Detail description about quality education.

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QUALITY CONCERNS OF
SECONDARY EDUCATION
DR. MANOJ KUMAR

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The famous statement of Nelson Mandela is-
"Destroying any nation does not require the use of atomic
bombs or the use of long-range missiles. It only requires
lowering the quality of education and allowing cheating in the
examinations by the students."

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QUALITY
• Quality has multiple meanings
• Quality may reflect individual values and interpretation
• Quality is often multidimensional
• Quality is dynamic; changes over time and context
• Quality is grounded in values, cultures and tradition.

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QUALITY
• The word quality is often used indiscriminately for many
different meanings. Quality can be defined as “fitness for use,”
“customer satisfaction,” “doing things right the first time,” or
“zero defects.” Quality can be referred to degrees of excellence.
• Webster’s dictionary defines quality as “an inherent
characteristic, property or attribute.”

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Quality Education
• According to VVOB's Definition “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.

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Quality Education
 A quality education is one that focuses on the whole child— the social,
emotional, mental, physical, and cognitive development of each
student regardless of gender, race, ethnicity, socioeconomic status, or
geographic location.
 Based on the pillars of providing excellent teaching; utilizing and
providing access to developmentally appropriate and effective learning
tools; and establishing supportive learning environments, a quality
education provides the outcomes needed for individuals, communities,
and societies to prosper

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Two notable observations from supreme court of India
 1. Todays Education failed to reform human behavior and
 2. With increase in literacy level, there is decline in human values in
the society.
Hence call for transformation in education
system
The Union cabinet in July 2020 approved the new National Education
Policy (NEP 2020), which aims at universalization of education from
pre-school to secondary level.

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Why Focus on Quality
• Schooling / Education is intended to
develop children creatively and emotionally
acquire knowledge, skills, values and attitude necessary
for responsible, active and productive citizenship.
How well education achieves these outcomes is a
matter of concern for the stake holders, analysts and
policy makers.
Hence focus on quality

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Difference between Quality & Quantity
Education
Feature Quality Education Quantity Education
Focus Depth of learning, relevance,
skills, and critical thinking
Amount of education, access,
and enrollment rates
Measurement Student performance,
knowledge retention, and skill
development
Number of students enrolled,
degrees awarded, and
completion rates
Importance Ensuring students are
adequately prepared for future
challenges and contributing to
society
Expanding access to education,
particularly in developing
countries, to improve overall
population well-being
Examples Well-equipped classrooms,
highly trained teachers,
relevant curriculum, and
effective evaluation systems
Higher enrollment rates,
expanded access to higher
education, and more
widespread literacy programs

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Dimensions of Quality Education-
1. Quality Learners
2. Quality Learning Environment
3. Quality Content
4. Quality Processes
» which will lead to quality outcomes

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1. Quality Learners
Elements of a quality learner...
 Good Health and Nutrition
 Early Childhood psychological development experiences
 Regular attendance for learning
 Family support and involvement

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2. Quality Learning Environment
Elements of a quality learning environment...
(i) Physical Elements
 Quality of School Facilities
 Class size
(ii) Psychosocial elements
 Peaceful, safe environments, specially for girls
 Teachers’ behaviour
 Effective school discipline policies
 Inclusive environments

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3. Quality Content
 Student-centred, non-discriminatory, standards-based
curriculum structures.
 Uniqueness of local and national content
 Literacy
 Numeracy
 Life skills
 Peace Education

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4. Quality Processes
• Teachers’ professional learning
• Teachers’ beliefs and commitment
• Teachers’ competence
• Teachers’ continuous development
• Teachers’ working condition and personal relation
• Administrative support and leadership

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Assuring Quality of Secondary School Education
 Developing self-consciousness among teacher
 Building Institutional Climate
 Contextual Planning
 Need Based Training
 Experiential Learning

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Assuring Quality of Secondary School Education
• Teacher Recruitment and Development Policies
• Supply of teaching Learning Equipment’s
• Strengthening Evaluation Practices
• Sharpening of Monitoring and Supervision Mechanism
• Use of Modern Technology

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Assuring Quality of Secondary School Education
Teacher
• Confidence
• Commitment
• Competence
• Mind set i.e sense of responsibility

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Assuring Quality of Secondary School Education
• Knowledge of child development and child psychology
• Thirst for updation of knowledge
• Adaptability for new innovations in content and
pedagogy
• Culturally and traditionally aware
• High sense of teacher student relationship

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Assuring Quality of Secondary School Education
• Adhering to values, culture and tradition to ensure
quality education
• Adhering to indigenous practices that can make reach the
aim of quality education possible.
• Identify and reach up to the resources in the society for
quality enhancement.

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Assuring Quality of Secondary School Education
• Encouraging to Achieve Excellence
• Regular Review and Revision of Curricular Content
• Sharing Experiences gained from programme
• Encouraging Innovative Activities

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Conclusion
 Quality education is being emphasized globally. In
India we have to go a long way in achieving quality
outcomes as desired ideally.
 Though the goal is far it is not unreachable. It can be
achieved through commitment, dedication and
participation at every level of the system.

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Group Activity Topic
 Discuss on various quality concerns and initiatives
which has been taken to improve quality of
secondary education.
 Each group will make a presentation after group
discussion and submit the report for assessment to
workshop facilitator.

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THANK YOU
HAVE A GOOD DAY