Chapter 15 "Framework" Cristina Tamayo

1. UNIVERSITY OF THE ARMED FORCES
SOCIO-EDUCATIONAL PROJECTS
TOTAL QUALITY MANAGEMENT IN EDUCATION
CHAPTER 15: “FRAMEWORK”
DAYANA CRISTINA TAMAYO

2. QUALITY FRAMEWORKS
 Need to meet the special requirements of education in the context of
pedagogic development teaching and learning
QUALITYINSTITUTION
FRAMEWORK
Discovering what are
doing
Questioning methods
and procedures
Documenting what
intend to do
Providing evidence
that are accomplishing

3. COMPONENTS IN A QUALITY
FRAMEWORK
DEVELOPING LEADERSHIP AND STRATEGY
 Quality management requires a commitment from senior management
 Effective educational institution needs well-worked-out strategies to deal
with competitive and results-oriented environment:
Clear and distinctive mission
Strategy for achieving the mission
Involvement of customers
Assessment and evaluation

4. DELIGHTING CUSTOMERS
 It is the purpose of Total Management Quality through meeting internal and
external customers’ needs and expectations
METHODS TO ESTABLISH CUSTOMERS’ NEEDS
 focus groups
 questionnaires
 advisory groups
 open days
 informally talking

5. DESIGNATING QUALITY
CHAMPIONS
Quality
Champions
Designated quality facilitator to the principal
Assist and guide teams in discovering new ways
to solve problems
Publicize the programme to lead quality steering
group
Drive and support the quality improvement
process

6. ENSURING THAT THE SENIOR
MANAGEMENT TEAM MONITORING
PROGRESS
 The senior management team will be well informed about philosophy and
methods of quality management
 It is necessary build a well-integrated senior management team in institution
 New ways of working to change working patterns to support the
development
 Specific training is necessary in evaluation strategies
 Senior management team lead the quality cascade

7. INITIATING STAFF TRAINING FOR
QUALITY
 It is an essential tool for building the awareness and knowledge of quality
 it is the key strategic change agent for developing quality culture
TQM STAFF
Everyone is
trained
Knowledge of
key tools
teamwork
evaluation
methods
problem solving
decision-making
techniques

8. MONITORING THE DELIVERY OF
CURRICULUM
 The process of curriculum and programme management include
arrangements for teamwork
 Each aspect of the program establishes a method of learning
TYPES OF
INFORMATION
syllabuses
course
submissions
schemes of
work
records of
work
assessment
records
action plans
records of
achievement

9. VERIFYING THE ASSESSMENT OF STUDENT
PERFORMANCE
 Details of formative and summative assessment
 Criteria for grading and the award of qualifications
 Internal verification of the assessment arrangements
 Quality of the management of learning reporting important evidence
External examiners
Moderators
Verifiers

10. COMMUNICATING THE QUALITY
MESSAGE
The strategy, benefits and relevance are communicated
The long-term nature of the programme needs to be clear
Staff needs to inform regular reports in-house journal
Institution needs to recognize its successful leaders
Achievement needs to be public recognition
Positive communication strategies constitutes a well organization

11. MEASURING THE COSTS OF
QUALITY
 It is important to know the cost of:
implementing quality programme and of not undertaking it
 It provides reasons for pursuing quality improvements and motivation for
sticking with the programme
Cost of the ignoring
quality message
lost
enrolments
students
failures
damage to
reputation
lost
opportunities

12. TEAMWORK
 It links teacher professionalism to the quality development process
 It helps that innovation and change become an accepted fact of life
 The key factor of it in the framework is the recognition of internal customer
chain
 Teams clarify issues and ideas in order to construct directions and policy
 It provides organization and contributions to the quality improvement
process
 Teamwork for teaching a modern curriculum requires integration of academic
staff and support staff

13. APPLYING QUALITY TOOLS AND
TECHNIQUES
Starting a TQM process by tackling problems head to
avoid TQM paralysis
Demonstrate the first achievements
Setting up improvement action teams to cross-
organizational improvement
Analyzing highlight areas to provide an initial agenda
Training in teamwork to solving problems

14. DEVELOPING A SELF-ASSESSMENT
CULTURE
 External inspectors can evaluate the total performance of institution
 Staff can assess areas
 A system of peer review can build confidence and trust
 Feedback loop is vital for assessing and assuring quality
 Learners participation is important for the assessing process
Records of achievement
Review meetings
Questionnaires
Internal audits
 Regular review and evaluation is an integral part of the programme

15. APPLYING THE FRAMEWORK
Well-defined
standards
Customers’
entitlements
Coherent and
integrated
approach
Responsible
institutional
managers
Commitment
from staff
Quality
message
Organization Achievement