enhancing THE QUALITY OF EDUCATION IN DEVELOPING COUNTRIES

1. enhancing THE QUALITY OF EDUCATION IN DEVELOPING COUNTRIES B.R.Senthil kumar1, M.Thiagarajan2, P.Maniiarasan1, J.Prasanth1, G.Abilesh1 1Nehru institute of Engineering and Technology, Coimbatore (INDIA) 2Sri Ranganathar institute of Engineering and Technology, Coimbatore (INDIA) senthilramanseetha@yahoo.com

2. Qualities of a developing country • Increasing phase in GDP per capita • Ability of self-production • Good economic stability

3. Factors affecting developing countries • Rapid growth in population • Increase in poverty • Lack of industries which leads to increase in foreign investment

4. Higher Education in Developing Countries Higher Educational Institutions Adequate Faculties

5. The wealth or poverty of nations depends greatly on the quality of higher education. • More balanced approach to education at all levels is needed. • It cannot guarantee rapid economic development, but sustained progress is impossible without it. Higher education in developing countries

6. Factors Affecting Higher Education • Infrastructure • Lack of adequate faculty members • Lack of fundamental knowledge and confidence level in students • Lack of required employability skills and input to budding engineers by the Institutions

7. Requirements to enhance the quality of Higher education in developing countries • New roles for teachers • Frequent knowledge updating • Frequent knowledge updating • Ensuring good understanding level of students via feedback • Distribution of proper handouts for the portion taught

8. Collegial Learning • Usage of technologies for quality education • Discussing the usage of technologies for education with other teachers • Active participation of teachers • By encouraging the the teachers with incentives • Sufficient Time • Teachers need large blocks of time to acquire technology skills • To plan and try out new ideas

9. Administrative Support • Administrators must have a clear vision of technology to support student learning • Adequate resources • Funds should be available to make use of technology • These costs are not considered a one-time investment but an on-going expense

10. On-going Process • A high-quality professional development program is conducted as an ongoing process, not a one-shot approach • Professional development takes time and must be conducted over several years for significant change in educational practices to take place • Administrators must take into account this long time frame, and teachers must be prepared to be involved in professional development throughout their careers

11. Measuring and managing quality in HE • Managing the quality in HE is a challenging task • The first reason for this is, ‘quality’ has different meanings for different stakeholders. • Within HE there are both internal and external stakeholders who are likely to have disparate or even contradictory definitions of quality • Many countries have national organisations with responsibility for the management of quality within HEIs • HEIs are now also required to become learning organisations, where internal stakeholders also interpret and assess the quality of HE provision

12. The second reason is due to the complicated nature of the educational product. • Education has been viewed as a system or ‘a network of interdependent components that work together to try to accomplish the aim of the system’. • The system consists of inputs, transformation processes and outputs • The outputs of the education system can be tangible, intangible or value addition through, for example, examination results, employment, earnings and satisfaction • Quality can be broken down into five different but related dimensions: • quality as exceptional (for example, high standards) • quality as consistency (for example, zero defects) • quality as fitness for purpose (fitting customer specifications) • quality as value for money (as efficiency and effectiveness) • quality as transformative (an ongoing process that includes empowerment to take action and enhancement of customer satisfaction). • ‘Quality as transformative’ can incorporate the other dimensions to some extent, and the first four dimensions are not necessarily end products themselves

13. Analysis of current international quality management practice • TQM has the potential to encompass the quality perspectives of both external and internal stakeholders in an integrated manner • Other models tested emulate TQM and concentrate on developing systematic business processes that are required to achieve measurable quality outputs • Table 1 identifies and defines the different models that have been applied internationally in HEIs.

14. Table 1: Quality management models

15. The application of these models has yielded a number of benefits for HEIs • The benefits identified are both tangible and intangible • The models are deemed to be relevant within the current competitive HE environment as they incorporate the perspective of students as customers • They also take into account the perspectives of both internal and external stakeholders • Improvements have been reported in areas such as customer service, administrative processes, staff and faculty morale, and strategic and budget planning

16. Conclusion • To be World- Class Technical Institute • Focus on Communication Skills, • Focus on Faculty Development /Training, • More Exposure to Live engineering situations for development of analytical mind of students • More occasions for personal grooming • For all these activities budgeting and accounting for Time is a must • These efforts appear to be divided, however, with earlier approaches adapted from industrial models focusing on the quality of administrative and service functions

17. Thank You!!