A Good School Prof BLH

What makes
A GOOD School…
A GREAT School?
7/7/2013 1http://www.iecs-india.com
“Good is the enemy of Great.”

QUALITY IN EDUCATION
Calls for, from the Schools :
• Exception (High Standards),
• Consistency (Zero defects),
• Meeting the stated purposes,
• Value for money and
• Transformation of all the participants
(the value-added factor)
27/7/2013 www.iecs-india.com

3
CONCEPTUAL FRAMEWORK
DIMENSIONS OF SCHOOL QUALITY
Output
Dimension
‘Holistic Development of Students’
‘Capacity for Life long Learning’
Process
Dimension
Quality of Educational
Process
Input
Dimension
Management
Quality
Student
Quality
Teacher
Quality

Interested
Parties
DOCUMENTED PROCEDURES
PROCESS
Structure
Regulatory
requirements
Education
Pedagogy
Resources
EDUCATIONAL SYSTEM
MISSION
OBJECTIVES
7/7/2013 4www.iecs-india.com

5
PROCEDURE*
(“Specified way to carry out an activity or a
process – may be documented or not.”)
PRODUCT
(“Result of a process”)
MONITORING AND
MEASUREMENT OPPORTUNITIES
(Before, during and after the process)
OutputInput PROCESS
(“Set of interrelated
or interacting activities”)
EFFICIENCY OF
PROCESS =
Results achieved
vs. resources used
(Includes
Resources)
* Note
This is the definition of “procedure” given in ISO 9000:2005.
EFFECTIVENESS
OF PROCESS =
Ability to achieve
desired results
Understanding the Process Approach
Schematic Representation of a Process

Quality in Education
It also refers to the four pillars of
education:
• learning to know,
• learning to do,
• learning to live together and with
others, and
• learning to be
( Jacques Delors, 1996)
7/7/2013 www.iecs-india.com 6

The Four Pillars of
Education
Learning
to
Know
Learning
to
Be
Learning
to
Live
together
Learning
to
Do

NABET- QCI-INDIA
7/7/2013 http://www.iecs-india.com 8

QUALITY CONCERNS
1. SCHOOL GOVERNANCE:
1.1 General
1.2 Leadership
1.3 Responsibility & authority
1.4 Accreditation Document(s)
1.5 Financial Resources
1.6 Compliance to statutory & regulatory
requirements

QUALITY CONCERNS
2. EDUCATIONAL & SUPPORT PROCESSES:
2.1 Human Resources
2.2 Curriculum
2.3 Admission Policy
2.4 Learning environment
2.5 Infrastructure
2.6 Health and safety

QUALITY CONCERNS
3. PERFORMANCE MEASUREMENT &
IMPROVEMENT:
3.1 General
3.2 Self assessment
3.3 Complaint Handling
3.4 Continual Improvement
3.5 Performance review

CBSE: SCHOOL QUALITY ASSESSMENT
SQAA
1. Scholastic processes and products
2. Co-scholastic Processes and products
3. Infrastructure-Adequacy, Functionality &
Aesthetics
4. Human Resources
5. Management & Administration
6. Leadership
7. Beneficiary Satisfaction

7.
Beneficiary
Satisfaction
SQAA
1.
Scholastic
Processes
2.
Co- Scholastic
Processes
5.
Management
&
Administration
6.
Leadership
4.
Human
Resource
3.
Infrastructure

1. Scholastic processes and products:
1.1 Curriculum Planning
1.2 Teaching Learning Process
1.3 Student Assessment & Performance
SQAA

SQAA
2. Co-scholastic Processes and products:
2.1 Life Skills
2.2 Value Systems
2.3 Attitudes
2.4 Work Education
2.5 Visual & Performing arts
2.6 Co-Scholastic Activities
2.7 Health & Physical Activities, Health Cards

SQAA
3. Infrastructure-Adequacy, Functionality:
3.1 Classrooms, Library, Laboratory, Computer Labs and ICT
Facilities, Playground
3.2 Principal’s office, Staff Room and Administrative Offices
3.3 Sports & Games facilities, hobby Rooms, Art and Music
facilities
3.4 Girl’s rest room, sick room, water and sanitation, Health
Management facilities
3.5 Furniture, Lighting and Ventilation
3.6 Safety & disaster Management Provisions
3.7 Provision for differently -abled children and Inclusive
Practices
3.8 Eco-friendly Orientation, Aesthetics, Lawns and Green
Plants7/7/2013 http://www.iecs-india.com 16

SQAA
4. Human Resources:
4.1 School Staff
4.2 Parents
4.3 Alumni
4.4 Students

SQAA
5. Management & Administration:
5.1 Institutional Planning Mechanisms
5.2 Institutional Improvement and Process of Accreditation and
Certification
5.3 Goal Setting and Policy Making
5.4 Effective Co-ordination within the school
5.5 Resource Management
5.6 Relationship Management
5.7 Activity Management
5.8 Data and Record Maintenance
5.9 Oral and Written Communication
5.10 Standard Operating Procedures
5.11 Financial Administration

SQAA
6. Leadership:
6.1 Vision and Mission Statement
6.2 Strategic Plans for School
6.3 Quality and Change Management
6.4 Scholastic Leadership
6.5 Collaborative Leadership
6.6 Innovative Practices

SQAA
7. Beneficiary Satisfaction:
7.1 Student Satisfaction
7.2 Teacher Satisfaction
7.3 Office Staff
7.4 Principal
7.5 Management
7.6 Parents and Alumni
7.7 Community

PDCA CYCLE

• Focused on the need of interested
parties/society at large.
• Focused on preventing problems. (Preventive
action rather than Corrective)
• Is systematic in its approach to professional
development of staff (all categories).
• Has a strategy for quality.
• Treats complaints as an opportunity to learn.
GOOD SCHOOL

• Has defined the quality characteristic for all
areas of the organization.
• Has a Quality Policy and Plan.
• Senior Management is leading Quality.
• The improvement process involves everybody.
• The Quality Facilitator leads the improvement
process.
• People are seen to improve upon Quality.
• Creativity is encouraged.
GOOD SCHOOL

• Is clear about roles and responsibility.
• Has clear evaluation / assessment
strategies.
• Sees quality as a means to improve
customer satisfaction.
• Has plans for continual improvement.
• Plans long – term.
GOOD SCHOOL

• Qualities is seen as part of the culture.
• Is developing quality in line with its own
strategic imperatives.
• Has a distinctive / defined Mission
Statement.
• Treats colleagues as customers
• Measures its Performance for Efficiency &
Effectiveness on Objective Parameters
GOOD SCHOOL

A QUOTE
• “When [what you are deeply passionate about, what you
can be best in the world at and what drives your economic
engine] come together, not only does your work move
toward greatness, but so does your life. For, in the end, it is
impossible to have a great life unless it is a meaningful
life. And it is very difficult to have a meaningful life
without meaningful work. Perhaps, then, you might gain
that rare tranquility that comes from knowing that you’ve
had a hand in creating something of intrinsic excellence
that makes a contribution. Indeed, you might even gain
that deepest of all satisfactions: knowing that your short
time here on this earth has been well spent, and that it
mattered.”

A Good School Prof BLH

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