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Page 1: Education
Page 2: Education

Total Quality Management

Presented To

COMASTS Institute of Information Technology

Page 3: Education

Outline• Introduction

• Definition of Literacy & Education

• Attributes of a Quality Education

• Problem Statement

• Research Design

• Comparison of Education Statistics of Pakistan With other Countries

• Theoretical Framework

• Questionnaire, Findings

• TQM Philosophy

• Concept of Customer & Product in Educational institutes

Page 4: Education

• Developed Education Process with reference to TQM concepts

• Quality Management System QMS

• Seven Element Model for Quality Adopted

• Quality Management Principles

• Interpretation of ISO 9001:2000 For Educational Institutes.

• Quality Principles for Rethinking Rules

• Quality Principles for Rethinking Roles

• Quality Principles for Rethinking Responsibilities

• Recommendation & Conclusions

Page 5: Education

Problem Statement

“Poor Quality of Higher education in Pakistan”

and

“Total Quality Management (TQM) as a tool to enhance the Quality of Higher education at

educational institutes in Pakistan”

Page 6: Education

Objective of project• To find out the Method and techniques used in different

educational institutes

• Find out the key reasons why educational institutes are delivering poor quality of education.

• To design a Quality Management System (QMS) quality management system that will improve the quality of education delivered in educational institutes

Page 7: Education

• The contribution to the organization.

• To make a comparison of literacy rates and other findings regarding education with other countries.

• To evaluate the performance of Education System of Pakistan.

• To evaluate the Quality of Higher Education in Pakistan.

• To find out the attitude of students parents and institutes towards quality of education

Page 8: Education

Scope of Research

Our focus of research is all the universities of which has been working in pakistan. We have tried to collect the data of all the universities of .

There is ninety eight 98 universities and institutes in both private and public sector presently working in Pakistan, they have further gives affiliation to other parties and opened their own campuses in deferent locations of Pakistan. By implementing the recommendations given at the end of the research and by using the TQM tools in educational institutes the institutes can improve their quality and helps the government and nation to achieve their objectives and goals.

Page 9: Education

Introduction

Page 10: Education

Literacy

Literacy is more than reading and writing - it is about how we communicate in society. It is about social practices and

relationships, about knowledge, language and culture.

Page 11: Education

Education

“The process of training and developing the knowledge, skill, mind, character, etc.,

especially by formal schooling”

Page 12: Education

Quality Education

Characteristics• Knowledge • Comprenhension • Thoughts Expansion• Character

Page 13: Education

Key issues in Education Sector

• Problems Related to aims and Objectives

• Problems Related to Policy Matters

• Problems Related to Education System

• Problems Related to Facilities

• Main Findings from educationists

Page 14: Education

Higher Education History in PakistanGrowth of Public Universities in Pakistan

YearNo. of Universities

1947 2

1957 4

1968 7

1978 15

1990 20

2000 30

18-11-2003 54

University Grants Commission (UGC)

Page 15: Education

Private sector Universities

Higher Education Commission Pakistan

Total Up to 1995 = 10Now in 2003 = 44Growth Rate = 340%

Page 16: Education

Growth of Private & Public recognized Universities

Numbe of Recognizd Universities

4 715 22

56

98

0

20

4060

80

100

120

1947-57

1957-68

1968-78

1978-88

1988-99

1999-03

Total

Universities Guide Book 2002 HEC

Page 17: Education

World Illiteracy Rates by 2001

Page 18: Education

Education Share in National Budget

2.7Pakistan8.

40.0Iran7.

18.44Turkey6.

13.0Britain3.

Federal Share; 6.7State Share : 48

U.S.A1.

%Share in National BudgetCountryS.No

Page 19: Education

Comparison of TS Ratio

British Universities 1:14

Australian Universities 1:15

Pakistani Universities 1:23

Page 20: Education

Variables and Theoretical framework

Page 21: Education

Variables

Dependent variable “Quality of Higher Education”

Independent Variables: Roles Rules Responsibilities

Moderating Variable: “System”

Page 22: Education

Roles•Role of Student

•Role of Parents

•Role of Regulatory Bodies

•Role of Society

•Role of Government

Rules

•Students commitment to follow the rules

•Parents commitment to follow rules

•Regulatory Bodies Commitment to follow rules

•Society Commitment to follow rules

•Government Commitment to follow rules

Responsibilities

Student Responsibilities

Parents Responsibilities

Regulatory Bodies Responsibilities

Society’s Responsibilities

Government’s Responsibilities

Page 23: Education

Theoretical Framework

Roles

Rules

Responsibilities

Quality of Higher Education

System

Moderating Variable

IndependentVariables

Dependent Variable

Page 24: Education

Data

Page 25: Education

Data characteristics

• Primary DataThe primary data has been collected through questionnaires, interviews and personal observations from the student, common peoples, management of universities, and officials of UGC, HEC, PNAC and employer etc.

• Secondary DataSecondary data has been collected from government publications, literature available at the library of UGC, National Library and others also from internet.

Page 26: Education

Data collection Methods

• Primary Data– Observation

– Interviews

– Questionnaires

Page 27: Education

• Secondary Data University Grants Commission UGC Higher Education Commission HEC Pakistan Association Of Pakistan PAP Federal Bureau of Pakistan FBP Census A hand book of Universities Internet.

Page 28: Education

Findings and

Data Analysis

Page 29: Education

100.0100Total

5.05others

31.031Role of Regulatory Body (U.G.C/ P.E.C etc.)

11.011Inequality in standards of Private & Public Universities

27.027Examination System

7.07Inequality in courses of different schools/universities

19.019

PercentFrequency

1.Which one do you think is the more critical problem of Poor Education

Page 30: Education

7%

27%

11%

31%

5% Inequality of courses

Examination system

standards

role of bodies

other

Page 31: Education

2. Are you satisfied with the Role of Regulatory body for education system

100.0100Total

21.021strongly not satisfied

22.022not satisfied

41.041neutral

14.014satisfied

2.02strongly satisfied

PercentFrequency

Page 32: Education

2% 14%

41%22%

21% strongly Satisfied

Satisfied

Neurtral

Not satisfied

strongly dissatisfied

Page 33: Education

3.To what extent the management of institute or university fulfill their Responsibilities

100.0100Total

12.012highly irresponsible

20.020not responsible

28.028neutral

26.026responsible

14.014highly responsible

PercentFrequency

Page 34: Education

4%

26%

28%

20%

12% highly responsible

responsible

Neurtral

not Responsible

highly notresponsible

Page 35: Education

4. Does the Management follow the Rules made by regulatory body

100.0100Total

4.04not at all

24.024don’t care

27.027neutral

31.031some time

14.014every time

PercentFrequency

Page 36: Education

14%

31%

27%

24%

4%every time

sometime

Neurtral

don’t care

not at all

Page 37: Education

5. Are you satisfy with the quality of Higher education delivered by Pakistani institutes

77.077no

23.023yes

PercentFrequency

Page 38: Education

23%

77%

Yes

No

Page 39: Education
Page 40: Education
Page 41: Education

7. Are you agree with the statement "by getting ISO certification the quality improves

100.0100Total

9.09disagree

30.030neutral

44.044agree

17.017strongly agree

PercentFrequency

Page 42: Education

17%

44%

30%

0% 9%strongly Agree

agree

Neurtral

disagree

strongly disagree

Page 43: Education

Questionnaire, Findings8. What you think that by getting ISO certification the institutes and universities can improve their education quality

100.0100Total

5.05Strongly disagree

9.09disagree

10.010neutral

50.050agree

26.026strongly agree

PercentFrequency

Page 44: Education

26%

50%

10%

9% 5%strongly Agree

agree

Neurtral

disagree

strongly disagree

Page 45: Education

9. If you are student and planning to get admission for higher education.Will you prefer an ISO certified University?

100.0100Total

2.02not at all

11.011no

15.015neutral

30.030not too much

42.042strongly

PercentFrequency

Page 46: Education

42%

30%

15%

11% 2%strongly Agree

agree

Neurtral

disagree

strongly disagree

Page 47: Education

Implementation of TQM

Page 48: Education

TQM Philosophy

• What is Quality

“The totality of features and characteristics that satisfy needs”

Page 49: Education

Organizations, Customer and product

Student = Customer.

Education = Product

Institutes = Organization

*

Page 50: Education

Confidence

Computer literacy

General Knowledge

Languages

Latest Knowledge

Character

Wisdom

Basic know-How

Presentation skills

Appearance

organizational

Process

Environment

Technologies

Furniture

Building

Computers

Libraries

Books

Student

IN PUTSOUT PUTS

Faculty

EDUCATION PROCESS

Page 51: Education

Data & Statistics

Student Survey

Graduating Student Survey

Alumni Survey

Employer Survey

Faculty Survey

Academic unit data & Statistics

Library user survey

IT User Survey

New student Survey

Parent Surveys

International student Survey

Donors Surveys

University Employee Surveys

HIGHER EDUCATION QMS

University Reports & BenchmarksAcademic Unit Reports & BenchmarksDepartment Reports & Benchmarks

Integrated Reports

Academic Domain Campus Domain

RESULTS

Quality Management System For Universities

Page 52: Education

Quality Management systemBenefits

• To find out and understand the expectations of students, parents and donors

• Discover the satisfaction motives of student.• To find employer’s satisfaction with employees.• Understand how to improve educational outcomes.• Establish a complaint resolution tracking mechanism.

Page 53: Education

Adopted Seven Element Model for Quality Improvement

Adopted from Ersoz, Clara Jean, M.D

Philosophy + vision + strategy+Ability+ Resources + Motivation + coordination = Accomplishment

No philosophy = No followerNo Vision =Confusion No strategy = False starsNo Ability = NervousnessNo resources = Frustration No motivation = Anger No Coordination = No synchronization

Page 54: Education

ISO 9001:2000 Clauses & Interpretation for Educational

Institutes

• General

• Systemic Requirements • Support quality (Management Responsibilities)

• Resource Requirements

• Realization Requirements

• Remedial Requirements

Page 55: Education

Quality Management Principles

• Customer Focus• Leadership• Involvement of people• Process approach• System approach to management• Continual improvement• Factual approach to decision making• Mutually beneficial supplier relationships

Page 56: Education

Conclusions

• Higher education in Pakistan is in urgent need of reform. At present it is not contributing effectively to economic growth of the country. The universities are neither geared to create new knowledge nor do their graduates study programmer which measure up to international standards.

• The supply of funds to the universities is limited and there is a great potential in the universities for generating funds but real efforts are not being made to explore the possibilities for resource developments.

• In addition there is improper utilization of funds available to the universities. Inadequately equipped libraries and laboratories and a shortage of qualified teachers continue to hinder the progress of higher education towards excellence.

Page 57: Education

Conclusions

• I would like to recommend that the universities should get ISO registration on the bases of questionnaire results it is quit clear that the customer demand is ISO certified Universities, they will prefer certified Universities and the believe that by getting ISO certification the quality of education will improve

• Merit should be the only consideration for entry to higher education. Access to higher education, should :be based on entrance tests.

• For carrying these tests a National Testing Service should be established.

Page 58: Education

It may be hard, it may be rough, what ever is the maze please do

ask


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