivated or
able to construct meaning for themselves.
Critical Approach:
 Critical approach is about;  a curriculum and teaching methods that
 education tends to reproduce the structures encourage critical analysis of social power
and inequalities of the society relations and of ways in which formal
 According to Critical theorists: education knowledge is produced and transmitted.
that promotes social change;
Adult education approaches
In the adult education tradition, experience and critical reflection in learning is an important aspect of
quality.

Indigenous Approaches
  learners have rich sources of prior  Learning should move beyond the
knowledge , accumulated through a boundaries and learn through non-formal
variety of experiences, education.
 Learners should play a role in defining  Framework for understanding, monitoring
their own curriculum. and improving education quality
Quality education in Pakistan
 In Pakistan’s policies policy makers put  The Society for Access to Quality
great emphasize on quality education Education (SAQE) was establish in
 The main focus of these policies on: Pakistan under
“education for all’ ordinance 1961 in August 2010.
Poor quality of education in Pakistan:
 Over seven million primary-aged children Development, 45 percent of grade 5
do not attend school, according to a 2011 students in
report by the Pakistan Education Task public schools can only read a grade 2-
Force (PETF). level story in Urdu. The number is only
 According to the 2011 Annual State of slightly
Education Report (ASER) compiled by the better in private schools - 57 percent.
South Asian Forum for Education
Reason of poor quality education
 In Pakistan there are many private school  Parents prefer private schools for their
they have their own curriculum which is children.
totally different from govt. schools  In govt. schools teachers are no doubt
 They mostly use oxford curriculum in experienced but they are not willing to
private school teach.
Issues and hurdles in access of quality education:
 Lack of resources  Child labour
 Accountability  extremely low level of public investment
 Ghost schools  poor quality of management,
 Less budget  monitoring, supervision and teaching
 Untrained teachers  insufficient financial input,
 Poverty
Efforts to improve quality by education sector:
 Improve curriculum  Government took many steps to improve
 Change text books (according to the need education quality and competition in
of students) higher
 Based on ideology of country, focus on studies by introducing schemes like solar
ethics, norms, values, culture systems, laptop distribution.
 Free education for 1 to 10 class.
6 Goals for 2015:
 expand (ECCE ) Early Childhood care and  Increase literacy rate by 50%
education.  elimination of gender disparities.(gender
 provide Free and compulsory primary equality
education for all .  enhance educational quality
 promote learning and skills for young
people and adults.
Quality education Pakistan vs Bangladesh
Bangladesh is also a developing country but from last few years they are putting
great emphasis on quality of education, that is why their education system is
improving day by day,
Bangladesh Pakistan
Source: UNESCO UIS Data

UNESCO Institute for Statistics

Duration of compulsory Education 5 years
education spending,(GDP%) 2.4%(ranked 119th)
Literacy rate by sex aged 15+,(2003) 58.4%
Duration of compulsory Education 5 years
Education spending(GDP%) 1.8%(ranked 127th)
Literacy rate by sex, aged 15+(2003) 54.3%
Suggestions.
 The quality of education includes the  ongoing monitoring,
physical facilities as well as the  meaningful research,
 faculty, curriculum  good faculty,
 The actual dynamics of teaching and  faculty training,
learning.  Relevant
 The target of quality education can only be  New Syllabuses,
achieved by bringing some  Effective classroom dynamics
revolutionary changes to ensure better  Better educational governance.
planning more funding,  involvement of all kind of human
 enhanced physical facilities, resource and strategic quality