Study of Reciprocal Accountability and Total Quality Management in Education Sector and Its Ideal Implementation Towards Sustainable Development
Study of Reciprocal Accountability and Total Quality Management in Education Sector and Its Ideal Implementation Towards Sustainable Development
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教育领域相互问责与全面质量管理研究及其可持续发展的理想实施
DOI：
10.2991/ammsa-18.2018.85
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Dr.Vijayan Gurumurthy Iyer
中科院分区：
文献类型：
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作者：
Dr.Vijayan Gurumurthy Iyer
可持续发展是一种在不损害后代满足自身需求的能力和效率的情况下满足当代需求的发展[@Vijayan Gurumurthy Iyer，2004年世界工程师大会，上海，中国]。教育系统中的互惠问责是基于能力本位的绩效评估教育方法，以确保学生获得关键的知识和技能。教育系统的持续改进是一种教育质量和教育绩效的教育系统，即从首都到教室，系统中的每个人都必须对这些受到控制的教育质量和性能方面负责。全面质量管理(TQM)或持续改进系统(CIS)可以被定义为一个机构为有效实现机构目标而在适当的时间和价格满足受益者的一套系统活动。全面质量管理或CIS可以是一种全面和结构化的教育管理方法，旨在通过对持续反馈的改进来改善教育服务。教育质量被定义为服务的特征和特征的总和，这些特征和特征关系到教育在知识和品格方面满足特定或隐含需求的能力和效率。教育部门的全面质量管理，应在学术和研究方面取得卓越成就，从而实现可持续发展。国际标准化组织S的9000标准侧重于各种组织的持续改进体系(CIS)或质量管理(TQM)。它定义了质量管理体系(QMS)的特征，这些特征需要到位，以确保机构识别并专注于改进其存在重大缺陷的领域。这项研究的目的是：(I)研究教育部门的相互问责和全面质量管理及其在可持续发展方面的理想实施情况；(Ii)对独联体开展实事求是的实地研究，提出质量管理的教育理念；(Iii)根据在印度南部十二所教育机构正式启动的质量圈(QC)教育研究，确定教育部门遵守质量管理标准的要求(QCR)；(Iv)促进加强教育服务质量和数量的可持续政策建议。教育与创业过程是一个错综复杂的可持续发展过程，这是一个有针对性的研究领域，目的是从新兴的创业精神中缓解贫困。这一进程的成果是为受益者提供的国际和国家教育服务，涉及教育质量和数量管理。TQM或CIS过程分为四个顺序类别，如计划、DO、检查和行动(PDCA循环)，以实现持续过程改进。在规划阶段，教育家定义要解决的问题，收集相关数据，并确定学术问题的根本原因；在做阶段，教育家制定和实施全面的解决方案，并决定衡量其和效率的衡量标准；在检查阶段，教育家通过前后数据比较确认结果；在行动阶段，教育家记录他们的结果，告知其他人过程变化，并为下一个PDCA周期中要解决的问题提出建议。结论是，独联体是一种以质量为中心、以全体成员参与为基础、以长期成功为目标的教育机构管理方法，旨在使机构和社会的所有成员都能从受益者的满意和利益中受益。从受益者的角度来看，教育部门的信息共享是以质量管理为基础的。基于对CIS或TQM进行的实地调查和行动研究，可以采取可持续的政策建议，以加强与教育部门知识和性格有关的质量和数量的教育服务。在本文中，讨论了可能纳入独联体的重要性以及在教育部门实施框架所涉及的步骤。性格；教育；知识；管理；政策；过程；产品；质量；数量；学习者；研究；实力；国家可持续发展；教学
Sustainable development (SD) is a kind of development that meets the needs of the present without compromising the ability and efficacy of future generations to meet their own needs [@25,26,27,28,29 Vijayan Gurumurthy Iyer, World Engineers’ Convention(WEC) 2004, Shanghai, China]. Reciprocal accountability in education system is based on the performance assessment of competency-based education approach so as ensure the students achieve critical knowledge and skills. Continuous improvement in education system is an education system for education quality and performance that is everybody in the system from the capital to class room must be responsible for such of those aspects of education quality and performance that get controlled. Total quality management (TQM) or Continuous Improvements System (CIS) can be defined as set of systematic activities carried by an institution to efficiently achieve institutional objectives that satisfies beneficiaries at the appropriate time and price. TQM or CIS can be a comprehensive and structured approach to an educational management that seeks to improve the educational services through refinements in response to continuous feedback. Educational quality is defined as the totality of features and characteristics of services that bear on its ability and efficiency in terms of knowledge and character to satisfy a given or implied need. TQM of an education sector that shall achieve academic and research excellence and thus lead to SD. International Organizational for Standardization (ISO)’s 9000 standards focus continuous improvement system (CIS) or quality management (TQM) of all sorts of organizations. It defines the features on quality management system (QMS) that need to be in place to ensure that institutions identify and focus on improving areas where they have significant deficiencies. The objectives of this research , (i) To study of reciprocal accountability and total quality management in education sector and its ideal implementation towards sustainable development, (ii) to conduct action-based and field research on CIS to present QM ideas on education, (iii) to identify quality compliance requirements (QCRs) for an educational sector adherence to QM standards based on an educational research conducted on quality circles (QCs) duly launched in twelve educational institutions in south India and (iv) to promote sustainable policy recommendation to strengthen quality and quantity educational services. Education coupled with entrepreneurial process is an intricate SD process which is a targeted area of research to alleviate poverty from the emerging enterprising spirit. Output of the process is an international and national educational service to the beneficiaries concerning to both educational quality and quantity management. TQM or CIS processes are divided into four sequential categories such as plan, do, check, and act (PDCA cycle) for continuous process improvement. In the planning phase, educationalists define the problem to be addressed, collect relevant data, and ascertain the root cause of the academic problem; in the doing phase, educationalists develop and implement a comprehensive solution , and decide upon a measurement to gauge its and efficiency; in the checking phase, educationalists confirm the result through before-and–after data comparison; in the acting phase, educationalists document their results, inform others about process changes, and make recommendations for the problem to be addressed in the next PDCA cycle. It is concluded that CIS as a management approach of an educational institution centered on quality, based on the participation of all its members and aiming at long term success through beneficiary satisfaction and benefits to all members of the institution and society. CIS in an educational sector is based on quality management from the beneficiary’s point of view. Based on this action-based and field research conducted on CIS or TQM, sustainable policy recommendation may be taken to strengthen both quality and quantity educational services concerned to both knowledge and character in educational sector. In the present article, importance of possible inclusion of CIS and steps involved for an implementation of framework in education sector are discussed. Keywords—character; education; knowledge; management; policy; process; product; quality; quantity; learner; research; strength; sustainable national development; teaching