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Quality Education

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These slides are about Quality Education, this presentation will help you to find the factors, dimensions and approaches of quality education, and will make you aware of issues and problems which are affecting the quality of education

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Quality Education

  1. 1. Quality Education By Saba Ali and Hira Saleen University of Punjab
  2. 2. Agenda :  Meaning of quality education  Definition of quality of education  Quality education according to UNESCO  Goals of Q.E  Purpose of Q.E  What we Need to improve quality education ?  Quality indicator  Factors of Quality education  Dimensions of quality education
  3. 3.  Focus of Quality education  Approaches to quality education  Framework of quality education  Quality education in Pakistan  Issues and hurdles in education quality  Efforts of education ministry to improve E.Q  Goals for 2015 by policy makers.  Comparison of education quality of India and Pakistan  conclusion
  4. 4. Objectives:  After the completion of this topic students will be able to:  Define quality of education  Explain Quality education in Pakistan  Major issues effecting quality of education  Explain “quality education is a right for all”
  5. 5. oWhat do we mean by quality education?  Quality =effectiveness or efficiency .  the quality of the educational process experienced by students.  When we deal with quality education we mean:  a standard education must be given to all.  the content or syllabus must be same for all.  improve with the passage of time.
  6. 6. Definition by VVOB’s  A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being.
  7. 7. Brief definition of quality education  Quality depend upon characteristics of:  learners (healthy, motivated students)  processes (competent teachers using active méthodologies ),  content (relevant curricula) and  systems (good governance and educationist).
  8. 8. UNESCO’s conceptualization of quality EDUCATION  The quality of education is the first priority of UNESCO.  A Ministerial Round Table CONFERENCE on Quality of Education, held in Paris in 2003.  UNESCO promotes access to good-quality education as a human right (Pigozzi,2004).
  9. 9.  The UN Education, Scientific and Cultural Organization (UNESCO) said in 2010 that 30 percent of Pakistan’s population lives in a state of “extreme educational poverty” - receiving less than two years of education.
  10. 10. Quality Education Goals Academic excellence Improve academic standards Applied learning  Lifelong academic skills
  11. 11. Purpose of the Quality Education To determine the educational needs of students. To improve the quality of education Make education assessable to everyone
  12. 12. To create a system of quality education in schools, we need Adequate resources and budget Educational practices based on  research and discussions
  13. 13. Quality education based on: Learner characteristics Inputs Outputs Context
  14. 14. Factors at which quality of education depends:  Language factor  Religious factor  The geographical factor  Economic factor  Historical factor  Political factor  Social factor
  15. 15. Examples of Quality Indicators:  Instructional leadership  Teacher quality  Parent and community involvement  Effective Instructional programs  Orderly learning environment
  16. 16. Dimensions of quality education  Quality Learners  Quality Learning Environments  Quality Content  Quality Processes  Quality Outcomes
  17. 17. 1.Quality learner  Good health and nutrition  Early childhood psychosocial development experiences.  Regular attendance for learning.  Family support for learning.
  18. 18. 2. Quality Learning Environments Physical elements  Quality of school facilities  Interaction between school infrastructure and other quality dimensions  Class size Psychosocial elements  Peaceful, safe environments  Teachers’ behaviors that affect safety.  Effective school discipline policies.  Non-violence.
  19. 19. 3. Quality Content  Student-centered, non-discriminatory, standards-based curriculum structures.  Uniqueness of local and national content.  Literacy.  Life skills  Challenges in reaching large numbers of children with quality content
  20. 20. 4.Quality Processes:  educational quality centered on:  system inputs  Infrastructure  pupil-teacher ratios  curricular content  Teachers training
  21. 21. 5.Quality Outcomes:  Quality learner outcomes are intentional, expected effects of the educational system.  These are the result after providing quality inputs.  Outcomes related to community participation, learner confidence and life-long learning.  Health outcomes  Life skills and outcomes.
  22. 22.  Achievement in literacy and numeracy  Using formative assessment to improve achievement outcomes
  23. 23. QUALITY EDUCATION FOCUS ON???? Inputs, processes and outcomes the leading to quality education.
  24. 24. Approaches to quality education:  Humanistic approach  Behaviorist approaches  Critical approaches  Adult education approaches  Indigenous approaches
  25. 25. Humanistic approach  According to humanistic approach:  Every human is unique and have equal rights.  Based on “meaning making” by acquiring knowledge.  All human need quality education  There must be no discrimination between rich and poor or male and female  Education for all
  26. 26. Behaviorist approaches  behaviouristic approach based on:  Change behaviour via specific stimuli  Learners are not intrinsically motivated or able to construct meaning for themselves.  Human behaviour can be predicted and controlled through reward and punishment.
  27. 27. Critical approach:  Critical approach is about;  education tends to reproduce the structures and inequalities of the society  According to Critical theorists:  education that promotes social change;  a curriculum and teaching methods that encourage critical analysis of social power relations and of ways in which formal knowledge is produced and transmitted.
  28. 28. Adult education approaches  In the adult education tradition, experience and critical reflection in learning is an important aspect of quality.
  29. 29. Indigenous approaches  learners have rich sources of prior knowledge , accumulated through a variety of experiences,  Learners should play a role in defining their own curriculum.  Learning should move beyond the boundaries and learn through non-formal education.
  30. 30. Framework for understanding, monitoring and improving education quality
  31. 31. Quality education in Pakistan  In Pakistan’s policies policy makers put great emphasize on quality education  The main focus of these policies on: “education for all’  The Society for Access to Quality Education (SAQE) was establish in Pakistan under ordinance 1961 in August 2010.
  32. 32. Poor quality of education in Pakistan:  Over seven million primary-aged children do not attend school, according to a 2011 report by the Pakistan Education Task Force (PETF).  According to the 2011 Annual State of Education Report (ASER) compiled by the South Asian Forum for Education Development, 45 percent of grade 5 students in public schools can only read a grade 2-level story in Urdu. The number is only slightly better in private schools - 57 percent.
  33. 33. Reason of poor quality education  In Pakistan there are many private school they have their own curriculum which is totally different from govt.schools  They mostly use oxford curriculum in private school  Parents prefer private schools for their children.  In govt. schools teachers are no doubt experienced but they are not willing to teach.
  34. 34. Issues and hurdles in access of quality education:  Lack of resources  Accountability  Ghost schools  Less budget  Untrained teachers  Poverty  Child labour  extremely low level of public investment
  35. 35.  poor quality of management, monitoring, supervision and teaching  insufficient financial input,
  36. 36. Efforts to improve quality by education sector:  Improve curriculum  Change text books (according to the need of students)  Based on ideology of country, focus on ethics, norms, values, culture  Free education for 1 to 10 class.  Government took many steps to improve education quality and competition in higher studies by introducing schemes like solar systems, laptop distribution.
  37. 37. 6 goals for 2015:  expand (ECCE ) Early Childhood care and education.  provide Free and compulsory primary education for all .  promote learning and skills for young people and adults.  Increase literacy rate by 50%  elimination of gender disparities.(gender equality  enhance educational quality
  38. 38. Quality education pakistan vs bangladesh  Bangladesh is also a developing country but from last few years they are putting great emphasis on quality of education, that is why their education system is improving day by day,
  39. 39. Bangladesh Pakistan Duration of compulsory Education 5 years education spending,(GDP%) 2.4%(ranked 119th) Literacy rate by sex aged Source: UNESCO UIS Data | UNESCO Institute for Statistics 15+,(2003) 58.4% Duration of compulsory Education 5 years Education spending(GDP%) 1.8%(ranked 127th) Literacy rate by sex,aged 15+(2003) 54.3%
  40. 40. Suggestions.  The quality of education includes the physical facilities as well as the  faculty, curriculum  The actual dynamics of teaching and learning.  The target of quality education can only be achieved by bringing some revolutionary changes to ensure better planning
  41. 41.  more funding,  enhanced physical facilities,  ongoing monitoring,  meaningful research,  good faculty,  faculty training,  Relevant  New Syllabuses,  Effective classroom dynamics
  42. 42.  Better educational governance.  involvement of all kind of human resource and strategic quality

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