This document discusses different concepts of quality, including absolute and relative quality, procedural and transformational quality, quality control, quality assurance, and total quality management. It addresses quality in the context of education, defining education as a service rather than a production process. Key customers of education are identified as primary (students), secondary (parents, governors, employers), tertiary (future employers, government, society), and internal (employees).

1. Quality
Quality has an absolute and relative
concept
Absolute concept
Thinks of perfection,
goodness, beauty and class.
It reaches the highest
possible standards.

2. Relative concept
 It views quality as something between good
and excellent.
 It is not an end in itself, but a means by
which the end product is judged as being up
to standard.
 Any product or service which aspires quality
does not have to be exclusive.
 What allows to the quality of a product is
that it meets the standards set for it.

3. Relative definitions of quality
It ensures that activities
conform to requirements of
creativity and innovation.
In education hard quality
indicators include public
examination tables for schools and
colleges.
Procedural concept of quality and transformational
quality
Procedural concept of quality
Support the consistent production of
the service to a particular standard
or specification.
Prove that things have
happened with accordance
with predetermined
specifications.

4. Transformational quality
 Achieved by the exercise of leadership.
 Leadership establishes a vision of
customer service and builds a
organizational culture to staff to deliver
a quality service.
 It blends the aspiration of customers
with the empowerment of staff.
 It aims for excellence, which is an
aspiration, an striving.
In education; the transformational culture
is a function of staff motivation and
academic leadership in a setting that is
student centered.

5. The consumer’s role in quality
 Customers have a crucial role in the
quality service.
 They tell the institutions much about
they values and aspirations.
 The institution should have a clear idea
about who is ascribing the attribute of
quality.
 Quality can be defined as that which
satisfies and exceeds customers’ needs
and wants. This is sometimes called
quality in perception. Quality can be
said to be in the eyes of the beholder.

6. Quality control, quality
assurance and total quality
Qualitycontrol
It refers to the detection and
elimination of components or final
products that are not up to
standard.
It is an after-the-event process
concerned with detecting and
rejecting defective items.
Inspection and testing are the most
common methods of quality control, and
are widely used in education to
determine whether standards are being
met.

7. Qualityassurance
It is designing quality into the
process to attempt to ensure
that the product is produced
to a predetermined
specification.
It is a means of producing
defect- and fault-free
products.
The quality of the good or
service is assured by quality
assurance (QA) system, that
lays down exactly how
production should take place
and to what standards.
Totalquality
management
it incorporates quality
assurance, and extends and
develops it.
TQM is about creating a
quality culture where the aim
of the staff is to delight their
customers.
TQM provide the customer
with what they want, when
they want it and how they want
it.
It involves moving with
changing customer
expectations and fashions to
design products and services
that meet and exceed their
expectations.

8. The educational
product
Education must take into account that
learners are not the production.
Terms like “the supply of graduates” make
education sound like a production line.
The source of supply firstly must be
controlled because it is the subject of a
quality assurance
Students should pass a standard process or initial selection to
met defined specifications , but it is depending the open-
access code by the institution
National curriculums and standards of competence
provided by the Ministry of Education have improved
the standardization of quality
Society must
view education
as a service
rather than a
production line

9. Service Quality
 It involves direct contact between the provider and the end-
user.
 Close relationship between the customer and the person who
delivers the service.
 The quality of the service is determined both by the person
delivering and the person receiving the service.
 Time is an important element of service quality
 Services have to be delivered on time, keeping physical
specifications.
 Unlike a product, a service cannot be serviced or mended.
 The only way to measure the quality of a service is by
customer satisfaction.

10. Poor quality between services and
products
Services
It is directly
attributable to an
organization’s
behavior or
attitudes
Lack of
leadership,
care or
courtesy
Indifference,
lack of
or concern
Product
Faults in raw
materials and
components
Their design
be fault or they
may not be
manufactured to
specifications

11. Service quality in Education
Reputation is crucial
to an institution’s
success
Reputation defies
analysis and
measurement
Reputation has a great
deal to do with the care
and concern shown to
students
For the purpose of
analyzing quality, it is
more appropriate to
view education as a
service industry than a
production process
The institution needs
to define clearly its
services that will
provide and the
standards.
It includes discussion
with governors,
parents and with
education business
partnership

12. Education and its customers
Education is a provider of
services
Advice
Tuition
Assessment
Guidance
It is important to be clear
with customer’s needs and
wants
Make a distinction
between clients and
customers
Clients: primary
beneficiaries of the
educational service
Customers: pay for the
education service
The diversity of
customers make the
more important for
educational institutions
to focus on customers
wants and to develop
mechanisms for
responding to them.

13. Primary customers: who
directly receive the service
Secondary customers: who
have a direct stake in the
education of the students.
• Parents, governors,
sponsoring employers of
vocational students
Tertiary customers: who
have a less direct
stakeholding in education
• Future employers,
government and society
Internal customers:
employers of the
institution who have a
critical stakeholding in
the organization’s success
Types of
customers in
education