I have recently engaged in few talks with some of my graduate students and it was interesting to note how many of them believed that empathy was one of the crucial determinants of the quality in education.
This reminded me that a while ago I came across the following innovative concept:
“Empathic Education is a belief that our schools must help children aspire to be collaborative and cooperative human beings who interact in a world where energy sources are diminishing, commerce has become global and the rise of social media has made our "neighbor" not just someone who lives down the block, but also across the globe.”
This http://www.edqual.org/publications/workingpaper/edqualwp3.pdf is perhaps a bit out of date, but contains a useful discussion from various perspectives.
Of course, before defining 'quality of education' you have to decide your definition of 'quality' itself. Some people say 'quality' means excellence and cite examples like 'a quality product'. However, if you think about it, in 'a quality product' the word 'quality' is intended to mean 'excellent', not 'excellence'. Also, if 'quality' means excellence, then the term 'quality enhancement' seems a bit odd. One can, I suppose, enhance excellence, but not by much.
In my view, it's best to stress the essential variability of quality. Quality can be high, low or satisfactory. It varies across institutions, within institutions, across time etc. And, to put ti simply (because I lack time to discuss in greater detail) whether the quality of something in education is high, low, or satisfactory can normally be ascertained by assessing its fitness for purpose.
Quality of education come up with education it self to educate human to be better knowledge and behavior.
Truly its not only creating academically excelence toward subject he/she take as hard skill. But also soft skill literacy as build up communication skill, dicipline and responsibility,teamwork as collaborative and cooperative that is character education.
Quality in education to me is quality in learning i.e the outcome or impact. Learning happens at both sides .i.e at the end of professor and at the end of students too. Very important element is concern towards learner. Unless you are interested in learner with objectivity, quality will not come. There can not be a Superior or inferior quality! I mean quality is either present or absent. You need to be student centric when you are quality centric.
I believe this is a very interesting question and I am personally very much interested in this topic. As a matter of fact, I have asked this question ("What does quality of education mean to you?") to more than 100 of my students from different generations. I believe having the perspective of the students themselves over the meaning of quality in education is a good start to better understand the difference in perceptions between students and professors. I share with you some of the answers that came out the most: (a) courses that are more practical than theoretical, (b) a student-centered methodology used by the professor, (c) a value-based education, (d) good infrastructure and up-to-date study materials, and (e) inclusive education. Hence, what I am trying to say is that irrespective of what I believe as a professor, it seems that as long as I take into consideration the above elements, my students will perceive that they are receiving quality in education. As such, my question is... can we talk about quality in education as being contextually relative?
Great question, but I am sure that some people must have studied this topic - quality of education - and identified the parameters.
After we learn the parameters, we can comment on the current status.
Have a great day!
Sundar
Dear @Charles, I like to define quality of education by obseving the output of education; the following paper presented by UNICEF at the meeting of "The International Working Group on Education Florence, Italy, June 2000" discusses many related issue. Abstract: During the past decade much has been done globally to provide quality basic education for children, an obligation for the Convention on the Rights of the Child. In reviewing the research literature related to quality in education, UNICEF takes a broader perspective and demonstrates by this analysis that programmes must encompass a broader definition involving learners, content, processes, environments and outcomes, see the article at the link:
http://www.unicef.org/education/files/QualityEducation.PDF
Quality in education does not mean only the quality of achieving the Intended Learning Outcome. It includes also the quality of inputs and processes.
To me, quality of education endows the following characteristics:
(1) Richness of information, (2) ability to search for relevant information, (3) ability to break larger problems into smaller problems and establish link among them, (4) ability to apply information to solve problems, (5) inclination and ability to experiment with newer and untried methods to resolve the problem, (6) ability to grasp abstract ideas and see interconnection among apparently different ideas, and (7) ability to generalize.
Quality of education is the change in class entry behavior to exist behavior of the students. If this change is towards the desired outcome then there is a quality.
Introducing specialization, collaboration, fundamental and applied research, high technology as emerging trends, emphasis on entrepreneurship, exchange of faculty at international level.
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