1.

2. Total Quality Management Presented To COMASTS Institute of Information Technology 3. 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

4.

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

5. 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

6. 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

7.

• • 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

8. 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.

9.

Introduction

10. 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. 11.

Education

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

especially by formal schooling

12. Quality Education

Characteristics

Knowledge

Comprenhension

Thoughts Expansion

Character

13. 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

14. Higher Education History in Pakistan Growth of Public Universities in Pakistan University Grants Commission (UGC) 54 18-11-2003 30 2000 20 1990 15 1978 7 1968 4 1957 2 1947 No. of Universities Year 15. Private sector Universities Higher Education Commission Pakistan Total Up to 1995= 10 Now in 2003 =44 Growth Rate= 340% 16. Growth of Private & Public recognized Universities Universities Guide Book 2002 HEC 17. World Illiteracy Rates by 2001 18. Education Share in National Budget2.7 Pakistan 8. 40.0 Iran 7. 18.44 Turkey 6. 13.0 Britain 3. Federal Share; 6.7 State Share : 48 U.S.A 1. %Share in National Budget Country S.No 19. Comparison of TS Ratio British Universities1:14 Australian Universities 1:15 Pakistani Universities1:23 20. Variables and Theoretical framework 21. Variables

Dependent variable

• Quality of Higher Education

• Independent Variables :

• Roles

• Rules

• Responsibilities

Moderating Variable:

System

22. 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 followrules

Society Commitment to follow rules

Government Commitmentto follow rules

Responsibilities Student Responsibilities Parents Responsibilities Regulatory Bodies Responsibilities SocietysResponsibilities GovernmentsResponsibilities 23. Theoretical Framework Roles Rules Responsibilities Quality of Higher Education System Moderating Variable Independent Variables Dependent Variable 24. Data 25. Data characteristics

Primary Data

The 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 Data

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

26. Data collection Methods

Primary Data

• Observation

• Interviews

• Questionnaires

27.

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.

28. FindingsandData Analysis 29. 1.Which one do you think is the more critical problem of Poor Education 100.0 100 Total 5.0 5 others 31.0 31 Role of Regulatory Body (U.G.C/ P.E.C etc.) 11.0 11 Inequality in standards of Private & Public Universities 27.0 27 Examination System 7.0 7 Inequality in courses of different schools/universities 19.0 19 Percent Frequency 30. 31. 2.Are you satisfied with the Role of Regulatory body for education system 100.0 100 Total 21.0 21 strongly not satisfied 22.0 22 not satisfied 41.0 41 neutral 14.0 14 satisfied 2.0 2 strongly satisfied Percent Frequency 32. 33. 3.To what extent the management of institute or university fulfill their Responsibilities 100.0 100 Total 12.0 12 highly irresponsible 20.0 20 not responsible 28.0 28 neutral 26.0 26 responsible 14.0 14 highly responsible Percent Frequency 34. 35. 4. Does the Management follow the Rules made by regulatory body 100.0 100 Total 4.0 4 not at all 24.0 24 dont care 27.0 27 neutral 31.0 31 some time 14.0 14 every time Percent Frequency 36. 37. 5. Are you satisfy with the quality of Higher education delivered by Pakistani institutes 77.0 77 no 23.0 23 yes Percent Frequency 38. 39. 40. 41. 7. Are you agree with the statement"by getting ISO certification the quality improves 100.0 100 Total 9.0 9 disagree 30.0 30 neutral 44.0 44 agree 17.0 17 strongly agree Percent Frequency 42. 43. Questionnaire,Findings 8. What you think that by getting ISO certification the institutes and universities canimprove their education quality 100.0 100 Total 5.0 5 Strongly disagree 9.0 9 disagree 10.0 10 neutral 50.0 50 agree 26.0 26 strongly agree Percent Frequency 44. 45. 9. If you are student and planning to get admission for higher education. Will you prefer an ISO certified University? 100.0 100 Total 2.0 2 not at all 11.0 11 no 15.0 15 neutral 30.0 30 not too much 42.0 42 strongly Percent Frequency 46. 47. Implementation of TQM 48. TQM Philosophy

What is Quality

The totality of features and characteristics that satisfy needs

49. Organizations, Customer and product

Student= Customer.

Education = Product

Institutes = Organization

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50. Confidence Computer literacy General Knowledge Language s Latest Knowledge Character Wisdom Basic know-How Presentation skills Appearanceorganizational Process Environment Technologies Furniture Building Computers Libraries Books Student IN PUTS OUT PUTS Faculty EDUCATION PROCESS 51. Data & Statistics Student Survey Graduating Student Survey Alumni SurveyEmployer 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 & Benchmarks

Academic Unit Reports & Benchmarks

Department Reports & Benchmarks

Integrated Reports

Academic Domain Campus Domain RESULTS Quality Management System For Universities 52. Quality Management system

Benefits

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

Discover the satisfaction motives of student.

To find employers satisfaction with employees.

Understand how to improve educational outcomes.

Establish a complaint resolution tracking mechanism.

53. 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 follower No Vision=ConfusionNo strategy = False stars No Ability= Nervousness No resources = FrustrationNo motivation= AngerNo Coordination = No synchronization 54. ISO 9001:2000Clauses & Interpretation for Educational Institutes

General

Systemic Requirements

Support quality(Management Responsibilities)

Resource Requirements

Realization Requirements

Remedial Requirements

55. 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

56. Conclusions

Higher education in Pakistan is in urgent need of reform. At present it is not contributing effectively to economic growth ofthe 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.

57. Conclusions

I would like to recommend that the universities should get ISO registrationon the bases ofquestionnaire 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 carryingthese tests a National Testing Service should be established.

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