QUALITY CONCERNS IN SECONDARY EDUCATION
Description: QUALITY CONCERNS IN SECONDARY EDUCATION Course:PE-4 (Unit:5) Dr. KALYANI BISWAL Asst. Prof. Teacher Education (Educational Studies) BJB Autonomous College, Bhubaneswar, Odisha 1 Session Structure Quality Education: Concept Dimensions of
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slide1. QUALITY CONCERNS IN SECONDARY EDUCATION Course:PE-4 (Unit:5) Dr. KALYANI BISWAL
Asst. Prof. Teacher Education (Educational Studies)
BJB Autonomous College, Bhubaneswar, Odisha 1<br>
slide2. Session Structure Quality Education: Concept
Dimensions of Quality Education
Determinants of Quality Education
Quality Indicators of Secondary Education
Strategies for Quality Improvement in Secondary Schools 2<br>
slide3. Quality Education: Concept Every girl and boy in India has the fundamental right to quality education, an education one that helps them to acquire basic literacy and numeracy, enjoy learning without fear and feel valued and included irrespective of where they come from.   - UNICEF
Quality education: Grade-appropriate education for all boys and girls.
In Indian context , good quality education helps in aligning the teaching practices as per the student competencies. In this way it helps in improving the learning outcomes. (K8school.com)
The parameters of determining the quality of education are determined primarily by the level of knowledge, skills, and abilities of pupils, the effective organization of the educational process, the level of implementation and the conditions created for it. 3<br>
slide4. Continued… Safe, healthy and gender sensitive environment for students
Relevant material and curricula for the acquisition of basic skills
Well managed classrooms and teaching approaches led by trained teachers
Learning outcome that encompass national goal, and are linked to one’s positive participation in society. 4<br>
slide5. Dimensions of Quality Education: Three broad principles: the need for relevance, for equity of access and outcome, and for proper observance of individual rights (UNESCO, 2004).
UNESCO’s framework on the variables of education quality has five dimensions:
Learner Characteristics: including learner aptitude, perseverance, readiness for school, prior knowledge, barriers to learning, and demographic variables.
Context: Including public resources for education, parental support, national standards, labour market demands, socio-cultural and religious factors, peer effects, and time available for schooling and homework.
Enabling Inputs: including teaching and learning materials, physical infrastructure and facilities, and human resources.
Teaching and Learning: including learning time, teaching methods, assessment, and class size.
Outcomes: including skills in literacy and numeracy, values, and life skills. (UNESCO, 2004: 36). 5<br>
slide6. Factors Determining Quality Education The perspectives of stakeholders,
Traditional characteristics of institution
Campus environment,
Stakeholder's ability to demonstrate quality, cost management, financial planning and budgeting, funding implementation, financing supervision and control, human development, public spending on education, trained teachers' availability, literacy rate, individual characteristics, psychological characteristics, institutional culture, institutional resources, student composition, content standard, process standard, assessment standard, graduate competency standard, standard of educators and education personnel, standard of element management in educational institution, standard of education financing, and standard of educational facilities and infrastructure
(Ref: https://typeset.io/questions/what-factors-determine-the-quality-of-education-9p2jk5jsyl) 6<br>
slide7. Quality indicators for quality assurance in Secondary Education 7 Source: IGNOU Study material for B.Ed.<br>
slide8. Strategies for Quality Improvement in Secondary Schools Involvement of all stakeholders in the management of schools
Completion of all the programmes of the school as per the Annual plan of the School
Changes and new developments in the school including curriculum and other areas should be communicated to all the stakeholders of the school and timely training should be initiated for the concerned individuals, if required.
Appropriate strategies should be adopted for schools so that the syllabus should be completed in time with practicing all necessary learning experiences for the students
Pedagogic strategies should be adopted which are child friendly, child centered, activity based, emphasizing inquiry and problem based learning, linking children’s experiences with the learning strategies in the classroom
(d) Enhancing participation of the local government in school activities so that the democratic participation in development can be realized. 8<br>
slide9. Strategies (Continued.. Capacity building of all stakeholders for implementation
Ensuring appropriate environment for learning
(Arrangement of Outdoor and indoor infrastructure ensuring safety and inclusion)
Enabling and empowering Teachers
(Autonomy, Accountability, TPD, )
Community and family engagements 9<br>
slide10. Teacher collaboration and professional development;
Engaging with parents, families, and communities for education, health, and hygiene of students.
Organisational processes, which includes school development plans, time and resource allocation, student safety, resolving differences and disciplinary issues, and data management and reporting.
Creating a supportive eco-system: A good networking should be established with the community and all stakeholders and line departments so that teaching learning process of the school will be effective. 10<br>
slide11. Appropriate balance between theory and practice
An appropriate balance has to be maintained between the theory and practice in the field of education so that the training does not remain lopsided and leads to full growth of the teacher educator.
• Review and modification of the prevailing curriculum:
As the present curriculum does not lead to overall development of the teacher educators it becomes evident that a thorough review of the curriculum is required.
• Teacher education to be made dynamic and responsive
The teacher education can no longer afford to remain conventional and static but should transform itself to a progressive dynamic and responsive system
• Professional Competence: Teacher Education cannot be improved unless we improve the professional competence of teacher educators.
The remarks of Kothari Commission also highlights that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’
To be regarded as professionals, teacher educators have to be highly competent, committed to the delivery of quality service 11<br>
slide12. Thank
You 12<br>
Asst. Prof. Teacher Education (Educational Studies)
BJB Autonomous College, Bhubaneswar, Odisha 1<br>
slide2. Session Structure Quality Education: Concept
Dimensions of Quality Education
Determinants of Quality Education
Quality Indicators of Secondary Education
Strategies for Quality Improvement in Secondary Schools 2<br>
slide3. Quality Education: Concept Every girl and boy in India has the fundamental right to quality education, an education one that helps them to acquire basic literacy and numeracy, enjoy learning without fear and feel valued and included irrespective of where they come from.   - UNICEF
Quality education: Grade-appropriate education for all boys and girls.
In Indian context , good quality education helps in aligning the teaching practices as per the student competencies. In this way it helps in improving the learning outcomes. (K8school.com)
The parameters of determining the quality of education are determined primarily by the level of knowledge, skills, and abilities of pupils, the effective organization of the educational process, the level of implementation and the conditions created for it. 3<br>
slide4. Continued… Safe, healthy and gender sensitive environment for students
Relevant material and curricula for the acquisition of basic skills
Well managed classrooms and teaching approaches led by trained teachers
Learning outcome that encompass national goal, and are linked to one’s positive participation in society. 4<br>
slide5. Dimensions of Quality Education: Three broad principles: the need for relevance, for equity of access and outcome, and for proper observance of individual rights (UNESCO, 2004).
UNESCO’s framework on the variables of education quality has five dimensions:
Learner Characteristics: including learner aptitude, perseverance, readiness for school, prior knowledge, barriers to learning, and demographic variables.
Context: Including public resources for education, parental support, national standards, labour market demands, socio-cultural and religious factors, peer effects, and time available for schooling and homework.
Enabling Inputs: including teaching and learning materials, physical infrastructure and facilities, and human resources.
Teaching and Learning: including learning time, teaching methods, assessment, and class size.
Outcomes: including skills in literacy and numeracy, values, and life skills. (UNESCO, 2004: 36). 5<br>
slide6. Factors Determining Quality Education The perspectives of stakeholders,
Traditional characteristics of institution
Campus environment,
Stakeholder's ability to demonstrate quality, cost management, financial planning and budgeting, funding implementation, financing supervision and control, human development, public spending on education, trained teachers' availability, literacy rate, individual characteristics, psychological characteristics, institutional culture, institutional resources, student composition, content standard, process standard, assessment standard, graduate competency standard, standard of educators and education personnel, standard of element management in educational institution, standard of education financing, and standard of educational facilities and infrastructure
(Ref: https://typeset.io/questions/what-factors-determine-the-quality-of-education-9p2jk5jsyl) 6<br>
slide7. Quality indicators for quality assurance in Secondary Education 7 Source: IGNOU Study material for B.Ed.<br>
slide8. Strategies for Quality Improvement in Secondary Schools Involvement of all stakeholders in the management of schools
Completion of all the programmes of the school as per the Annual plan of the School
Changes and new developments in the school including curriculum and other areas should be communicated to all the stakeholders of the school and timely training should be initiated for the concerned individuals, if required.
Appropriate strategies should be adopted for schools so that the syllabus should be completed in time with practicing all necessary learning experiences for the students
Pedagogic strategies should be adopted which are child friendly, child centered, activity based, emphasizing inquiry and problem based learning, linking children’s experiences with the learning strategies in the classroom
(d) Enhancing participation of the local government in school activities so that the democratic participation in development can be realized. 8<br>
slide9. Strategies (Continued.. Capacity building of all stakeholders for implementation
Ensuring appropriate environment for learning
(Arrangement of Outdoor and indoor infrastructure ensuring safety and inclusion)
Enabling and empowering Teachers
(Autonomy, Accountability, TPD, )
Community and family engagements 9<br>
slide10. Teacher collaboration and professional development;
Engaging with parents, families, and communities for education, health, and hygiene of students.
Organisational processes, which includes school development plans, time and resource allocation, student safety, resolving differences and disciplinary issues, and data management and reporting.
Creating a supportive eco-system: A good networking should be established with the community and all stakeholders and line departments so that teaching learning process of the school will be effective. 10<br>
slide11. Appropriate balance between theory and practice
An appropriate balance has to be maintained between the theory and practice in the field of education so that the training does not remain lopsided and leads to full growth of the teacher educator.
• Review and modification of the prevailing curriculum:
As the present curriculum does not lead to overall development of the teacher educators it becomes evident that a thorough review of the curriculum is required.
• Teacher education to be made dynamic and responsive
The teacher education can no longer afford to remain conventional and static but should transform itself to a progressive dynamic and responsive system
• Professional Competence: Teacher Education cannot be improved unless we improve the professional competence of teacher educators.
The remarks of Kothari Commission also highlights that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’
To be regarded as professionals, teacher educators have to be highly competent, committed to the delivery of quality service 11<br>
slide12. Thank
You 12<br>