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Impact of QEC on Higher Educational Institutions

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Impact of QEC on Higher Educational Institutions PROF. DR. AAMIR IJAZ DIRECTOR QUALITY ENHANCEMENT CELL University of the Punjab, Quaid-e-Azam Campus, – PowerPoint PPT presentation

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Title: Impact of QEC on Higher Educational Institutions


1
Impact of QEC on Higher Educational Institutions
  • PROF. DR. AAMIR IJAZ
  • DIRECTOR
  • QUALITY ENHANCEMENT CELL
  • University of the Punjab,
  • Quaid-e-Azam Campus,
  • Lahore 54590.

2
Famous Quotes Related to Quality
3
  • (Aristotle 384 BC-322 BC, Greek Philosopher and
    Scientist, Student of Plato and Teacher of
    Alexander the Great)

4
  • Quality is never an accident it is always the
    result of high intension, sincere effort,
    intelligent direction, and skillful execution it
    represents the wise choice of many alternatives.
  • (Quality in Education by Willa A Foster)

5
  • Quality begins on the insideand then works its
    way out.
  • (Bob Moawad, Quality Quotes)

6
  • Quality in a product or service is not what the
    supplier puts in it is what the customer gets
    out and is willing to pay.
  • (Peter F Drucker, American Management Guru)

7
  • Must be based on the fact that Quality is not
    the responsibility of an individual rather it is
    the responsibility of all, a complete Quality
    Enhancement Cell must work in close collaboration
    with the Vice Chancellor to get its tasks through.

8
Defining Quality
  • A survey of literature reveals quality as one
    of the widely defined terms
  • High degree of goodness (Longman Dictionary of
    Contemporary English)
  • A degree or level of excellence (The Oxford
    Large Print Dictionary)
  • The standard of excellence of something often a
    high standard (Cambridge International Dictionary
    of English)
  • Doing the right things right (W. Edwards Deming,
    Pioneer of the quality movement in industry)

9
What is Quality?
  • It has to do something with a certain degree of
    effectiveness or excellence and satisfaction
  • In academic scenario it means satisfaction of all
    the stakeholders
  • Parents
  • Students
  • Society
  • Teachers
  • Institutions
  • Government / Policy Makers

10
Four Fold dimensions to help understand the
term quality as applied in Higher Education
Sector
  • Quality as excellence
  • Quality as fitness for purpose
  • Quality as value for money
  • Quality as transformation

11
What is Quality Assurance?
  • Its a way by which managers satisfy themselves
    and monitor that control mechanisms are working
    to maintain and enhance standards.
  • Refers generally to all planned and systematic
    actions or processes necessary for providing
    adequate confidence to managers that a product or
    a service will satisfy the specified requirements
    for quality.

12
  • A sustainable quality assurance programme
  • Enhances employment opportunities
  • Improves the education and training of future
    employees
  • Harness/Connect future leaders
  • Facilitates an enabling learning environment
  • Enriches the academic and intellectual landscape

13
  • Education
  • is one of the most important pillars for the
    development and growth of any society,
  • provided
  • IT IS EFFECTIVE
  • Effectiveness is in fact Quality,
  • while the Process to make it effective is
  • QUALITY ASSURANCE (MANAGEMENT)

14
  • Effectiveness in Education
  • Is about meeting Learning Standards
  • (Learning outcome, i.e. results)
  • Quality Assurance (Management)
  • Is about monitoring, analyzing, improving and
    sustaining Learning outcome of students
  • By monitoring and improving
  • Learning Policies, Strategies, Process,
    Infrastructure and
  • In a systematic way with the involvement
  • of all concerned

15
Academic Quality
  • Academic quality is a way of describing how
    well the learning opportunities available to
    students help them to achieve their award. It is
    about making sure that appropriate and effective
    teaching, support, assessment and learning
    opportunities are provided for them.
  • Quality Assurance Agency (UK)

16
Assessment
  • Assessment is a systematic process of gathering,
    reviewing and using important quantitative and
    qualitative data and information from multiple
    and diverse sources about educational programs,
    for the purpose of improving students learning,
    and evaluating whether academic and learning
    standards are being met. In other words, what
    will graduates know, are able to do, or value
    when they complete an academic program and how do
    we know these things about our students.
  • One cycle of assessment completes when assessment
    results are used to improve students learning.

17
Self Assessment
  • Self-assessment is an important tool for quality
    assurance and provides feedback for management to
    initiate action plans for the improvement.

18
Faculty Involvement
  • For Academic Program Assessment, the most
    important factor is the participation of all
    faculty members.
  • Each department appoints a Program Team (PT)
    which will prepare a Self Assessment Report (SAR)
    and ensures the conformance of the program to all
    the relevant criteria and standards as stipulated
    in Self Assessment Manual (SAM), in coordination
    with the members of QEC.

19
  • Size of PT can be determined according to the
    size of department

Sr. Number of Students in a Department PT Members
01 Up to 300 3 PTM 1 Chairperson
02 300 - 1000 5 PTM 1 Chairperson
03 1000 and above 6 PTM 1 Chairperson
20
Desired Qualities of Program Team Member
  • Commitment to the principles of quality in higher
    education and the policies set by HEC, provided
    in the form of SAM.
  • Ability to work in teams.
  • An enquiring disposition, power of analysis and
    judgment.
  • Experience of organization and management,
    particularly in relation to teaching and learning
    matters, time management skills.
  • High standards of oral and written communication
    skills.
  • To be proactive than reactive
  • Initiate improvements to achieve academic
    excellence
  • Systematize the process of self assessment
  • To be current and take a leadership role

21
Criteria for Self Assessment
  • The self assessment of an institution /
    organization is based on several criteria.
  • To meet each criterion a number of standards
    must be satisfied. The following part of this
    presentation illustrates criteria and standards
    for self assessment by Program Team.

22
Elements Of A Successful Assessment Program
  • Purpose identification
  • Outcomes identification
  • Measurement and evaluation design
  • Data collection
  • Analysis and evaluation
  • Decision-making regarding corrective and
    preventive actions to be taken.

23
Objectives of Self Assessment
  • Improvement and maintenance of academic
    standards.
  • Enhancement of students learning.
  • Verification of the existing programs to meet
    their objectives and institutional goals.
  • Providing feedback for quality assurance of
    academic programs.
  • Prepare the academic program for review by
    discipline councils (HEC).

24
Benefits of an Academic Program Assessment Process
  • Identify Program Weakness
  • Take Financial Decisions based on academic
    priorities
  • Provide information to constituents on the
    quality of education students receive
  • Ensure continuous improvement of programs and
    curricula

25
Criteria
  • The self-assessment is based on several
    criteria. To meet each criterion a number of
    standards must be satisfied. There are eight
    criterion for self assessment manual provided by
    HEC. Next section describes these criterion.

26
Criteria Standards
  • Program Mission, Objectives and Outcomes
  • Curriculum  Design and Organization
  • Laboratories and Computing Facilities
  • Student Support and Guidance
  • Process Control
  • Faculty
  • Institutional Facilities
  • Institutional Support

27
list of Evaluation Forms
  1. Performa-1 Student Course Evaluation
    Questionnaire
  2. Performa-2 Faculty Course Review Report
  3. Performa-3 Survey of Graduating Students
  4. Performa-4 Research Student Progress Review Form
  5. Performa-5 Faculty Survey
  6. Performa-6 Survey of Department offering PhD
    Programs
  7. Performa-7 Alumni Survey
  8. Performa-8 Employer Survey
  9. Performa-9 Faculty Resume
  10. Performa-10 Teacher Evaluation

28
TEACHER COURSE EVALUATION FORM
29
Is Teaching a process or an end result (outcome)
To Teach
To Learn
  • Qualified instructor
  • Preparation for the class
  • Text books notes
  • Teaching methods
  • Conducting exams
  • Meeting lesson plans
  • Learning outcome
  • Knowledge and Abilities of students
  • Students critical thinking
  • Students behavior
  • Students skills
  • Students enthusiasm
  • Students creativity
  • Students maturity
  • Students professional ethics
  • Students leadership skills
  • Students communication skills
  • etc.

30
Benefits of Teacher Evaluation
  • Teacher becomes punctual
  • Teacher starts distributing course contents in
    the class
  • Teacher comes in class after proper preparation
    of lecture
  • Teacher treats equally/fairly all the class
  • Recognition for the hardworking teachers
    (appreciation / best teacher award) performance
    indicator
  • Teachers not performing well can be identified
    and corrective actions can be taken

31
Quality is dependent on . . . . ?
UNIVERSITY
Leadership Faculty Vision, Mission, Policies
and Intentions on Quality
Quality of graduates
Management Processes (Admin, HR, QA,
Operations Mgt, etc.)
Academic Processes (Curricula, Teaching, Exams)
32
Assessment is a Continuous Improvement
33
  • Final Points to Remember
  • FOR STUDENTS
  • Quality of your Learning
  • is Quality of your future life?
  • FOR TEACHERS
  • Quality of your teaching
  • is Quality of our next generation.

34
Finally
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35
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36
Quality Citizen in the eyes of our National Poet
37
Conclusion
  • Every one agrees with the need for Quality
    Assurance in Education however very few
    understand its dynamics and tools. You must
    learn, know and practice these tools, otherwise
    Quality will be unattainable, despite
    accreditations, certifications and departments.
  • If you continue to do what you were doing, you
    will continue to get what you were getting.

38
  • Learning and teaching
  • without Quality is
  • just wasting Time Life
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