Year: 2015 | Month: April | Volume 6 | Issue 1
Quality Assurance in School Education
Abstract:
The concern of any parent today is to make their children realize their dreams in life. The race for a good education starts the day the child enters in the school. With the economy becoming global year after year and parents attaching more importance to quality education, the competition to secure a seat in the best schools has become even more severe. Schools, therefore, should allow early acquisition of life skills within a complex learning environment. To be successful, teaching and learning – and the learning environment in the school – must be coherent. This requires a capacity-building process, which permeates the whole school life and aims to achieve a wide range of governance including knowledge, skills, values and dispositions. Large numbers of researchers have viewed school quality in terms of the learning outcomes of students exhibited in form of cognitive achievement, which has been identified as the major explicit objective of all schools. Hence, it is the students’ cognitive achievement that is most often taken as an indicator of school quality. The NPE 1986 envisaged that teaching staff would be responsible for academic standards and providing academic leadership to ensure better performances by schools. School authorities, therefore, must adopt a proper quality assurance mechanism, monitor quality continuously with respect to different identified indicators and initiates appropriate actions to achieve the goals. Such an approach will help the management and the teachers to become aware of their responsibilities with regard to establishing quality in their management and teaching functions.
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