EDUCATION PLANNING FOR

QUALITY

JUANITO C. HINGPIS
Presenter
Planning for Quality

ED 703
Quality =
Doing right Things

EFFECTIVENESS
+
Doing things Right

EFFICIENCY
 What is Planning for Quality
 A Quality Plan is a compilation of
documents specifying procedures and
associated resources to a specific project,
product, process or contract.
 It addresses issues of; where the
procedures are applicable, and who will be
applying them, explaining how things would
be done to achieve a quality product
Cont…
 A Quality Plan helps you schedule all
of the tasks needed to make sure that
your project meets the needs of your
client.
 Creating a Quality Plan is essential if
you want to provide the clients with
confidence that you will produce a
solution that meets their needs.
Quality Planning - UNESCO
 Refers to pupil performance or the standards
of attainment in different schools/college
subjects
 Extent to which educational system meet
economic and other needs of the society.
 Effectiveness with which the educational
system promotes or reinforce among children
and young people the culture and values,
mores and attitudes particular in given society
 There can be no
“

keener revelation of a
society's soul than the
way in which it treats
its children”.

Form. S.A president - Mandela

The school as a supplier
of economic needs
 A number of curricular reforms have been
instituted to raise quality of education to meet
the demands of the society:
 Enriching curriculum through integration in all
levels, of contents that reflects economic and
social reforms
 Adopt work-oriented teaching approaches and
programs
Cont…

 Implement single track general program

for secondary schools with emphasis on
work activities, prevocational training,
and youth training & citizen army training.
 Include youth civic action work in all
levels and making civic action work a
requirement for graduation.
Indicators of Quality
Teacher Education
 I. Quality Learners
 II. Quality Learning Environments
 III. Quality Content
 IV. Quality Processes
 V. Quality Outcomes
Quality Learners
 Good health and nutrition.
 Early childhood psychosocial
development experiences.
 Regular attendance for learning.
 Family support for learning.
Quality Learning
Quality Learners
Environments
 Physical elements
 Quality of school facilities.
 Interaction between school infrastructure
and other quality dimensions.
 Class size.
 Service delivery
 Provision of health services.
Cont…
 Psychosocial elements
 Peaceful, safe environments, especially
for girls.
 Teachers’ behaviours that affect safety.
 Effective school discipline policies.
 Non-violence.
III. Quality Content
 Student-centred, non-discriminatory,
standards-based curriculum structures.
 Uniqueness of local and national content.
 Literacy and Numeracy.
 Life skills.
 Peace education.
 Challenges in reaching large numbers of
children with quality content.
IV. Quality Processes
 Professional learning for teachers.
 Teacher competence and school efficiency.
 Ongoing professional development.
 Continuing support for student-centred
learning.
 Teacher feedback mechanisms
Cont…
 Teacher beliefs that all students can learn.
 Teachers’ working conditions.
 Administrative support and leadership.
 Student access to languages used at
school.
 Using technologies to decrease rather
than increase disparities
 V. Quality Outcomes
 Achievement in literacy and numeracy.
 Using formative assessment to improve
achievement outcomes.
 Outcomes sought by parents.
 Outcomes related to community participation,
learner confidence and life-long learning.
 Health outcomes.
 Lifeskills and outcomes
 Nice story, po!, but
where do we improve?

I waznt done, just

clearing my throat
Five areas for improving
quality in education
1. Sufficiency of competent teacher inputs
 There is vacancy for good quality teacher
everywhere
 Lack of attractive salaries and benefits for
teachers affects the quality of education
 Need to upgrade professional growth and
quality in all school staff.
 Cont…
 Even In-service training became insufficient:
 Need for teacher to renew knowledge base
and skill continuously since knowledge base
is increasing.
 Though education is becoming expensive,
teachers can develop professionally through
these structures.
Cont…

 Students’ decline in verbal and mathematical

skills calls for reverting to basics
 There is therefore need for more effective
integration of research findings on what
works in classrooms
 Need to revitalize enthusiasm in teaching to
motivate them.
Cont…

2. Sufficient building accommodation,

furniture and equipment inputs
 They are teaching aid on their own, so
planner must:
 Anticipate structural needs of the
additional schools required and provide
for them in the plan
Cont…

 See it to that the plan makes real effort

to respond to physical needs of existing
schools in systematic based manner.
 Maximize utilization of existing facilities
of well housed and well equipped
schools
Cont…

3. Curricular
assessment and
redesigning including e use of
suitable textbooks and other
instructional materials: improved and
tested teaching methods; adequate
evaluation techniques
 Cont…
4. Effective management and supervision
 Education service should be administered by a staff of
considerable size.
 Should recruited from ranks of teachers
 Must employ supervisory staff capable of of giving help and
advice and organizing, conducting and following up in-
service training courses.
 Welfare of school should be a matter of concern and a
pride to adult community in which it is situated
 Cont…
5. Adequate provision for research and development
 Teachers must continuously investigate and
research to make progress and show a lead.
 Research into teaching methods necessary
 Teacher training canter was established to develop
teachers personally, professionally and
organisationally
Cont…

 Planning for college library. A library must

the heart of every institution; should be
given space, provided with all materials
(books, electronics, computers, internet,
audio etc.) for the institution to develop in
research and improve the quality of
education
Cont…

 Must be convenient to all users;

open and close times, space and
quality of service offered. Some
universities in developed countries
has comprehensive libraries with
subjects/course librarian.
How do I begin to plan?

 STAGE I; environmental scanning

and data collection- both within and
outside school. Examine school
resources in order to determine a
profile of school strength and
weaknesses.
Cont…

 The school inventory should include the following:

 Curriculum and instructional materials
 Non-academic services
 Teaching and non-teaching personnel
 Pupil characteristics and achievement levels
 Physical plant and equipment
 Organizational setup
Cont…

 STAGE II; setting objectives – good objectives

must be SMART.
 S – specific
 M – measurable
 A – attainable
 R – relevant/realistic
 T – time bound
 Cont…
 Name the results we want to achieve. Must be
action oriented “you cannot go to where you don’t
know”
 Measurable – to be evaluated to whether or not
they are achieved
 Achievable – must be practical and realistic
 Present a challenge – too easy objectives fail to
general enthusiasm and too ideal ones can cause
undue frustration if not achieved
 Dates/timed – when we expect them to be realized.
The planning process:
 Identify gabs – determine where you are,
where you want to go and the distance i.e.
what the school has, what it need and what it
plan to achieve.
 Generate and select alternative strategies –
explore all possible alternatives assess their
advantages and disadvantages. Considering
all risks, costs and benefits; we must be ready
to make a decision.
 Cont…

 Translate strategies into operational plan – lay

out a detailed road map for each strategy
which include:
 Specific activities arranged in sequence
 Time frame
 Specifying check points
 Identify available and needed resources
 Provide evaluation mechanism
 Cont…
 Write the plan – provide a summary record
of everything done: opportunity,
competence areas, and objectives,
description of categories, inventory and
operational plan/plan of activities.
 Implement the plan - now put than into
practice. And regularly review the plan and
monitor activities at given points in time.
 Cont…

 Evaluate and modify the plan - this means

positive effort to identify causes of success
and failure to determine:
 Which objectives were achieved and the
degree
 Which plan were effective and why
 Which plans failed or were not carried out
and why.
CHARACTERISTICS
OF A QUALITY
PLAN
 Internal characteristics
 Issue identification and vision Assessment of
issues, trends, needs, and opportunities. Vision of
what the community wants to be.
 Goals Reflections of public values and desired
conditions.
 Fact base Analysis of current and future conditions
and explanation of reasoning. Maps and tables that
enhance relevance and comprehensibility.
 STEP 2: Sample Selection
Cont…
 Policies Specification of principles to
guide public and private decisions.
Sufficiently specific to be tied to definite
actions
 Implementation Commitments to carry
out policy-driven actions with timelines,
responsible parties, and financing.
 STEP 2: Sample Selection
Cont…
 Monitoring and evaluation Measurable
objectives and trackable indicators.
Assignments made for monitoring.
 Internal consistency Issues, vision,
goals, policies, and implementation are
mutually reinforcing
 External characteristics

 Organization and presentation Plan is

understandable for a wide range of
readers. Executive summary; glossary;
cross-referencing of issues, goals, and
policies; clear maps, charts, and images;
supporting video, CD, web page.
Cont…

 Inter-organizational coordination
Integration with other plans of public and
private parties. Vertical and horizontal
coordination.
 Compliance Consistent with plan
mandates from enabling legislation, other
How to sustain the plan
 Go through the planning process annually so
that
 1. Members of school community have a
clearer picture of the directions the school is
taking and
 2. The school survives because we are able to
forecast changes and opportunities and avoid
dangers.
Source: https://archive.org/details/educationalsyste00kauf
Questions !!