Quality Management In Education:

Dr. Manish Semwal

Institutional Organizational StructureInstitutional Organizational Structure

THE Management

Finance Controller

Bursar-Maintenance-Food Court-Cleaning

Principal- Education’s

Quality Assurance

HR/ Teachers training/

Publishing

Security Transportation____________________________________________________________________________

_________________________________________________VP ss IBDPC MYPC MYPS PYPC PYPS UNC

HODSFaculties

__________________________________________________.

Mapping: Total Staff

Infrastructure

Quality Objectives Maintain and improve the standards of world education, QMS and EMS Achieve full compliance with applicable quality requirements. Invest in specific Educational Projects to enhance quality of education. Improve communications, trust, and relationships with stakeholders on

quality management and education. Make school as a learning community based on open standards,

suggestions and improvements by stakeholders and affiliated organization for giving quality global education.

Assist local schools network with their present global educational support and responsibilities through the provision of support and sharing to meet the more complex educational needs,

Organize various educational & environmental activities, action plan and awareness program related to quality education and environmental conservation.

A Systemic Model of Education

Axis of Needs/Requirements

Knowledge Needs: competence, innovation, assistance in solving specific problems of stakeholders

Axis of ProcessesMain Processes: Quality global education, Managerial Processes: strategic mng,quality mng, resource mng, performancemng, information mng, etc.Support Processes: maintenance, acquisitions,investments

Axis of Furnishing OrganizationHuman resources, infrastructure, informationSystem and managerial mechanisms

Axis of Services/product Study Programs,Teaching- learning resources Counseling Contracts

The Methodology Legal/Official Aims: to create an adequate international and national framework meant to improve the quality of education in Indonesia and its compatibility with the International standards of performance.

Principles Target

Institutional responsibility.Cooperation with all parts of the educational system.Centered upon results.Institutional identity.Internal self-evaluation, institutional, of quality.External evaluation.Quality improvement.

Three fundamental domains of organization and functioning in GMIS are taken into consideration in insuring the quality of education:

1. Institutional Capacity2. Educational Efficiency (projection of objectives and results, and organization of

the framework of learning accomplishment )3. Quality Management centered upon those strategies, structures, techniques

and operations enabling the GMIS to demonstrate that it evaluates its performances of quality insurance and improvement, and its systems of information demonstrate the results of the learning and research processes.

A Systemic Approach of Educational ProgramsPlanning – Implementation- evaluation

The Needs and Requirements Subsystem

The Education Institution Subsystem

The Programme of Study Subsystem

The Process of Teaching and Learning Subsystem

Geographical AreaSpecific DomainTechnology, Management,Tendencies

Requirements of Competence

Requirements of Competence

Study Programme OffersHuman and Technical CapabilityPolicies and Mechanismsof Leadership (Planning,Control, Improvement

Specific Requirements of CompetenceCapabilityLeadership System

Specific CompetencesSpecifications and Requirements for the Teaching and Learning Process

Specifications (Ed. Plans,Analytical Programms), and RequirementsLeadership System

Specific Competences

Evaluation

Evaluation

Evaluation

Evaluation

Development Plan and strategies

Process improvement actions Quality Management system and

improvement actions Service improvement actions with

QMS Compliances Communication focus Record maintenance

Process applied to enhance quality

Target Mapping. Awareness and involvements. Data collection and trend analysis Audits for improvements Communication Activities Review Performance of Staff Corrective action plan

Category of Output quality Review

A = Category of Related Quality management System : - Adequacy of Work Instruction & Procedure. - Implementation of Work Instruction & Procedure.

B = Category of Related Quality service to stakeholders:- - Dimension. - Appearance. - Electrical characteristic/function.C = Category of Related to Resource . - Employee needed. - Employee competence - Support facilities. - Financial Needed.

1 = Poor If Achievement 0 % ~ 69%2 = Fair If Achievement 70% ~ 89%3 = Satisfy If Achievement 90% ~ 100%

Achievement Criteria of Output

INPUT OUTPUT (Achievement)

A B C

1 Result of Audit 3 2 2

2 Customer feedback 3 2 2

3 Process performance and service conformity

3 3 1

4 Status of corrective and preventive actions

2 3 2

5 Follow up actions of previous management review

3 2 2

6 Changes that could affect the QMS

2 2 3

Total (Average) 2.8(~3) 2.3(~2) 2.2(~2)

Total Output (Achievement) :A = Related of Quality Management System Achievement : 2.8 (Satisfy)B = Related of Quality services to Customer Requirement Achievement : 2.3 (Fair) C = Related of Resources Achievement : 2.2 (Fair)Conclusion : School get Grade Satisfy for Related Management System, and Fair for Related to Services & Related to Resources.

Aspect Evaluation

7 Recommendation for Improvement.

We have to improve and provide modern resources for teaching learning process and we need to upgrade and made innovative action plan related to quality services .

8 (Suggestion for Top Management)

1. Upgrade Wi Fi services and speed.2. Provide Projectors for all class rooms.3. Design all activities as assessment. (Peer and self)4. Enhance feedback system and evaluation of services and staff.

Example of Recommendation and suggestions

15

INPUT Area of Audit

OUTPUT/Dominant Problem

A B C

1 Internal Audit Top Management, Service,

Curriculum, activities ,

services and all

x X x

2 Surveillance Audit Top Management, IBDPC, SS, TP,

labs

- - -

3 The 2nd Internal Quality Audit

Top Management, Service,

Curriculum, activities ,

services and all

- x -

Total Dominant Problem of Audit 1 2 1

Total Achievement Audit Result 2 1 2

X = Dominant factor of problem in each input.

- = No problem in each input,

16

INPUT RelevantSection

OUTPUT ( Dominant Problem)

A B C

1 Quality Quality Education

- X -

2 Delivery Teaching - X -

3 Responsiveness Responsibility - - X

Total Dominant Problem of stakeholders Feedback

0 2 1

Total Achievement Customer Feedback

3 1 2

17

INPUT RelevantArea

OUTPUT (Dominant Problem)

A B CC

1 Achieve number customer complaint.

ALL - X --

2 Achieve Lot out SOME - X --

3 Zero easy mistake VERY FEW - - XX4 Zero stakeholder’s

complaint that it cause by outgoing inspection.

none - - --

18

Meeting Requirements During

RelevantSection

OUTPUT (Dominant Problem)

A B C

1 Quality Education All Section - x -

2 Services All Section - - -

3 Communication All Section x x x

4 Authorization and Certification

All Section - - -

5 Subcontractor CPAR

Sub cont 1 & 2

- - -

Total Dominant Problem of Corrective Action Status

1 2 1

Total Achievement Corrective & Preventive Status

4 3 4

None is identified in internal audit

19

Target RelevantSection

OUTPUT (Dominant Problem)

A B C

1 Make quality improvement questioner to staff and Teachers.

Quality Improvement

- - -

2 Preventive schedule has done for 2013 for IB Evaluation and maintenance section

Quality Improvement

andmaintenance

x x x

Total Follow up Last Management Review

1 1 1

20

Scope RelevantSection

OUTPUT (Dominant Problem)

A B C

Total Internal & External Change Influence QMS

none 0 0 0

Complaint Mapping and Improvement Example: July 10 2013

Area of Complaint NO Resolved/ Considered/ Action Taken

Justified Unjustified

1 Lost of items 52 46 4 42

2 Delivery of Report Card 35 35 28 7

3 Quality of Food 18 18 02 16

4 Book Related 24 16 8 8

5 No of Activities 07 07 0 7

6 Participation in activities 05 05 0 5

7 Teacher Behavior Related

01 01 0 0

8 Related to delivery of lesson

02 02 0 0

8 Physical Punishment Related

00 00 0 0

9 Health Related 02 02 0 0

Complaint Areas

Overall Review Performance of faculty and staff (1-3)

Example: End of Term- May 2013

SN Competence /Behaviors Areas Overall Performance Rating

1  Accountability 2.75

2  Communication 2.50

3  Customer Service 2.75

4  Flexibility 2.75

5  Judgment/ Decision Making 2.00

6  Initiative 2.00

7  Teamwork 2.75

8  Quality Process Improvement 2.00

  Over All 2.44

Overall Performance Rating of Teachers and

Staff

Enriching school QualityExample: First term 2013

SN enrichment Aspects Number

1 PD Session PYP 22

2 PD Session MYP 23

3 PD Session IBDP 21

4 Teachers sent for WorkshopDP & PYP

33

5 Teachers approved for online workshop

8

6 Teachers attended In-house workshop

25

7 Planning Meeting By Principal 14

8 Regional Workshops 2

9 National Symposium 1

Recent Achievements1 Education Application Systems- 12 Organized meetings (MRR)

2 Wi-Fi speed (20mbps from First media)

13 Renovation of School Ground

3 Online resources and Library 14 Real Estate Inventory

4 New Books 15 Ratio of Academic, Co-curricular and sports activities

5 Reduction in Electricity Uses 16 Reduction in lost and found cases

6 Students Result 17 Biological attendance for staff and teachers.

7 Student Admission in various Universities

18 Transport facility to the teachers

8 New Students Admission in school 19 Number of PD Session for training of teachers

9 Maintenance of real Estate/ Transportation

20 Continuous Improvement in academic

10 New Item Purchases 21 Alignment of IB and ISO

11 Teachers training/ Workshops 22 Enhanced Communication

Thank You