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Quality assessment and quality assurance
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In response to Bologna Process and taking measures to promote quality assurance, Standards and Guidelines for Quality Assurance in the European Higher Education Area (thereafter ESG) was published in 2005. However, the permeation of ESG remains limited on the higher education institutional (HEIs) level; conflicts emerged between institution administration and local authorities on how to enhance institutional quality culture; ESG has not been updated to follow the trends in higher education system. To solve these problems, I propose building monetary policy under a European Union Commission that requires the institution and quality assurance agencies (thereafter QAA) to reach the ESG of quality assurance to obtain certain financial resources; raising quality standards to a super-national level; analyzing the reforms and trends in higher education over the past years and identifying standards and guidelines that can be applied.
Context:
Quality assurance is one of the important concerns in Bologna Process and has been raised awareness among stakeholders in European higher education. ESG contains standards and guidelines on internal and external quality assurance for HEIs and peer review system for QAAs, and it is also considered as a series of generic standards and goals but not a implementation guide. It aims to provide inspirations and resources to those are interested quality assurance in higher education.
A common belief held by the stakeholders in European higher education is quality culture can help build mutual trust in HEIs; stimulate cooperation and competition within and between institutions; cultivate qualified workers in a knowledge-based economy. With the implementation of ESG, the consistency of quality assur...
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...be given to the institutions.
Due to the diversity and complexity of the environment in various institutions, how to apply the ESG depends on the individual case. ESG gives the inspiration to build quality culture in institutions but should not provide the step-by-step application guide.
Analyzing the reforms and trends in higher education over the past years and identifying principles and guidelines that can be applied among various institutions. Quality assurance lends support to educational reforms and trends. It provides the standards and guidelines for institutions to respond and act on quality assurance on them. Therefore quality assurance can complement reform efforts. In terms of sustainable development, revising ESG every a few years to include new trends can increase its value in use and maintain the consistent development of quality assurance.
ISO 9001 is a quality management standard that helps a company or an organisation to continually monitor quality across all operations. As an internationally recognised quality standard, it outlines ways to achieve, as well as
In today’s modern society, education is considered a commodity or a product. There is an obsession with the quality control of our educational product, with monitoring t...
Standards and Quality in Education. - Websites www.dfes.gov.uk
The University’s credibility and ability to fulfil its mission is dependent on how it is perceived by accreditation authorities, faculty, students, funders and other stakeholders. The value attaching to the qualifications that students devote time and effort to is dependent on the university’s credibility.
Quality assessment and quality assurance are often found together in health care quality literature. However, these terms are not always differentiated appropriately. Quality assessment is a measurement of quality against an establish standard (Shi & Singh, 2015). The measurement of quality includes the process of describing how quality is determined, identification of specific indicators to be measured, and collection of data for the measurement, statistical analysis, and explanation of the results (Shi & Singh, 2015). Quality assurance is included with quality assurance and is the process of implementing quality through continuous assessment and using the results from the assessments for continuous improvement (Shi & Singh, 2015).
Quality assurance is a continuous procedure which must be followed and controlled. Quality assurance and change is the obligation of all stakeholders and these must be included in all cycles of the quality cycle.
Higher Education Institutions are facing with rigorous competition for sustainability regarding low graduation rates, less attendance, and low employability in commerce field. Most studies in the field of higher education focused on students as customers and always interested to study the satisfaction or dissatisfaction with their output and the quality provided to them in the form of course designed by the institute itself. Quality experts believe that, ‘measuring customer satisfaction at an educational establishment might be regarded by educators as one of the greatest challenges of the quality movement’ (Clouter, 1994). For the effective management of any organization it needs several key positions
The International Organization for Standardization – ISO9001 – defines an audit as “A systematic and independent examination whether quality activities and related results comply with planned arrangements and whether these arrangements are implemented effectively and are suitable to achieve objectives”.1
In this lesson, all three dimensions of the Quality Teaching Framework [QTF] are used to ensure pedagogy that promotes intellectual quality, a quality learning environment and ensures the significance of their work is known to students (NSW Department of Education and Training [DET], 2003). To guide my practice in meeting the needs of the students within this class, I have focused on substandards 1.4, 1.5, 1.6, 3.1, 3.5, 4.1, 4.3, and 5.2 from the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership [AITSL], 2011).
Quality control is a very important part of an organizations goals. This process provides a connection between knowledge and a process where outcomes help improve the quality between the patient and organization. The purpose of this paper is to describe my organizations quality programs goals and objectives, the structure of our quality control management, and describe how quality improvement (QI) projects are selected, managed, and monitored. I will discuss our in-service program, tools used to implement QI and whether they are effective. I will then describe how our QI processes are communicated to the staff and if this communication is effective. Lastly, I will describe how the organization evaluates QI activities and provide two examples
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners.
Higher institutions did not do enough to have standard
Also the main idea is to ensure the quality of the education , and for that , the policy recommendation is to create a public agency intended to set standards and evaluation mechanisms to identify and support local deficit or if it’s necessary to punish it.
One method for guaranteeing quality is to have quality control set up. specifications detailed for products and services empowers an association to examine and evaluate how staff are performing against these standards. Conformance tends to imply that a 'level of quality is being maintained’. Quality control or quality assurance inspection is characterized as the evaluation of attributes regarding characterized standards to guarantee quality to the clients for any industry of business. In inspection and assurance of quality, diverse procedures are utilized and some are given
Wilkinson, A. and Willmott, H. (1994), Making Quality Critical: New Perspectives on Organisational Change, London: Routledge.