Ensure Quality Education Research Articles

Achieving Accountability and Quality Education through Assessments: A Comprehensive Exploration of Assessment Practices in Zambia

This paper explores the role of assessments in achieving accountability and quality education provision in Zambia. The attainment of quality education is dependent upon the establishment of systems that ensure transparency, efficacy and accountability within the education system at all levels. Assessments play a crucial role in achieving accountability and ensuring quality education provision. Despite efforts to provide a comprehensive assessment system that has evaluation procedures that can assess more intellectual capacities, attitudinal and dispositional outcomes in areas of innovation, problem solving, self-initiated and self-sustaining, Zambia grapples with issues of equity and inclusivity in assessment practices which pose significant obstacles to achieving fair and meaningful evaluation of assessment system that promotes accountability and enhances quality education provision. Employing descriptive survey design and desk review of different collections of literature, policies, frameworks and reports, the study aims to illuminate both the strengths and weaknesses inherent in the current assessment practices within the Zambian context. Furthermore, the study endeavours to unearth the challenges impeding effective assessment practices, while simultaneously proposing strategic recommendations aimed at enhancing the existing shortcomings. The findings underscore the importance of robust assessments practices in augmenting accountability and ensuring quality education outcomes, providing valuable insights for policymakers, educators and stakeholders invested in advancing accountability and quality education provision through assessments. In addition, the study recommends incorporation of teacher training and all stakeholders involved in assessment practices, improve of existing infrastructure, construction and equipping of laboratories with equipment and apparatus, enhancing monitoring and supervision, re-thinking stipulated guidelines on assessment implementation and utilization of funds in schools. Additionally, re-consideration of resource allocation and material provision, coupled with feedback provision and analysis of capacities should be implemented in order for Zambia to develop a pathway towards a more equitable, inclusive and high-quality education system that empowers all learners to realize their maximum potential.

Greening TVET for Sustainable Skill Development: Opportunities and Challenges in Botswana with a Focus on Quality Education

The need to reorganise economies and the skill sets that individuals will need in the new order is urgent since climate change is impacting the entire planet. TVET systems are required to reskill and provide human capital with environmentally sustainable skills for green economies and jobs. This article investigates potential additional benefits that greening TVET education may offer to students, the employment market, and Botswana as a whole. The study examined current research on Botswana's preparedness for a green TVET industry. Results highlight the crucial role of greening TVET systems in supporting nations to achieve the Sustainable Development Goals (SDGs), particularly in meeting their climate change commitments and ensuring quality education. Investments made concurrently in greening TVET, green industries, and green technology have the potential to prevent significant employment losses and to create a significant number of new jobs for recent graduates. The emphasis should be on occupational green skills and any support mechanisms that may establish a green TVET system to take advantage of the new prospects. Additional findings point to the need for strong labour market data and skills anticipation to pinpoint in-demand green talents and create fresh initiatives focused on the green economy. To lessen potential issues of fragmentation between TVET greening programmes, environmental legislation, and the green job market, countries must have professionals to perform quality assurance and monitoring of the novel synergies between the greening of TVET systems, learner skills, and the job market.

Role of transformational leadership in implementation of Education 4.0: a parallel mediation model in context of higher educational institutions (HEIs)

Purpose Transformational leadership has attained immense attraction in contemporary research for its positive contribution in implementation of Education 4.0. Drawing on social bond theory and employee stewardship theory, this study aims to examine the mediating roles of employee engagement and organisational citizenship behaviour between transformational leadership and Education 4.0 in higher educational institutions. Design/methodology/approach Data was collected through survey questionnaire by using three-wave time lagged study design from regular faculty members of Indian higher educational institutions. Hayes Process Macro was used for testing the parallel mediation model. Findings Transformational leadership has a positive and significant impact on Education 4.0. The results of this study indicate that employee engagement and organisational citizenship behaviour partially mediate the relationship between transformational leadership and Education 4.0. Furthermore, the analysis explains that employee engagement and organisational citizenship behaviour leveraged under transformational leadership act as parallel mediators, and there is no statistical difference between them. Originality/value To the best of the authors’ knowledge, this study is first in itself to consider more than one factor influencing the relationship between transformational leadership and Education 4.0, thus making ground for parallel mediation. This study addresses the urgent call by United Nations for achieving Sustainable Development Goals (SDGs) by ensuring quality education (SDG 4) and reducing inequality (SDG 10), thereby giving peaceful and strong intuitions (SDG 16).

Taming the Monster: How can Open Education Promote the Effective and Safe use of Generative AI in Education?

The development, use, and timely promotion of Open Education (OE) has been effective in addressing myriad educational concerns, including inclusivity, accessibility and learning achievement, among many others. However, limited information exists in the literature concerning how OE could enhance Generative Artificial Intelligence (GenAI), which is receiving extensive interest and criticism at this time. To address this research gap, this study relies on the Open Educational Practices (OEP) framework of Huang et al. (2020) to provide various OEP scenarios that could help to promote and facilitate the effective and safe adoption of GenAI in education. The findings of this study could provide guidelines on how relying on OEP when adopting GenAI could help in ensuring quality education which is the sustainable development goal (SDG 4) of the United Nations (UN).

Improving health outcomes in Cameroon through competency-based curricula and stakeholder engagement in accreditation

This review article explores the accreditation process for health personnel training in Cameroon, emphasizing its critical role in ensuring quality education and improving healthcare delivery. It begins with an overview of the current state of health education institutions and regulatory mechanisms, highlighting the need for robust national guidelines for accreditation. The review examines the importance of autonomous councils for each health specialty, emphasizing their role in establishing specialized standards, monitoring compliance, and promoting ethical values in training. It also discusses the historical context and evolution of accreditation, identifying past limitations and the necessity for updated standards. The strengths and challenges of the proposed guidelines are analyzed, focusing on their potential impact on the competence of health professionals. Comparative assessments with successful accreditation systems in other African nations, such as Nigeria and Ghana, provide valuable insights into best practices. The perspectives of various stakeholders, including government agencies, educational institutions, and healthcare providers, are examined. The article concludes with recommendations for enhancing accreditation processes, including capacity building and continuous stakeholder engagement, ultimately supporting the development of a competent healthcare workforce aligned with national health goals.

Accessing the Impact of Policy Reforms on the Rights to Education: A Comparative Study of Emerging and Developed Economies (Nigeria and the U.S. )

This study examined the impact of education policy reforms on the right to education in emerging and developed economies, focusing on Nigeria and the United States. It analyzed how policy interventions shaped access to education, the quality of educational outcomes, and equity in both countries. The key research questions investigated the effectiveness of education reforms in improving access, addressing regional and socioeconomic disparities, and ensuring quality education. The study adopted a comparative case study methodology, analyzing secondary data, policy documents, and education statistics from both nations. Theoretical frameworks such as Human Capital Theory and a rights-based approach to education were used to evaluate the policies' impact. Findings revealed that while Nigeria made significant strides in increasing school enrollment through policies like the Universal Basic Education (UBE) program, it struggled with quality, funding, and regional disparities. In contrast, the U.S. achieved widespread access to education but faced persistent challenges related to racial and socioeconomic inequities, influenced by the shortcomings of standardized testing and uneven funding allocation. The study’s implications suggested that addressing policy implementation, funding, and equity issues is essential for advancing the right to education. Recommendations were provided to strengthen reforms, improve funding mechanisms, and promote equitable access to quality education in both contexts.

DEVELOPMENT OF STUDENTSʼ MOTOR ACTIVITY USING DISTANCE LEARNING TECHNOLOGIES

The article analyzes the implementation of various modern methods and technologies of interaction between students in the educational process of higher education institutions, from the point of view of the skills of organizing and conducting online events. It was found that the development of students’ motor activity and the organization of the educational process of physical education using distance learning technologies in emergency conditions and crisis situations has its own pedagogical, technical and social features, which must be resolved in order to ensure quality education and increase the effectiveness of the educational process of higher education applicants. Based on the analysis of technological results that contribute to the improvement of the results of the use of distance technologies, the following “adaptive learning technologies”, “mobile learning”,“virtual”,“augmented and hybrid reality”, “Internet of things”, next-generation learning management systems, artificial intelligence and natural user interfaces have been selected. Attention is focused on technologies and methods that can help maintain or even increase the level of motor activity of students during distance learning: organization of online fitness classes through video communication or using video platforms, which will allow students to participate in training directly from their homes; the use of mobile applications for fitness, which offer training programs and exercises to support motor activity; the use of applications that offer mobile exercises and tasks that stimulate students to be active, especially if it looks like a game or a competition; creating reminders or regular breaks for physical activity during distance learning can help students maintain an active lifestyle. The need to provide students with opportunities for physical activity remotely, using technologies and innovations that are accessible and attractive to them.

FUNDAMENTAL PRINCIPLES OF SUSTAINABLE DEVELOPMENT AS A BASIS FOR THE FORMATION OF HUMAN CAPITAL IN RURAL AREAS

The article is dedicated to the analysis of economic, social, and environmental problems that intensified at the end of the 20th century and the beginning of the 21st century, stimulating the development of the concept of sustainable development. The authors examine contemporary challenges related to inequality between rich and poor countries, rising greenhouse gas emissions, and the consequences for the environment and society. The aim of the study is to systematize and generalize the existing theoretical and methodological foundations of sustainable development and to clarify them in the context of human capital formation in rural areas. The historical development of the concept of sustainable development, which was established at the UN conference in Rio de Janeiro in 1992, is considered, and three main components of this concept are presented: economic, social, and environmental. The study addresses the classical concept of sustainable development based on the Venn diagram, illustrating the harmonious combination of these components. Special attention is given to the analysis of indicators used for assessing sustainable development in rural areas. Specifically, both domestic and foreign methodological approaches to measuring the effectiveness and inclusiveness of the development of these areas are studied. The article examines various methodological approaches to assessing sustainable development, particularly in rural areas, with a focus on the Sustainable Development Goals (SDGs) of the UN. The study presents an analysis of 17 Global Goals adopted for the period until 2030, aimed at achieving peace, prosperity, and sustainable development in all countries. It is revealed that Ukraine, as a UN member, has actively participated in the implementation of the SDGs, particularly through the national report “Sustainable Development Goals: Ukraine” in 2017. The study substantiates the importance of adapting global goals to the national characteristics of Ukraine, taking into account the specifics of the socio-economic and ecological system. A list of key goals for sustainable development in rural areas of Ukraine is provided, including poverty eradication, agricultural development, ensuring quality education, clean water, decent work, innovation, and infrastructure. The research identifies the importance of indicators for monitoring the achievement of goals and comparing them with the target values planned for 2030. However, considering the current situation with Russian aggression, the achievement of these goals is only possible in the long-term perspective.

Training Needs of Ward Education Officers for Ensuring Quality Education a Study of Primary Schools in Mkuranga District, Tanzania.

This study was set to find out the training needs of Ward Education Officers` in ensuring Quality Education in Tanzania. It mainly focuses on determining WEO`s supervisory training needs that will enable them to ensure quality education provisions in schools in Mkuranga District, highlighting the challenges that WEO's face while carrying out supervision of schools and establish the remedial measures to the identified challenges WEO's face in Mkuranga District. The study sample comprised of 26 informants made up of 25 WEO`s and 1 District Education Officer (DEO). A concurrent transformative mixed method approach was applied because each method of data collection complements each other. Questionnaires and interview guide questions were used to collect data from the respondents. The reliability of quantitative data was established through Cronbach- Alpha where by (r=0.828 for WEO`s questionnaire) while reliability for qualitative data was established through trustworthiness. Quantitative data was analyzed by using descriptive analysis to generate frequency, means and percentages by using the Statistical Package for Social Science (SPSS) version 25 Computer while Qualitative data was analyzed thematically and presented in words by verbatim quotations. The study concluded that, WEOs are facing the challenges that hinder their ability to provide effective supervision for ensuring quality education in schools. Such major challenges include lack of training, inadequate resources and lack of cooperation from the community in which they work. WEOs are in dire need for training in order to enable them supervises school for ensuring quality education. The study therefore recommends that, the program designers plan for supervising training to the WEOs either before being appointed or the inset training if they want WEOs to fit into there jobs. Also WEOs should only be selected among teachers who have the knowledge of education management and supervision.

Data-driven decision making in higher education to ensure quality education: a bibliometric review study

In the evolving landscape of higher education, data-driven decision-making has emerged as a crucial strategy for enhancing quality education. This bibliometric review study examines the existing literature on data-driven decision-making within higher education to outline its impact on the quality of education. This study employs a thorough bibliometric analysis to gather and analyze scholarly articles from major databases. It identifies main trends, influential authors, and key research themes in the field. The findings reveal that there is increasing focus on leveraging data analytics, learning analytics, and educational data mining to inform policy, teaching methods, and administrative strategies. The study also highlights the challenges and opportunities associated with implementing data-driven approaches, such as data privacy concerns and the need for robust data governance frameworks. By synthesizing current research, this review provides a holistic understanding of how data-driven decision-making can be strategically employed to ensure and enhance the quality of education in higher institutions. This paper not only contributes to the academic discourse by mapping the intellectual landscape but also offers practical insights for educators, policymakers, and administrators aiming to foster a data-informed educational environment. Keywords: data-driven decision, university, higher education, quality assurance, quality education, university management, bibliometric analysis.

Professional learning communities of school leaders within inter-school networks: opportunities and conditions for sustainable professionalization

Given the challenging and complex task of school leaders to ensure quality education, peer learning is important for both professional and school development. Structural inter-school networks are relevant in the context of collective learning. Initiating quality partnerships between school leaders sustainably is challenging. Using a mixed-methods approach, we examine professional learning communities (PLCs) as a form of formal collective learning developed within existing inter-school networks during a two-year professionalization trajectory, what the experienced (learning) outcomes are, and which variables affect sustainable long-term development. Data collection was based on online surveys and in-depth interviews. Results indicate that the quality of collective learning increased significantly during the two-year trajectory. Most explanatory of the PLC’s continued sustainability as a professional network for school leaders is the PLC’s perceived approach during the PT. The perceived facilitating role of the inter-school network influences structural choices regarding future continuation and approach. It also demonstrates the need to invest in sustainable collective learning. Further longitudinal research into the sustainability of PLCs within inter-school networks and the quality of coaches is recommended.

The Influence of Teachers’ Attitude towards Performance Appraisal System on Their Job Performance as Mediated by Secondary School Teachers’ Motivation

Research on teachers' performance appraisals is increasing because of a lack of understanding of the system, how it affected their motivation to work, and performance in the educational field. Thus, this study investigated the relationship between teachers' attitudes toward the performance appraisal system and their work performance, as mediated by teachers' motivation, in Ethiopia's Enbise Sar Midir district. The researcher employed a correlational research approach by collecting data from 265 teachers through questionnaires. Initially, the validity and reliability of scales were confirmed. The results showed a statistically moderate to high, favorable, and significant relationship between teachers' attitudes about appraisal systems, motivation, and work performance. This study found that if performance appraisals are conducted with transparency, equity, and a commitment to supporting teacher improvement, they increase teachers' job performance. That means, it is reasonable to expect that if teacher views toward the PA improve, so do their motivation to work and perform. Furthermore, teachers’ motivation to work partially mediates the relationship between teachers’ attitude towards performance appraisal system and work performance. This study found that many motivational strategies can be used to make instructors professionally satisfied and work well, and the state government can build appropriate PA systems. This research adds knowledge to the theory and literature on teachers' performance appraisal, motivation, and performance in the context of Ethiopian situation. This is expected to encourage further researchers and has the potential to make teachers more accessible to more students and schools, and so contribute to ensuring quality education (SDG 4).

The Practice of Distance Technology Application in the Training Future Maritime Specialists

In the article, the authors describe the features of the implementation of distance learning under current conditions in Ukraine for future specialists in the maritime industry. The authors analyze the benefits associated with the implementation of distance learning methods in the maritime industry, and also recommend the use of various innovative technologies, such as virtual reality, video conferencing models and online courses, which can improve the quality of education and training of future professionals. The scientific research analysis in the context of the specified problem has been carried out, and the trend of developing distance education as an element of sustainable development of maritime education has changed. The relevance of this article lies in the increasing need to modernize the educational process in the maritime transport, and the usage of remote technologies is becoming more and more widespread, especially in the current conditions in Ukraine: the war started by the Russian Federation in February 2022, the rapid development of the Internet and the communication technology. The maritime industry requires highly qualified professionals who have in-depth knowledge and skills in various aspects of this industry. The authors also note that lecturers' digital skills are the key ones in the success of distance learning for future maritime professionals, as they help to ensure quality teaching and effective communication between teachers and students, regardless of physical distance. The advent of distance technology allows providing educational applicants with wider access to educational materials, communication with experts and opportunity to acquire knowledge in real time. In the article, the authors give recommendations for lecturers, pedagogues, scientific and pedagogical staff, that can be useful in the process of distance learning.

Self-Efficacy and Teaching Competence of TLE Teachers as Mediated by Performance Standards

This quantitative study investigated the mediating role performance standards among on the relationship of teaching competence and self-efficacy of Technology and Livelihood Education (T.L.E.) teachers. Data were collected 200 T.L.E. teachers to assess these variables using statistical analysis including mean, correlation, regression, and Path analysis. Findings indicated high levels of self-efficacy, teaching competence, and performance standards among T.L.E. teachers. Notably, self-efficacy significantly influenced teaching competence and performance standard partially mediated the other two variables. This study emphasized the importance of continuous professional development and collaborative efforts to maintain high performance standards in TLE education. Recommendation included investing in specialized continuous professional development, fostering self-efficacy through mentorship and support programs, and promoting collaborative efforts to sustain performance standards. Integration of targeted interventions to strengthen performance standards. Integration of these recommendations by educational stakeholders could foster a vibrant TLE environment, ensuring quality education and professional growth for both educators and students.

Exploring students’ learning from home under a health emergency: the experiences of undergraduate students and postgraduate students

PurposeThe outbreak of the COVID-19 pandemic led to the rise of online learning in Hong Kong. Online learning was identified as the only solution to meet students’ learning needs in the higher education sector during this chaotic period. This research aims to explore students’ perceptions of online teaching and learning from home under a health emergency via a comparison of undergraduate and postgraduate students’ experiences.Design/methodology/approachA total of 174 postgraduate students and 286 undergraduate students in various universities and colleges in Hong Kong were surveyed in this study.FindingsThe results show that postgraduate students generally gave more positive feedback on individual and environmental prerequisites, alongside pedagogical and institutional support, and were more motivated in online classes as compared to undergraduate students. Undergraduate students considered the shift to online education in light of the COVID-19 pandemic to be timely and rated their level of discipline with respect to online learning higher than did postgraduate students.Originality/valueThis study enables educators to better understand the first-hand experiences of students across different levels of study in Hong Kong, as well as to examine the possibility of establishing online education as a more prevalent mode of study in the future. The COVID-19 pandemic has educated us on the significance of being well-prepared to ensure quality education continues when emergencies and disturbances arise.

Advancing Young Learners’ Scientific Literacy Through School Media Resource Centres

This qualitative study explores the state of school media resource centres (SMRCs) and their impact on fostering scientific literacy among early-grade learners in Staff Primary Schools. Perspectives of primary school librarians were gathered through photovoice methodology and semi-structured interviews from four selected schools within Owerri Education Zone 1, Nigeria. Thematic analysis was employed to scrutinise the data, ensuring credibility and trustworthiness through member checking and triangulation. Findings reveal a glaring absence of functional SMRCs despite the presence of school libraries, impeding effective teaching and learning processes. Librarians expressed the significance of SMRCs in advancing scientific literacy, yet perceived constraints hinder their efficacy. Challenges include inadequate funding, technological infrastructure, security concerns, and outdated resources. Recommendations highlight the necessity for prioritised financing, professional development opportunities, and collaboration with external stakeholders to enhance SMRCs. Moreover, addressing electricity-related challenges, updating library collections, strengthening security measures, involving parents, and implementing talent development programmes are crucial. In conclusion, the absence of functional SMRCs in staff primary schools significantly impedes the progress and holistic development of scientific literacy of early-grade learners. Addressing these deficiencies is imperative to foster scientific literacy and ensure quality education in the 21st century.

Forms and methods of professional development for biology teachers

This article explores various forms and methods of professional development for biology teachers within the modern education system. Given the constant evolution and change in biology, teachers must remain at the forefront of knowledge and pedagogical techniques to ensure quality education for their students. The article discusses different forms of professional development and analyzes the role of educational environments and postgraduate education institutions. The conducted survey highlights the significance of implementing professional development and motivating educators in their professional activities. The conclusions of the article are valuable for both biology teachers and educational institutions planning to develop support and training systems for pedagogical staff in the field of biological education. The authors emphasize that the professional development of biology teachers requires a combination of different methods and an active approach to learning. This is essential for the effective implementation of scientific achievements in the educational process and the provision of quality education in this field.

The Role of Communities of Practice in Developing Yemeni EFL Teachers' Continuous Professional Development

Teaching is a profession that necessitates continual growth and adaptation. Teachers are tasked with updating their teaching practices to align with evolving methodologies and technological advancements in education. One effective strategy for achieving this is through Communities of Practice (CoP), where educators can collaborate with peers in their subject area, sharing insights and learning from each other’s experiences. This study investigates the perceptions of Yemeni EFL (English as a Foreign Language) teachers participating in CoPs, focusing on how these communities contribute to their Continuous Professional Development (CPD). The research aims to identify which aspects of CPD are most valued among Yemeni EFL teachers, while also exploring the influence of variables such as gender and years of teaching experience on CPD outcomes. Employing a quantitative approach, data was collected through a validated, close-ended questionnaire comprising 16 items. The questionnaire, validated for reliability with 15 CoP members (Cronbach’s α = 0.872), was administered to 54 CoP participants who engaged in a program facilitated by the British Council in Yemen between late 2022 and early 2023. Statistical analysis using SPSS (Version 23) was conducted to interpret the findings. The study reveals that Yemeni EFL CoP members reported significant CPD enhancements, with an average score of M = 3.90 attributed to their participation in CoP activities. Specifically, engagement in CoPs received the highest rating among CPD components (M = 4.04), closely followed by Foundation and Specialisation (M = 4.01), with Integration scoring M = 3.65. Furthermore, the study found no significant differences in CPD outcomes based on gender or years of teaching experience among CoP members. The findings underscore the importance of fostering CoPs among EFL educators to facilitate knowledge sharing and professional development. Additionally, the study recommends that EFL university instructors promote CoP formation among their students to prepare them for successful careers in education. By leveraging CoPs, Yemeni EFL teachers can continuously enhance their teaching practices, staying abreast of advancements in pedagogy and technology, thereby ensuring quality education for their students.

Teachers’ Professional Development and Job Performance in Public Secondary Schools of Kicukiro District, Rwanda

The professional development and performance of teachers in Kicukiro District are very important to ensuring quality education. Despite the responsibilities outlined in the Teachers' Act, including attendance at classes, lesson planning, and student assessment, the report found that there are gaps, particularly in relation to absenteeism and planning. These problems are a threat to student achievement and school performance and show a great need for research and strategies to improve teacher performance. The aim of this study is to examine previous implementations of professional development programs, assess their impact on teaching skills, teaching methods, and subject knowledge, and identify potential barriers to their effective implementation. Through a descriptive correlational research design, primary data were collected through questionnaires, and secondary data were collected through document analysis by selecting 15 principals and 435 teachers. Data analysis included descriptive statistics, correlation, and analysis using SPSS version 22.0. The correlation analysis of the variables showed a significant relationship between the different factors. For example, there is a significant positive relationship between teacher training and effective teaching practices (r = 0.611, p < 0.01), students’ performance (r = 0.940, p < 0.01), and teacher professional growth (r = 0.890, p < 0.01). Likewise, undergraduate and short courses are positively correlated with effective teaching (r = 0.598, p < 0.01), student performance (r = 0.552, p < 0.01), and teacher professional growth (r = 0.550, p < 0.01). Continuing professional development (CPD) has a significant positive relationship with effective teaching practices (r = 0.732, p < 0.01), student engagement (r = 0.431, p < 0.01), and teacher professional growth (r = 0.469, p < 0.01). In addition, seminars were positively correlated with effective teaching methods (r = 0.255, p < 0.01), student performance (r = 0.496, p < 0.01), and teacher professional growth (r = 0.521, p < 0.01). These results indicate that these training and development activities are associated with improved teaching practices, student outcomes, and teacher professional growth. Finally, the research highlighted the importance of CPD for teachers and their job satisfaction. The research recommended that the government should invest in supporting teachers and schools in providing the training and resources that are needed for teacher development, hence the performance.

Peran Standar Pengelolaan PAUD dalam Meningkatkan Perkembangan Sosial Anak Usia Dini

This research discusses the role of preschool management standards in improving early childhood social development in Indonesia. preschool plays a crucial role in children's development, with curriculum, teaching methods, infrastructure, and parental and community involvement being key elements in ensuring quality education. Good preschool management standards can create a conducive learning environment, encourage healthy social interactions, and support the development of children's social skills. The research uses the literature study method by collecting data from various relevant sources such as books, scientific journals, articles and official documents. The analysis shows that Total Quality Management (TQM) indicators, such as leadership, commitment, customer focus, data measurement and analysis, and continuous improvement, can be applied in preschool management to improve service quality. Although there are implementation constraints, such as uneven quality of preschool and lack of a comprehensive assessment system, this study provides recommendations to improve access to educational resources, develop an objective assessment system, and increase parental and community involvement. With collaborative efforts from various parties, the quality of early childhood education in Indonesia can be improved, ultimately supporting children's optimal social development.