Concurrent Session “Q lit i Ed ti ”“Quality in Education...
Transcript of Concurrent Session “Q lit i Ed ti ”“Quality in Education...
Welcome toWelcome to 4th National Quality Conclave
Concurrent Session “Q lit i Ed ti ”“Quality in Education”
School Accreditation InitiativeBy Quality Council of Indiay Qua ty Cou c o d a
Quality Issues in Schools
Challenges Before Indian EducationChallenges Before Indian EducationAccess,Access,
Participation & Equity,
Quality,
R lRelevance,
Management, andManagement, and
Resources.
h ll f h l d iQuality Issues in Schools
Challenges for School EducationUp-gradation of infrastructure /facilitiesp gQuality teaching learning materialsTraining of teachers/staffsTraining of teachers/staffsModern evaluation of student performanceThreat of knowledge getting obsolescence.Threat of knowledge getting obsolescence.Globalization of education.Several othersSeveral others Traditional approach to education management is no longer appropriate.g pp pQuality is an increasingly significant issue for schools to manage g
Quality Issues in Schools
Common Barriers to Quality in Schools
Ineffective governance within schoolsSchool - community links are weakLack of up to date reliable information on educationTeaching methods outdatedLimited support and guidance ( in-service training ) for teachersLow morale and motivation of teachersLack of objective third party assessment for schools
The Drivers for Quality in School EducationQuality Issues in Schools
The Drivers for Quality in School Education
The moral imperative− School must enhance every opportunity for the
growth and development of children
The environmental imperative− Schools have to respond to increasingly to quality
i i tconscious environment
The Survival imperativeThe Survival imperative− Schools will cease to be viable if they fail to
satisfy customer (parent) needs and expectations
The accountability imperative− School have to respond to increasing emphasisp g p
on inspection and reporting
Quality Issues in Schools
What is Quality in Education?
Quality (in the context of Education)
Quality is the degree of excellence and distinguishing nature of attributes of educationdistinguishing nature of attributes of education programme.
Quality Issues in Schools
Quality in Education?
Who is responsible
Teachers : They are the keepers of knowledge Teachers must beknowledge. Teachers must be lifted up so that they reach out to the students with the supportto the students with the support of all (community, parents, government) behind themgovernment) behind them.
Quality Issues in Schools
Quality in Education?
Who is responsible
Parents: Have a critical role in the educationParents: Have a critical role in the education of their children. Because education is a life long process, theeducation is a life long process, the experience and exposure to learning readiness that children receive at home are reflected in their formal learning environment (their schools) and cultivated by their formaland cultivated by their formal instructors (their teachers)
Quality Issues in Schools
Quality in Education?
Who is responsible?
Principals: They have to tie it all together. They support both the parents andThey support both the parents and the students. They ensure that conflict is resolved with forwardconflict is resolved with forward looking purpose.
Quality Issues in Schools
What is an Effective School?“A ff ti h l i th t d l d“An effective school is one that develops andmaintains a high quality educational programmed i d t hi b th t id d l lldesigned to achieve both system-wide and locallyidentified goals”.
“Effective schools expect and ensure that everyt d t i d t di f thstudent acquires an understanding of the
concepts, skills and knowledge necessary tod t t ”demonstrate success”
Quality Issues in Schools
Characteristics of effective schools• Curriculum focused leadership• Supportive climatepp• Emphasis on learning• Clear goals and high expectations• Clear goals and high expectations• Monitoring performance and achievement• Continuous staff development• Parental involvement• Community Involvement.
Quality Issues in Schools
Elements of School EffectivenessCl d f d h l i i• Clear and focused school mission
• Teacher and teaching effectivenessTh ti f iti h l lt• The generation of a positive school culture
• High expectations of achievement andb h ibehaviour
• Safe and orderly school environment forl ilearning
• Positive home-school relationsSt ff d l t• Staff development
• Monitoring of progress at all levels
Quality Issues in Schools
F f h i h l tForces of change requires schools to
t f i t Eff ti S h ltransform into Effective Schools
Quality Issues in Schools
Schools AccreditationSchools Accreditation
facilitates schools to transformfacilitates schools to transform
into effective schoolinto effective school
Accreditation Concepts
What and Why of Accreditation
• Accreditation is a voluntary method of quality assurancedeveloped more than 100 years ago.A di i i f bli hi f• Accreditation is a process of establishing competence ofa school in delivering the requisite elements ofeducation covering curriculum faculty administrationeducation covering curriculum, faculty, administration,student services etc. It focuses of learning, selfdevelopment and encourages the school to pursuep g pcontinual excellence.
• The goal of accreditation is to evaluate, verify andi i tit ti ’ ( h l) litimprove on institution’s (school) quality.
• Accreditation helps to ensure that educational andsupport process have synergy to provide for holisticsupport process have synergy to provide for holisticdevelopment of student.
Accreditation Concepts
Benefits of Accreditation
• For Schools
• For School Staff (teaching and support staff)For School Staff (teaching and support staff)
• For School Management
F St d t d P t• For Students and Parents
M k f Q litMark of Quality
Accreditation Concepts
Why is Accreditation Important?
Only those schools that have an established level
of excellence are awarded accreditation. The
curriculum facilities and administration must passcurriculum, facilities and administration must pass
stringent quality standards.
Accreditation Concepts
School Accreditation DefinedSchool Accreditation ISSchool Accreditation IS• Data driven school improvement
Built on self assessment process that is• Built on self assessment process that isinclusiveProviding opportunities for professional growth• Providing opportunities for professional growth
• Providing accountability at all levels• Consistent with government’s stated aim to• Consistent with government s stated aim to
continually improve schools• Strengthening school community relations• Strengthening school-community relations• An ongoing process that continues over cycles• An impetus for change• An impetus for change
Accreditation Concepts
School Accreditation Defined
School Accreditation IS NOT• A mechanism to assess individual staff
performance• A mechanism to compare schools• A one-time event• A school “inspection”
Th A dit ti St d d f Q litAccreditation Concepts
The Accreditation Standard for QualitySchool Governance will providestudents and parents with
• Increased confidence in the quality of education
• Schools remain consistently responsive andproactive to current and future demands.
• A responsive and contemporary educationsystem
C t S iAccreditation Vs. Regulation
Current Scenario
Regulation backed by accreditation is in place for higher educationplace for higher educationIneffective compliance of regulatory
i t i h lrequirements in schoolsAbsence of accreditation mechanism for schools
Accreditation Vs. Regulation
RegulationAn instrument mandated by the Government toimpose set of conditions, which an educationalp ,institute must comply with, before and after it ispermitted to operate in the country.
It is based on the minimum standards, inspection,enforcement and public accountability.
Accreditation Vs. Regulation
Accreditation
Accreditation relies on technical competence oforganization in terms of accreditation standards inorganization in terms of accreditation standards indelivering services with respect to its scope.It focuses on learning self development improvedIt focuses on learning, self development, improvedperformance and reducing risk.Accreditation is based on optimal standardsAccreditation is based on optimal standards,professional accountability and encouragesorganization to pursue excellenceorganization to pursue excellence
Regulation Vs AccreditationAccreditation Vs. Regulation
Regulation Vs Accreditation
Regulation is mandatory
Compliance of regulation requires enormous p g qresources
Regulation by itself will not promote excellenceRegulation by itself will not promote excellence
Accreditation is voluntary
A dit ti i t d b f i ti dAccreditation is promoted by way of incentives and market forces
I d t hi b t f b th ld l ti iIn order to achieve best of both worlds, regulation in time to come can simply rely on accreditation
Win Win SituationAccreditation Vs. Regulation
Win Win Situation
Government
Regulation Body Accreditation BoardMoURegulation Body Accreditation Board
Schools SchoolsSchools
I t t d P ti
Schools
Interested Parties Interested Parties
Accreditation Vs. Regulation
Win Win Situation Contd.
MoU between Regulatory Body andMoU between Regulatory Body andAccreditation Board will provide that whilegranting Accreditation the Accreditationgranting Accreditation, the AccreditationBoard will ensure that school is complyingwith the regulatory requirementswith the regulatory requirements.
By nature of being third party assessment,Accreditation will always be transparent andobjective.
Accreditation Vs. Regulation
Win Win Situation Contd.Whereas Regulator assesses requirements on oneg qtime basis, the accreditation process ensurescompliance to accreditation standard (and along withit the regulatory requirements) on continuous basis.
Regulatory Body relying on accreditation, wouldexempt schools from mandatory visits by theRegulatory bodies Instead the Regulatory Body canRegulatory bodies. Instead the Regulatory Body canfocus on policy related issues, keep watch onstatistical trends, be in contact with stakeholders andstatistical trends, be in contact with stakeholders andintervene where required.
Accreditation Vs. Regulation
National Policy on EducationImproved quality of school provision
Focus on learning outcome
Teacher capacity building
The Accreditation Standard is in consonance with the National Policy
Accreditation Standard for Quality School Governance
Background InformationDr. A.P.J. Abdul Kalam, then President of India, outlinedtask for QCI to develop accreditation policy & qualitybenchmarks for schools (inaugural speech during 2ndbenchmarks for schools (inaugural speech during 2nd
National Quality Conclave, 9th February 2007 at NewDelhi)Accreditation standard for Quality School Governance,formulated by QCI, in consultation with academiciansparents administrations and quality professionalsparents, administrations and quality professionals.Accreditation standard, formally released by Shri Mohd.Ali Ashraf Fatmi, Hon’ble Minister of State for Human,Resource Development, Government of India on 19th
December 2007.
Accreditation Standard for Quality School Governance
The standard have been developed with a view todefine and implement system to
Provide educational services that aim to enhancesatisfaction level of all interested parties.
Provide a basis for assessing and whererequired, rating the effectiveness of aneducational quality management systemeducational quality management system
Develop quality consciousness among interestedDevelop quality consciousness among interestedparties involved in school activities
Accreditation Standard for Quality School Governance
Focus of the standard Establishing systems to enable learning, self development and improved performance
Provide for holistic development of student
Encouraging schools to pursue excellenceEncouraging schools to pursue excellence
Non–perspective but its compliance is in conjunction with statutory and regulatoryconjunction with statutory and regulatory requirements
Accreditation Standard for Quality School Governance
U f th t d dUse of the standard
As a self-improvement toolF thi d t dit tiFor third party accreditationBy regulatory authoritiesy g y
Accreditation Standard for Quality School Governance
Conceptual Framework
Output Dimension
‘Holistic Development of Students’‘Capacity for Life long Learning’ Capacity for Life long Learning
Process Dimension
Quality of Educational Process
Input Management Student Teacher Input Dimension
Management Quality
Student Quality
Teacher Quality
Accreditation Standard for Quality School Governance
Accreditation Standard for Accreditation Standard for Quality School GovernanceQuality School GovernanceQuality School Governance Quality School Governance
Version 2008Version 2008
RequirementsRequirementsqq
Main features/ Accreditation Standard for Quality
School Governance/structure of the Version 2008Version 2008
School GGovernance
Educational and Support Processes
Performance Measurementand Improvement
Accreditation Standard for Quality School Governance
Contents
Background & IntroductionScopeGlossarySection 1– School GovernanceSection 2 – Educational and Support ProcessesSection 3 – Performance Measurement and
ImprovementAnnexure I Accreditation and RatingTable I Accreditation ChecklistTable II Rating Criteria
Accreditation Standard for Quality School Governance
Elements of major requirementsj q
Section 1 – School Governance1.1 General 1.2 Leadershipp1.3 Responsibility and authority 1.4 Accreditation Document(s)( )1.5 Financial resources1.6 Compliance to statutory and regulatory p y g y
requirements
Accreditation Standard for Quality School Governance
Elements of major requirements
Section 2 - Educational and Support PProcesses2.1 Human resources2 2 C i l2.2 Curriculum2.3 Admissions policy2 4 L i i t2.4 Learning environment2.5 Infrastructure2 6 H lth d f t2.6 Health and safety
Accreditation Standard for Quality School Governance
Elements of major requirementsElements of major requirements
Section 3 Performance Measurement andSection 3 - Performance Measurement and Improvement3 1 General3.1 General3.2 Self assessment3 3 Complaint Handling3.3 Complaint Handling3.4 Continual Improvement3 5 Performance review3.5 Performance review
Accreditation Standard for Quality School Governance
Background
Quality Council of India is a non profit, autonomous body set upjointly by Government of India & Indian Industry, establish &operate national accreditation structure and to promote qualityoperate national accreditation structure and to promote qualitythrough nation wide quality campaign.
At the second QCI National Quality Conclave in February 2007,Dr. A. P. J. Abdul Kalam, then President of India, stressed theneed for development of a standard for the schools to ensureneed for development of a standard for the schools to ensurequality of education across the nation. In line with thisrecommendation QCI has developed the Accreditation Standard forQ li S h l G Thi d d id f k fQuality School Governance. This standard provides framework forthe effective management and delivery of the holistic educationprogram aimed at overall development of the students.program aimed at overall development of the students.
Accreditation Standard for Quality School Governance
Introduction
Education – synonyms being breeding, civilization,coaching cultivation culture development disciplinecoaching, cultivation, culture, development, discipline,edification, enlightenment, improvement, knowledge,nurturing, teaching, training, tutoring etc. Itg, g, g, gencompasses many things which in short mean anoverall development of a student.Success of a nation depends on education of its people.Education has to be at the core of national developmentagenda. School education is perhaps the mostimportant basic element of education system as it layst f d ti f f th l istrong foundation for further learning.
Accreditation Standard for Quality School Governance
Introduction (Contd.)The need for quality education with value system leading toq y y gproductive employment and hence comprehensive qualitativedevelopment of the nation has been felt for a long time. This needhas been discussed and debated at various forums including thehas been discussed and debated at various forums including theneed for quality benchmarks for schools. The standard has beendeveloped in consultation with academicians, parents,administrators and quality professionals.
Quality of education is characterized by creation of the capacity forQuality of education is characterized by creation of the capacity forlife long learning. There are three basic elements for quality ineducation; management quality, teacher quality and student quality.The student gaining entry at primary level is fresh in mind, open andamenable. It is therefore left to management and teacher to createcapacity for learning at that stage through quality of instructional andcapacity for learning at that stage through quality of instructional andsupport processes integrated into curriculum.
Accreditation Standard for Quality School Governance
Introduction (Contd.)
Curriculum and syllabus are taken as synonymous inCurriculum and syllabus are taken as synonymous ingeneral terminology. Syllabus is an instrument ofimplementing the curricular objectives. Curricularp g jframework in general is prescribed by statutory/regulatory agency. The school management has to
t li th ll i l di t thconceptualize the overall curriculum according to thelocal needs covering:
• syllabus• pedagogy
i l i t• co-curricular inputs• extra curricular activities• monitoring and evaluation• monitoring and evaluation
Accreditation Standard for Quality School Governance
Introduction (Contd.)( )
This standard has been developed with a view to defineand implement systems to• provide educational services that aim to enhance
satisfaction level of all interested partiessatisfaction level of all interested parties,• provide a basis for assessing and where required,
rating the effectiveness of an educational managementg gsystem,
• develop quality consciousness among interestedi i l d i h l i i iparties involved in school activities.
Accreditation Standard for Quality School Governance
Introduction (Contd.)
The standard focuses on establishing systems to enablelearning self development and improved performance Itlearning, self development and improved performance. Itencourages schools to pursue continual excellence. Thestandard is non- prescriptive; but its compliance is instandard is non prescriptive; but its compliance is inconjunction with the applicable statutory and regulatoryrequirements. The standard can be adapted;a) as a self improvement tool,b) for third party accreditation/certification,c) by statutory and regulatory authoritiesc) by statutory and regulatory authorities.
Accreditation Standard for Quality School Governance
ScopeScope
This standard specifies requirements for accreditation of aThis standard specifies requirements for accreditation of aschool which:a) needs to demonstrate its ability to consistently provide) y y p
educational service that meets interested partyrequirements with a view to provide holistic education andf ilit t ll d l t f t d t &facilitate overall development of students &
b) aims to enhance interested party satisfaction through theeffective application of process approach for continualeffective application of process approach for continualimprovement of the system.
All requirements of this standard are generic in nature and areintended to be applicable to all schools, regardless of type,size and nature of educational service providedsize and nature of educational service provided.
Accreditation Standard for Quality School Governance
ScopeScopeScopeScope
Note : This standard provides framework to plan, establish,operate, monitor and improve educational service. Thisstandard is non prescriptive in nature. Schools shalld t i th t t f i ti b ddetermine the extent of prescriptions based on:
i) applicable statutory/regulatory requirementsi) applicable statutory/regulatory requirementsii) their policies and objectivesiii) resources required for effective implementation of the
standard
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Accreditation and RatingAccreditation and Rating
Accreditation
Accreditation is a process of establishing competence of aschool in delivering the requisite elements of education and itsability to carry out evaluation to make professional judgement. Itfocuses on learning, self development and encourages theschool to pursue continual excellenceschool to pursue continual excellence.
Accreditation is awarded, after carrying out structuredassessment of compliance to the accreditation standard.
ThereThere isis nono provisionprovision forfor grantgrant ofof ratingrating withinwithin thetheThereThere isis nono provisionprovision forfor grantgrant ofof ratingrating withinwithin thetheaccreditationaccreditation..
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Accreditation and RatingAccreditation and RatingRating
Rating is sometimes practiced to develop healthy competition among thesame group. In some cases, regulatory agency may use the rating forspecific purposes such as grant of licenses, grant of incentives etc.
Maturity level based on the compliance status of accreditation standardcan be used for rating a school. Accreditation checklist (table I) can beca be used o a g a sc oo cc ed a o c ec s ( ab e ) ca beused for this purpose. The computed score from this checklist willdetermine the maturity level of a school (refer rating criteria table II).
Note : Where rating is not a requirement, the checklist can be used incarrying out self assessment by the school to verify the status ofcompliance of the accreditation standardcompliance of the accreditation standard.
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Accreditation and RatingAccreditation and Rating
Guidance on the use of accreditation checklist
C ff f (1. Compliance and effectiveness of respective parameter (table 1) is rated on a scale of 0 to 5:
0 - absence of the parameter1 - unstructured practice3 li t th t d d3 - compliance to the standard5 - best in class performance
(the score of 2 may be given for performance falling in between 1 & 3 and likewise the score of 4 may be given for performance falling in between 3 & 5)falling in between 3 & 5)
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Accreditation and RatingAccreditation and Rating
Guidance on the use of accreditation checklist (Contd.)
2 Th lid t d f ll t i d f d t i i2. The consolidated score of all parameters is used for determiningthe maturity level of the school (refer rating criteria table II).
3. The checklist may be used by the school for conducting selfassessment to evaluate its preparedness before applying foraccreditation.
4. Appropriate training would be necessary for using the accreditationchecklist.checklist.
Note : Accreditation in general symbolizes with the maturity level 3 (reftable II)table II).
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Compliance & Effectiveness ScoreAccreditation Checklist
S.No. Key Parameters 0 1 2 3 4 5 Supporting Evidence
Section -1 : School Governance
1 documented mission and vision1 documented mission and vision
2 measurable quality objectives
3 dissemination of mission, vision and quality 3 d sse at o o ss o , s o a d qua tyobjectives
4 involvement of the staff in compliance of mission, vision and objectivesidentification and planning of resources for
5identification and planning of resources for effective implementation of education system
6 empowerment of the head of school
7
allocation and communication within school, of responsibilities and authorities for all personnel involved in key functional areasareas
8role of Accreditation Coordinator in monitoring the compliance of standard and communicating within school
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Compliance & Effectiveness Score
Accreditation Checklist
S.No. Key Parameters 0 1 2 3 4 5 Supporting Evidence
9 Accreditation Manual
10 control of documents
11 control of records
12 control on outsourced processes12 control on outsourced processes
13 identification of interested parties requirements
14 identification of statutory and regulatory i t14 requirements
15
Financial resourcesStability of the financial system to support school’s education program including15 school s education program including compliance to statutory and regulatory requirements
Compliance 16 status of overall compliance to applicable
statutory and regulatory requirements
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Compliance & Effectiveness Score
S.No.Key Parameters
0 1 2 3 4 5 Supporting Evidence
Section -2 Educational and Support Processes Human resources
17
Human resources
i. Identification of competency needs of managerial, teaching and support staff for effective delivery of curriculum
18i. compliance to the statutory and regulatory
i t i l ti t th t18 requirements in relation to the competency of managerial, teaching and support staff
19
iii. self appraisal by staff projecting self development and pedagogy needs and continuous professional development of managerial teaching and support staffmanagerial, teaching and support staff
20Curriculum
compliance with the applicable statutory and regulatory requirements
21Teaching- learning processi existence of course planning development21 i. existence of course planning, development
and delivery
22 ii. monitoring of learning outcomes
Examinations and assessments
23 i. assessment methods and their effectiveness in measuring the learning outcome as specified in the curriculum
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Compliance & EffectivenessCompliance & Effectiveness Score
S.No. Key Parameters 0 1 2 3 4 5 Supporting Evidence
24 i. recording, analysis and reporting of resultsresults
25 i. confidentiality and security of examinations and assessments
26Social & career development
26avenues for social & career development
27Physical development
provision for recreation activities and physical developmentphysical development
28Ethical values
programmes for inculcating moral and ethical value systemAdmissions
29Admissionsi. compliance to documented policy and
procedures for admission
30 ii. adequacy of information brochure/prospectus
31 iii. provision of safe custody of documents submitted by students
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Compliance & Effectiveness Score
S.No. Key Parameters 0 1 2 3 4 5 Supporting Evidence
Learning environment* illumination
32 * ventilation* housekeeping and cleanliness* temperature/ humidity * noise and distractions
33Infrastructurei. identify, provide & maintain the
infrastructure & equipments
ii compliance to applicable statutory and34 ii. compliance to applicable statutory and regulatory requirements
35
Health and Safetyi. appropriate hygiene & sanitation
conditions including compliance to35 conditions including compliance to applicable statutory & regulatory requirements
36 ii. emergency (indoor and outdoor) measures
37iii. health policy including periodic
preventive medical check ups for students and employees
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Q yQ y
Compliance & Effectiveness Score
S.No. Key Parameters 0 1 2 3 4 5 Supporting Evidence
Section -3 Performance measurement and ImprovementGeneral
38 periodic monitoring and measurement of compliance and effectiveness of the system
39Self assessment compliance status of self assessment process
40Complaints Handling
effectiveness of complaint handling procedure
41
Continual Improvement
i. analysis of data to monitor school’s performance and satisfaction of interested partiesp
42ii. continual improvement projects
including corrective and preventive actions
43 iii. use of tools and techniques including benchmarkingbenchmarking
44Performance review
i. review of mission and quality objectives
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Compliance &Compliance & Effectiveness Score
S.No. Key Parameters 0 1 2 3 4 5 Supporting Evidence
45ii. feedback/ complaints from
students/ parents/ interested parties,
46 iii. academic results
47 iv. suitability and effectiveness of curriculum
d d tili ti f48 v. adequacy and utilization of resources
49 vi. compliance to statutory and regulatory requirements
ii li t t f th50
vii. compliance status of the standard (report from Accreditation Co-ordinator)
Accreditation Standard for Accreditation Standard for Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008Quality School Governance Version 2008
Score Maturity Level Guidancey
<75 Initial System is in primitive stage. Practices in general are subjective.
System is in early formative stage Practices in>75 & < 125 Reactive System is in early formative stage. Practices in general are correction (reaction) based
>125 & <175 StableSystem is defined and documented. People at all levels in general are aware about the requirements>125 & <175 Stable levels, in general, are aware about the requirements of the standard and practicing it.
>175 & <225 ImprovingDate based continual improvement is evidenced in all key processes Corrective and preventive actions>175 & <225 Improving all key processes. Corrective and preventive actions are widely being practiced.
>225 Optimizing Strongly institutionalized improvement process; best i l b h k d l d d225 Optimizing in class benchmarked results demonstrated.
NABET – Accreditation Process Steps to School Accreditation
The National Accreditation Board for Education and T i i (NABET) h d l d ifiTraining (NABET) has developed specific procedures for schools seeking accreditation. The process supports, enhances and stimulates growth p pp , gand improvement throughout a school. The steps for seeking accreditation are as follows
School submits application to NABET along with Application FeesStep 1: along with Application Fees
(Self-assessment is included in the application)Step 1:
School hosts Readiness Visit by NABETStep 2:
Contd..
NABET Accreditation ProcessNABET – Accreditation Process School submits letter of Commitment to comply
i h h fi di i i f R di Vi iStep 3:
with the findings arising out of Readiness Visit along with Annual Accreditation Fees
Step 3:
School hosts Assessment by NABET TeamStep 4:
NABET Communicates Assessment Team findings to School
Step 5:
School acts on findingsStep 6:
Contd..
NABET – Accreditation Process
Accreditation Committee of NABET review actions on findings
Step 7:review actions on findings
School may opt for
Step 8:
OK ?
If No
School may opt for repeat of Step 4 (in part or in full) onwards after due preparationStep 8:
If Yes
If No after due preparation
School is granted Accreditation by NABET
If Yes
School is granted Accreditation by NABET valid for a period of 4 years with yearly
Progress Review Visit by NABETProgress Review Visit by NABETContd..
NABET A dit ti PNABET – Accreditation Process
School adheres to Accreditation StandardSchool adheres to Accreditation Standard and engages in continual improvement; School hosts Periodic Progress Review
Step 9:
School hosts Periodic Progress Review Visits by NABET and submits annual
accreditation fees every year
At the end of 4 years school submits St 10
yapplication for continuance of
Accreditation
Step 10:
Contd..
School Assessment Criteria & Fee Structure for Accreditation
Total number of Students in
Assessment Visits Accreditation FeeReadiness Accreditation Periodic Review Visit Application Annual Feethe School Readiness
visit (man x days)
Accreditation Assessment
visit(man x days)
Periodic Review Visit(man x days)
Application Fee
Annual Fee
1st 2nd 3rd (A) (B)Up to 500 1 2 x 2 1 2 x 1 1 Rs 10 000/- Rs 20 000/-Up to 500 1 2 x 2 1 2 x 1 1 Rs. 10,000/- Rs. 20,000/-
501 – 1500 1 2 x 3 1 2 x 2 1 Rs. 10,000/- Rs. 30,000/-
1501 – 3000 2 x 1 3 x 3 2 x 1 3 x 2 2 x 1 Rs. 20,000/- Rs. 45,000/-
3001 5000 2 1 4 3 2 1 4 2 2 1 R 20 000/ R 60 000/3001 – 5000 2 x 1 4 x 3 2 x 1 4 x 2 2 x 1 Rs. 20,000/- Rs. 60,000/-
Thank you Thank you
Quality Council of IndiaII Fl I tit ti f E i B ildiII Floor, Institution of Engineers Building
Bahadur Shah Zafar Marg, New Delhi 110 002Tel : + 11 2337 932 2337 8056 2337 8057 Fax + 11 2337 9621Tel : 11 2337 932, 2337 8056, 2337 8057 , Fax 11 2337 9621
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