School Environment in Nigeria, Ghana and the Philippines
278
School Environment in Nigeria, Ghana and the Philippines
278eBook
Available on Compatible NOOK devices, the free NOOK App and in My Digital Library.
Related collections and offers
Overview
Product Details
| ISBN-13: | 9781524674571 |
|---|---|
| Publisher: | AuthorHouse |
| Publication date: | 03/09/2017 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| Pages: | 278 |
| File size: | 2 MB |
About the Author
Read an Excerpt
CHAPTER 1
Quality Assurance Mechanisms for Sustainable Development of Nigerian and Philippine Education
Michael O. Ogundele Ph.D & Jake M. Laguador Ed.D
Abstract
Quality Assurance (QA) is a way of life, gearing towards achieving desired performance target beyond the minimum requirements. It directs organisations and even academic institutions in a certain course of action that could provide sustainable development in economic, social and political dimensions. Nigeria and the Philippines are both developing countries that need to strengthen QA to ensure delivery of instruction and not suffer from the challenges being encountered by the entire nation. This article reviewed some of the existing policies of the governments and private entities in establishing suitable approaches to measure performance in all levels of education system. Giving its background on assessment, would provide basic idea that Quality Assurance really exists in both countries trying to enhance its commitment towards quality.
Key Words:Quality Assurance, Mechanisms, Sustainable Development
Introduction
Education is a veritable instrument for a sustainable national development. No nation toys with the issue of education of her citizen. However the changing roles of education have necessitated the processes in teaching and learning to always call for quality control and assurance in their educational provision. The interplay of market forces would have driven the quality of products and services in higher education to a stable and acceptable market equilibrium (Padua, 2003). Any Quality Assurance mechanism either locally or internationally recognized that is being utilized and adopted by the HEIs must reflect on the quality of their graduates which is one way of measuring the performance of an institution (Dotong & Laguador, 2015a). Olatunji (2010) stated that the type of education provided will enable individual citizen to meet up the various changes and challenges in the society, the author noted that no institution can afford to be competitive if their products and services are not well improved upon. Education in Nigeria is faced with the problems of incessant strikes, inadequate facilities and equipment, truncated school calendars and regular disruption of the academic programmes, cultism, social violence vandalism, examination malpractices, inferiority of certificates awards, sexual harassment, child labour, perpetration of unethical issues in the schools unemployment and poverty. Ogundele (2008) however observed that most of the perpetrated evils are caused by the faulty educational system provided by the citizens. The author noted that the education provided in the schools is theoretical and non-cultural in nature and non-technologically oriented.
The Philippine Education is continuously striving to get along with its neighboring countries in South East Asia in providing equally dynamic and competitive quality of education in pursuit to the changing global economic environment. The Philippines is experiencing the phenomenon of mass higher education with the concomitant rise of universities and colleges (public and private)offering a greater diversity of programs, and with varying capacity to deliver teaching and learning services (Corpus, 2003a). The growing number of HEIs in the Philippines calls for attention to strengthen the monitoring and assessing the capability of the academic institutions in providing education based on the standards of accreditation. Licuanan (2012), the Chairperson of Commission on Higher Education (CHED) in the Philippines, identified this as one of the critical areas of concern in higher education.
The problems however require drastic changes in educational system. Federal Republic of Nigeria (2013) therefore noted that education provision today has made it possible for any country to have a steady supply of highly creative citizen that will help in improving the living standard, condition of the general citizens and to solve the global problems therefore there is an urgent need for the Nigerian education to be committed towards improving the quality of her education system in order to meet up with the global challenges. If society is to meet up and be able to conform with the global needs and aspiration, quality assurance must guarantee and the required standard are to be adequately be met.
The concern of quality has been at the core of the motivating forces for enhancing the needed reforms in education. Considering the capability of the government and its educational system to watch over and supervise the operations of HEIs in every aspect of educational management. Ajayi and Adegbesan (2007) described quality as the totality of the features like process, product, services and performance in the customers. It is not only the feature of a finished product or services it focuses on the relationship between the input, internal processes, output and all efforts that eradicate wastes and those that enhance productivity.
Nigeria and the Philippines are both from third world category wherein various similarities and differences in the implementation of quality assurance will be explored that will serve as the basis for further discussion to create mutual cooperation in delivering appropriate services to the youth from the same perspective and experiences.
Concept of Quality Assurance in Education
Quality assurance in the product of the industrial sectors will enhance high patronage in the competitive markets. In Nigeria, the stakeholders and well-meaning Nigerians want quality assurance in Nigerian education products produced. The quality assurance in Nigeria education is therefore measured through conducive environment, students' academic performance, teacher performance, learners' behaviours, efficiency and effective complaisance to the societal norms, ethical value orientation, moral conviction and values, ability defend certificate acquired internal and external efficiency. Quality of education provided is being determined by the quality of the products and the availability of role quality management infrastructure to bring forth well qualified products and outputs (Oyedeji, 2012; Ogundele & Oparinde, 2012).
Nicolas (2014) noted that "Quality assurance is a guarantee to various stakeholders, students and employers that undergraduate and post-graduate programs are relevant and responsive to the developmental, social, intellectual and economic needs of contemporary societies. A QA system will also ensure continuing review of curricula and how these are being implemented, identify current weaknesses and strengths and plan for improvement". The Philippine Commission on Higher Education (CHED) defines quality as the alignment and consistency of the learning environment with the institution's vision, mission and goals demonstrated by exceptional learning and service outcomes and the development of a culture of quality (CHED Memorandum Order No. 46, s. 2012) similar to the practices of other developed countries. Educational programs and projects for student and faculty mobility as well as quality assurance in accordance with the ASEAN Integration assist the local academic institutions in reaching the goal of globalization (Dotong & Laguador, 2015b).
The word quality in educational institution is an elusive word that makes it difficult for researchers and educationists to define in concise language. The term quality was adopted from the industrial sectors where the quality of the products are adequately monitored through adequate supervision, monitoring, motivation in order to encourage high societal patronage at the market place. Dotong and Laguador (2015) stated that quality is the core of any business model to gain reputation and credibility from the local and international community wherein recognition from various accrediting and certifying bodies and agencies provide better opportunity for the organizations to prove their worth and claim for excellence.
QA mechanisms undoubtedly fuel the passion in the hearts of organizational members to move towards higher levels of quality manifestations (Javier, 2015) and failure to acknowledge its different dimensions can diminish the institutional purpose (Jung, et al., 2013). Ogundele and Oparinde (2012) see the quality assurance as a way of preventing wastage, mistake and defects in the products or services and avoiding problems when delivering the services. Sofoluwe (2005) defines quality assurance as planned and systematic actions that are put in place to provide adequate confidence needed to meet the needs and aspirations of clients. This is a systematic review of educational programme that ensure that acceptable standards of education, academic performance that ensure that acceptable standards of education, academic performance and infrastructure are being maintained (Sofoluwe, 2011). The author however stated that basic principles underlying the quality assurance are committeemen, focus, satisfaction, employee empowerment, contours change and transformation organization culture, team work training and retraining opportunities through regular capacity buildings.
Achi (2010) noted that quality assurance focuses on the learners' entry behavior characteristics and teachers' qualifications. To sum up the definition of quality assurance in education, the whole educational system must include the attitudes, objectivism, actions and procedures that enhance the production of the quality products that the institutions in education in the society. For any nation to aspire to a greater height, the educational programme of activities and learning should be adequately planned to enhance the implementation of quality assurance mechanisms in the products of the institutions.
Purposes of Quality Assurance in Education System
Article 1 Section 1 of CHED Memorandum Order No. 46, s. 2012 on the rationale for enhancing Quality Assurance states that Philippine higher education is mandated to contribute to building a quality nation capable of transcending the social, political, economic, cultural and ethical issues that constrain the country's human development, productivity and global competitiveness.
The need for quality assurance in schools cannot be over emphasized. In order to ensure the quality of the educational products in Nigeria, there are major needs in Nigeria's educational system to embrace quality assurance that will serve as an indispensable way for monitoring quality control strategy for every stakeholder. Also quality assurance mechanism will give opportunity for enhancing high standard in Nigeria's education at all levels.
QA Systems in HEIs provide mechanisms, procedures and processes that are systematized and institutionalized. The HEI is protected from arbitrary changes that can be imposed by stakeholders with new interests while the quality cycle becomes integral to the HEI operations (PACU, 2012).
The objective of ASEAN Quality Assurance Network Project is to promote regional harmonization in higher education by developing a QA framework in higher education that develop regional identities which countries could benchmark and align their own QA system of higher education with (PACU, 2012).
Program accreditation in Philippine higher academic institutions serves as a quality assurance mechanism and an approach for external body to monitor the implementation of educational practices to ensure high quality outputs. It is a voluntary procedure of submitting one's curricular offering to evaluation from accrediting agency to prove the institution's capacity in providing above the minimum requirements set by the Commission in Higher Education (CHED). This is one way of demonstrating optimum transparency and integrity in showing one's worth of possessing the character of an excellent university for the future leaders of the country (Laguador, Villas & Delgado, 2014). Padua (2003) noted that accreditation results are generally used for the grant of more autonomy to colleges and universities.
The quality assurance mechanisms assist in the monitoring and supervision of the existing programme implementation strategies in education system. Putting in place the quality assurance mechanism helps to determine the adequacy of the facilities needed for enhancing quality control in the interest of quality assurance in educational levels.
Furthermore, quality assurance aids the effectiveness and efficiency in meeting the organization goals. Samshark (2011) also identified the following purposes for putting in place the quality control as follows: to improve teaching learning processes to enhance public accountability and patronage, to enhance information and market transparency, to enhance equitable distribution of resources in educational system and to provide the guidelines and efficient methods, procedure which will assist the schools to implement predetermined programme of activities that will enhance quality control and assurance in the school system.
Quality Assurance Mechanism in Philippine Schools
The QA in the Philippines is measured through Degree Program Level Accreditation (Padua, 2003) wherein HEIs are voluntary submitting their individual baccalaureate and graduate degree programs to external evaluation of legitimate and registered educational associations or organizations. Accreditation is seen as a system of evaluation based on the standards of an accrediting agency (Corpus, 2003a).
Interests of students and society should be at the forefront of External Quality Assurance Principles and Processes. QA standards, criteria and procedures are developed together with stakeholders; published in advance and readily accessible to the public; and applied consistently, fairly and with due regard for cultural diversity (PACU, 2012).
One possible assurance mechanism that HEIs can acquire is the Philippine Quality Award which is a national quality award comparable with the Malcolm Baldrige National Quality Award (MBNQA) of the US and those in Europe and Asia ("Background of PQA"). There are 6 HEIs recognized for their Commitment to Quality Management and 2 for Proficiency in Quality Management. The most recent recipients from the academic sector in 2015 are the Colegio de San Juan Letran Manila and the Lyceum of the Philippines Laguna (Dotong & Laguador, 2015a).
The PQA aims "to promote standards in organizational performance comparable to those of leading business abroad, pursuant to the country's effort to be globally competitive; to establish a national system for assessing quality and productivity performance, thus providing local organizations regardless of size, sector and maturity with criteria and guidelines for self-assessment to guide their quality and productivity improvement efforts; and to recognize organizations in both the private and public sector which excel in quality management and overall organizational performance, thus providing Philippine industries with benchmarks and models to emulate" ("PQA Objectives").
Accreditation: The accreditation system in the Philippines started in 1957 through the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) which is the oldest and largest accrediting agency in the country when they developed evaluation instruments, trained the accreditors and performed public information about the importance of voluntary accreditation (Arcelo, 2003; Pijano, 2010).
A unique feature of the accreditation system in the Philippines is the government's policy of classifying schools for purposes of progressive deregulation and the grant of other benefits. The levels serve as pathways for colleges and universities as they move on from candidacy to full membership. While CHED policy clearly benefits accrediting agencies, the amount of control it exerts is also a threat to the private voluntary nature of the accreditation system, which is one of its strengths (Pijano, 2010).
There are several accrediting agencies in the Philippines which are all under the umbrella of Federation of Accrediting Agency of the Philippines (FAAP) such as: Philippine Association of Accrediting Agencies of Schools, Colleges and Universities (PAASCU), the Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP), the Philippine Association of Colleges and Universities-Commission on Accreditation (PACU-COA), the Association of Christian Schools and Colleges (ACSC).
The Philippine Government through CHED has various initiatives to strengthen the educational system in higher education through introducing the Center of Excellence and Centre of Development as another assessment tool for ensuring quality in offering tertiary degree programs. CHED's Centre of Excellence refers to a department within a higher education institution, which continuously demonstrates excellent performance in the areas of instruction, research and publication, extension and linkages and institutional qualifications" in pursuant to the Higher Education Act of 1994.
Many governments have implemented, or are considering, policies of concentration within national systems to lift the performance of selected universities (Marginson, 2009). Granting recognitions as centers of excellence and development to tertiary institutions is a great initiative from the Philippine Government but the issue on how this program can really uplift the entire educational system of the country is still in question. Because out of 2,299, there are only 97 Philippine HEIs or nearly 4 percent have either COE or COD recognition from CHED as of September 20, 2012 with expiration on May 31, 2014. And most of them are those already high performing HEIs in the country which are voluntarily applying for this recognition but those low performing HEIs still remain unresponsive to the call for application.
(Continues…)
Excerpted from "School Environment in Nigeria, Ghana and the Philippines"
by .
Copyright © 2017 Princewill Egwuasi.
Excerpted by permission of AuthorHouse.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.
Table of Contents
About the Editors, ix,
Preface, xi,
Acknowledgment, xiii,
List of Contributors, xv,
Guidelines for Authors, xxi,
QUALITY ASSURANCE ISSUES,
HIGHER EDUCATION ISSUES,
MANAGEMENT ISSUES,
BUSINESS ISSUES,
LIBRARY AND INFORMATION TECHNOLOGY ISSUES,
SPECIAL EDUCATION ISSUES,
GLOBALISATION ISSUES,
SCIENCE ISSUE,