Quality Assurance Indicators for School Transformation: A Paradigm Shift

Chiaha, Gertrude Theresa Uzoamaka; Nane-Ejeh, Sandra Okwundu

doi:10.18052/www.scipress.com/ILSHS.42.72

ILSHS > ILSHS Volume 42 > Quality Assurance Indicators for School...

< Back to Volume

Quality Assurance Indicators for School Transformation: A Paradigm Shift

Full Text PDF

Abstract:

The new millennium is witnessing a lot of transformational challenges in almost all realms of life including the educational system, bringing about world class standards. Consequently, education reform has become necessary in pursuance of educational quality and effectiveness. Unfortunately most educational reforms in the past decades have resulted in serious frustration and failure even though they are often based on good will. This discourse will highlight the need for transformation in education in terms of Quality Assurance (QA) indicators for quality education that is currently experiencing three waves. The different waves are based on the different paradigms and theories of education quality and school effectiveness, and they result in different strategies and approaches to education quality assurance. The first wave of school transformation focuses mainly on Internal Quality Assurance Indicators and makes effort to improve internal school performances particularly the methods and processes of teaching and learning. The second wave emphasizes Interface Quality Assurance in terms of organizational effectiveness, stakeholders’ satisfaction and market competitiveness and makes effort to ensure satisfaction and accountability to the internal and external stakeholders. This paper further explained that school transformation should move towards the third wave which emphasizes strongly Future Quality Assurance Indicators in terms of relevance to the new school functions in the new century, as well as relevance to the new paradigm shift in education concerning contextualized multiple intelligences (CMI), globalization, localization and individualization. Based on the paradigm shift, a new QA indicator in terms of value added and value created indicators which are completely different are added to the list. The enhancement of value added depends heavily on improvement of internal processes while value created relies mainly on the increase in goal relevance and stakeholder satisfaction with quality of education services. Continuous institutional development becomes necessary for total QA in the secondary school system and quality management of the new secondary school curriculum that emphasises entrepreneurship education. Consequently, transformation from the traditional ways of school management, to new creative and innovative approach, such as introduction of Tripartite Curriculum for inculcating multiple intelligences, instead of mono-intelligence that is currently prevalent in the Nigerian secondary school curriculum, is therefore advocated for. so that the current paradigm shift to a new secondary school curriculum in Nigerian will surely be a success.

Info:

Periodical:

International Letters of Social and Humanistic Sciences (Volume 42)

Pages:

72-81

DOI:

https://doi.org/10.18052/www.scipress.com/ILSHS.42.72

Citation:

G. T. U. Chiaha and S. O. Nane-Ejeh, "Quality Assurance Indicators for School Transformation: A Paradigm Shift", International Letters of Social and Humanistic Sciences, Vol. 42, pp. 72-81, 2015

Online since:

October 2014

Authors:

Gertrude Theresa Uzoamaka Chiaha, Sandra Okwundu Nane-Ejeh

Keywords:

Education Reform, Nigeria, School, School Curriculum, Transformation in Education

Export:

RIS, BibTeX, Text

Distribution:

Open Access

This work is licensed under a
Creative Commons Attribution 4.0 International License

References:

Albrow, M. (1990). Introducton, In M. Albrow & E. King(eds. ), Globalization, knowledge and society. London: Sage.

Alderfer, C. P. (1972). Existence, relatedness, and growth: Human needs in organizational settings. New York: Free Press.

Beare, H., & Slaughter, R. (1993). Education for the twenty-first century. London: Routledge.

Blackledge, D., & Hunt, B. (1985). Sociological interpretations of education. Sydney: Croom Helm.

Bogan, C. E. & English, M.J. (1994). Benchmarking for best practices. New York: McGraw-Hill.

Bradley, L. H. (1993). Total quality management for schools. Lancaster, PA: Technomic.

Bubb, S. (2001). Performance management: monitoring teaching in the primary school. UK: David Fulton Publishers.

Burbules, N.C. & Torres, C.A. (Eds) (2000). Globalization and education: critical perspectives. New York: Routledge.

Chapman, M., (2003). The Emotional intelligence pocket book. UK.: Management Pocketbooks Ltd. www. pocketbook. co. uk.

Cheng, Y.C. (1995a), Function and Effectiveness of Education, (3rd ed. ), Hong Kong: Wide Angle Press.

Cheng, Y.C. (1995b). School Educational Quality: Conceptualization, Monitoring, & Enhancement. In P.K. Siu & P. Tam (eds. ), Quality in Education: Insights from Different Perspectives, (pp.123-147.

Cheng, Y.C. (1996a). School Effectiveness and School-based Improvement: A Mechanism for Development. London, UK: Falmer Press. (Korean Edition: Translated by Professor Chong-yul Park and Soon-nam Kim of Kyungpook National University, Tawgu, Korea and published by the Won-Mi Publishing Co. Korea in 2001, pages 1355; Chinese Edition: published by Taiwan Pschological Publishing Co. 2001 in press)in Developing a Framework. Eugene, OR: ERIC (Educational Resources Information Center) (no. EA 028359). Clearinghouse on Educational Management. (USA). In H. Meng, Y. Zhou, & Y. Fang (eds. ) School Based Indicators of Effectiveness: Experiences and Practices in APEC Members. (pp.197-206.

Cheng, Y.C. (1997b). A Framework of Indicators of Education Quality in Hong Kong Primary Schools: Development and Application. Eugene, OR: ERIC (Educational Resources Information Center) (no. EA 028358). Clearinghouse on Educational Management. (USA). (In H. Meng, Y. Zhou, & Y. Fang (eds. ) School Based Indicators of Effectiveness: Experiences and Practices in APEC Members. (pp.207-250.

Cheng Y.C., Asia-Pacific Journal of Teacher Education and Development 1(1) (1998) 116.

Cheng, Y.C. (1999).

Cheng, Y.C. (2000).

Cheng Y.C. (a)., International Journal of Educational Management 14(4) (2000) 156174.

Cheng, Y.C. (2000b). Educational Change and Development in Hong Kong: Effectiveness, Quality, and Relevance, In Townsend, T & Cheng, Y.C. (eds), Educational Change and Development in the Asia-Pacific Region: Challenges for the Future. (pp.17-56.

Cheng, Y.C. (2001a). Educational Relevance, Quality and Effectiveness: Paradigm Shifts. Invited keynote speech presented at the International Congress for School Effectiveness and School Improvement held in 5-9 January 2001 in Toronto, Canada, with the theme Equity, Globalization, and Change: Education for the 21st Century.

Cheng, Y.C. (2001b). New Education and New Teacher Education: A Paradigm Shift for the Future. In Cheng, Y.C., Chow, K.W., & Tsui, K.T. (eds. ). New Teacher Education for the Future: International Perspectives, (pp.33-88.

Cheng, Y.C. (2001c). Towards the Third Wave of Education Reforms in Hong Kong. Keynote speech at the International Forum on Education Reforms in the Asia-Pacific Region, held in 14-16 February 2001, Hong Kong.

Cheng, Y.C., Chow, K.W. & Tsui, K.T. (eds. ) (2000). School Curriculum Change and Development in Hong Kong. Hong Kong: Hong Kong Institute of Education. pp.1-591.

Cheng Y. C., Ng K. H., Primary Education 3(1) (1992) 55-64.

Cheng Y.C., Tam W.M., Quality Assurance in Education 5(1) (1997) 22-31.

Cheng, Y.C. & Townsend, T. (2000).

Co-Intelligence Institute (2003). Handbook of intelligence studies, Ed. Loch K. Johnson: USA. Routledge.

Cuttance, P. (1994). Monitoring educational quality through performance indicators for school practice. School Effectiveness and School Improvement, 5(2), 101-126.

Daun H., Comapre 27(1) (1997) 19-41.

Daun, H. (2001). Educational Restructuring in the Context of Globalization and National Policy. US: Routledge Falmer.

Dempster, N. J., Sachs, G. Distant L. Logan, & C. Tom, (1993, January). Planning in primary schools: A national study in Australian schools. Paper presented at the International Congress for School Effectiveness and Improvement, Norrkoping, Sweden. Doubleday 19908.

Fisher, D. C. (1994). Measuring up to the Baldrige. New York: American Management Association.

Fullan, M. (1993). Change forces. London: Falmer Press.

George, S. (1992). The Baldrige quality system. New York: Wiley.

Greenwood, M.S. & Gaunt, H.J., (1994). Total quality management for schools. London: Cassell.

Hargreaves, D. H. &. Hopkins, D., (1991). The empowered school. UK: Cassell.

Medley, D. M. (1982). Teacher effectiveness. In H. E. Mitzel et al. (Eds. ), Encyclopedia of educational research (5th ed., pp.1894-1903). New York: Free Press.

Murgatroyd, S. & Morgan, C., (1993). Total quality management and the school. Buckingham, UK: Open University Press.

National Examination Council (NECO) of Nigeria.

Obanya, P., (2011). Educating for transformation. Keynote Address presented at the International Conference on Education at the University of Nigeria, Nsukka , 26-28 September (2011).

Schmuck, R.A. & Runkel, P.J. (1985). The handbook of organization development in schools (3rd edition). Prospect Hights, IL: Waveland Press Inc.

Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. NY.

Stromquist, N.P. & Monkman, K. (2000). Globalization and education: integration and contestation across cultures. Lanham, Md. Rowman & Littlefield.

Tenner, A. R., & Detoro, I. J. (1992). Total quality management. Reading, MA: Addison-Wesley. ( Received 27 September 2014; accepted 07 October 2014 ).

Show More Hide

Cited By:

[1] M. Nyroos, C. Wiklund-Hörnqvist, K. Löfgren, "Executive function skills and their importance in education: Swedish student teachers’ perceptions", Thinking Skills and Creativity, Vol. 27, p. 1, 2018

DOI: https://doi.org/10.1016/j.tsc.2017.11.007