Improve Education Quality Research Articles

Research on Ideological and Political Education of Ethnic Minority Students in Western Universities

In recent years of enrollment expansion of colleges and universities at the same time national education implement preferential policies for minority students, the number of ethnic minorities in the colleges and universities With national its particularity and complexity, the western college attaches great importance to the minority students' ideological education, with the western economic development, the ethnic students in colleges and universities education also has many problems of improving education quality.

An Improved Genetic Algorithm and Neural Network‐Based Evaluation Model of Classroom Teaching Quality in Colleges and Universities

Research on educational quality has gotten a lot of attention as the current higher education teaching reform continues to deepen and grow. The key to improving education quality is to improve teaching quality, and teacher evaluation is an important tool for doing so. As a result, educational management requires the development and refinement of a system for evaluating teaching quality. Traditional approaches to assessing teaching quality, on the other hand, are problematic due to their limitations. As a result, a scientific and reasonable model for evaluating the teaching quality of college undergraduate teachers must be developed. We present a unique model for evaluating the quality of classroom teaching in colleges and universities, which is based on improved genetic algorithms and neural networks. The basic idea is to use adaptive mutation genetic algorithms to refine the initial weights and thresholds of the BP neural network. The teaching quality evaluation findings were improved by improving the neural network’s prediction accuracy and convergence speed, resulting in a more practical scheme for evaluating college and university teaching quality. We have conducted simulation experiments and comparative analysis, and the mean square error of the results of the proposed model is very low, which proves the effectiveness and superiority of the algorithm.

Thoughts on the Construction Mechanism of College Teachers' Leadership

In the education construction of first-class universities and disciplines of the world, the construction of teachers' leadership is a core point. Improving the leadership ability of teachers in colleges and universities will bring about the consolidation and promotion of teachers' strength and realize the in-depth development of teachers' innovation potential and educational value. The construction of teachers' leadership will drive the reconstruction of the pattern of school education and the innovation of education. At present, the leadership of college teachers includes many aspects, including curriculum leadership, teaching leadership, as well as the scientific leadership, and governance leadership, so it is necessary to explore the construction mechanism of college teachers' leadership to achieve the construction of teachers' diversified leadership, and achieve the goal of improving quality education. This work mainly discussed the leadership construction of college teachers, focused on the institutional level, and studied in detail from the construction mechanism, supervision mechanism and cultural mechanism, so as to provide theoretical guidance for the construction of teachers' leadership.

Confronting challenges of recent changes in social science education in Sri Lankan university system

This study analyses the challenges of recent changes in Sri Lankan higher education concerning social sciences and how those challenges can best be tackled. There is a strong sentiment that universities in Sri Lanka is in a state of constant crisis, as rising demand for higher education is not being met, despite its growing importance on the sustainable development agenda. This criticism focuses on higher education concerning social sciences and humanities, in terms of their relevance in the market economy. The mismatch between the needs of society and courses offered by universities has contributed to a high level of graduate unemployment. A mixed research method was employed in this research and the analyzed data were supported providing some secondary data. The paper discusses that challenges stemming from recent changes in higher education in social sciences are often related to transformed and reinterpreted expectations of university education and about approaches to university education. Maintaining and improving education quality, improving the relevance of curricula at a time of rapid changes in the market economy, accommodating societal needs, and going along with dynamic nature of global higher education are some of the challenges lead to an unstable situation in the social science education unless appropriately dealt with.

Concept of Human Resources Development to Improve Teacher Performance: Multi-Case Study

This study aims to analyze the concept of Human Resource Development carried out by schools in improving the performance of teaching staff at Elementary School Muhammadiyah of 1 Jember and Al Baitul Amien of 1 Jember. This research method uses a qualitative approach with a multi-case study design. The multi-case study used in this study uses two research sites. Data collection techniques in this study used participant observation, documentation, and interviews. Based on the research conducted, it can be concluded that the concept of the human resource development program carried out by these schools to improve the quality of teacher performance, namely: (1) increasing the abilities, skills, attitudes, and responsibilities of educators (teachers) to be more effective and efficient, (2) optimizing human resource development as much as possible by delegating to educators (teachers), and (3) striving to improve education quality by recommending educators (teachers) to take further studies to a higher level. There is no multi-case study research in improving the performance of students.

Placing blame or a call to action? An analysis of Uwezo in the Kenyan press

Citizen-led assessments were developed in the mid-2000s to gather evidence on children’s learning outcomes following the rapid increase in primary student enrolment in the developing world. Integral to their philosophy is social accountability and community engagement. While most large-scale assessments focus on test-based accountability to promote policy shifts, citizen-led assessments, utilizing the information-accountability causal chain, theorize that information of low learning outcomes, disseminated widely, will engage stakeholders in activities and debates, ultimately leading to improvements in education quality and service delivery. This paper examines Uwezo, the oldest citizen-led assessment in East Africa, and its portrayal in the Kenyan print media. I explore whether discourse concerning Uwezo exposes education quality issues while promoting citizen engagement and how Uwezo’s social accountability philosophy is used in public discourse through the lens of political evolutionary mechanisms. I find that Uwezo’s findings were prominently discussed beginning in 2013, but that shock value of low learning levels has since decreased. Moreover, public discourse has highlighted cross-national and provincial/county comparisons in achievement levels while focusing on blaming teachers and the education system’s culture. Although Uwezo has succeeded in disseminating its findings widely in Kenya, there is minimal engagement in public discourse with its social accountability and community engagement philosophy and discourse does not promote citizen action on a national level. As Uwezo has become a respected education policy player in East Africa, and globally, it must find ways to engage communities to act upon its findings to directly improve education quality.

Effectiveness of Teacher Professionalism in The Science Process Skills of Students

The scientific ability of students who are under international average standards compels them to continuously improve education quality in Indonesia. The inequality understanding of scientific process skills in districts like in Sragen is worth the attention. Teachers as the education core should be able to professionally develop the scientific process skills of participants. The research aims to determine the professional influence of teachers on the skills, including knowing the profile of the skills, mastery of the skills’ aspects. This research is a quantitative descriptive survey. The study was conducted on 198 students and biology teachers. Collecting student data with tests and teachers with questionnaires and interviews. Results show the skills in Sragen categorized as medium to average 19.22 of 32, the highest mastery of the skills’ aspects are communicating and predicting, the lowest is identifying variables, collecting and processing data, there is a professional influence of teachers on the skills.

Implementation of School Based Management to Improve Education Quality (Case Study in Special Schools)

School-based Management is the most appropriate alternative concept for the concept of granting authority to schools by making it easier to implement educational services that accommodate children with special needs. This study aims to describe school-based management including the application of school autonomy; organizing creative and fun active learning; fostering community participation, and education-al quality achievements. descriptive qualitative phenomenology with a case study design in SLB-A Negeri 3 Martapura, Banjar Regency. Data collection techniques used interviews, observation, and documentation. The results showed that schools implemented school autonomy in implementing school regulations regarding the discipline of all school members. innovative learning is PAKEM learning that applies the strategy and role of the teacher in learning. Fostering community participation through developing school plans, establishing regulations, and solving problems. The quality of education consists of academic and non-academic achievements. The advice given to school principals is expected to maintain and further increase the involvement of teachers, parents, and the community in formulating school policies and programs.

The Effect of Self-efficiency and the Environment of School on the Learning Achievement of Creative Products and Entrepreneurship Subjects at SMKN 1 Trowulan Mojokerto, East Java Indonesia

Quality human resources will certainly have a big role in efforts to build the country. One of the ways to improve human resources is to improve quality education. Therefore, the purpose of this study was to discover: (1) the effect of self-efficacy on learning achievement of Creative Products and Entrepreneurship subjects at SMKN 1 Trowulan Mojokerto, East Java, Indonesia, (2) the effect of self-efficacy and school environment on learning achievement of Creative Products and Entrepreneurship at SMKN 1 Trowulan Mojokerto, East Java Indonesia, this study was a quantitative research with a correlational approach, which data collection techniques used documentation with a questionnaire instrument. The data analysis in this study used multiple linear regression techniques with the help of the SPSS 20 application. Multiple linear regression techniques included the F test and the T test. The results of this study indicated that it had a positive and significant relationship between self-efficacy and the school environment with student achievement in creative products and entrepreneurship at SMKN 1 Trowulan Mojokerto Indonesia, this was evidenced by the results of testing the significance of multiple linear regression which showed the value of sig. <0.05. If students have a high level of self-efficacy and the state of the school environment, the learning achievement of Creative Products and Entrepreneurship students of SMKN 1 Trowulan is high, and vice versa. The contribution of the self-efficacy variable and the school environment on the learning achievement variable of Creative Products and Entrepreneurship for students of SMKN 1 Trowulan was 44.7%.

Developing an Operational Approach to Educational Quality Assurance in Colleges under the Office of the Vocational Education Commission in Thailand

Introduction. Improving quality assurance requires vocational education to be consistent and to be appropriate with the context of the school education. The school quality assurance operations are a driving mechanism for achieving high educational results at the next stages of education. This process will result in sustainably improving education quality. The research aims were to assess the conditions for improving the quality of education in colleges under the Office of the Vocational Education Commission (OVEC) and to analyse and evaluate the operational approach to ensuring the quality of education. Methodology and research methods. The study participants included college personnel directors, teachers, and staff selected through purposive sampling. A total of 44 participants were recruited for the context assessment: 28 people to analyse the operational approach and 39 people to assess the operational approach. The research tools included a record form to provide an educational quality assurance context, a questionnaire to determine the operational approach of educational quality assurance, and an assessment form to determine the operational approach of educational quality assurance. The data were analysed using percentage, mean, standard deviation, odds ratio, and content analyses. Results and scientific novelty. The research results show that the similar contexts of education at all courses are the standard of vocational management and the standard for creating a society of learning (cooperation in creating a society of learning). Meanwhile, the differences identified are related to the peculiarities of professional qualifications and various standards for creating a learning society (innovation, inventions, creative work and research). The analysis of the operational approach allowed the authors to find out eight internal quality assurance factors for educational quality assurance: educational quality assurance planning; design of education quality assurance; study focusing on the actual operations; following the process; selection of quality indicators and criteria according to the educational context; efficient data management; following and monitoring assessments; and reviewing revised or edited assessments. Moreover, four external quality assurance factors are identified: evidence for educational quality assurance; accreditation of educational quality assurance; assessors holding appropriate qualifications; and judgment of the assessment results. In the course of the operational approach assessment, it is established that there are high levels of feasibility and appropriateness in all aspects. The operational approach to educational quality assurance was developed using the context analysis, inputs, processes, results and concepts of internal and external quality assurance through evidence of cross-impact analysis. This method of analysis can be used to respond to educational quality assurance policy that requires that the demonstrated approach is to be easily applied in practice and requires the use of both quantitative and qualitative methods, thus creating innovations in the field of productivity-enhancing and their application in vocational education. Practical significance. The research results can be useful for directors, teachers and staff at colleges and the Office for National Education Standards and Quality Assessment in Thailand to design and develop the methods for achieving improved quality of education on a sustainable basis.

Reflection on the Quality and Equity of Chinese Basic Education—From PISA 2018 Results: Where All Students Can Succeed

PISA 2018 Results: Where All Students Can Succeed analyzes students’ academic performance and wellbeing from the social background of students and schools. It shows that the influence of socio-economic status on the academic performance of students in Beijing, Shanghai, Jiangsu and Zhejiang(China) (hereafter “B-S-J-Z[China]”) is relatively low, but disadvantaged students receive insufficient support from school; socio-economic segregation between schools in B-S-J-Z(China) affects students’ academic performance and expectations for the future; the shortage of quality teachers in B-S-J-Z(China) is serious, but the teaching resources are sufficient. According to PISA 2018, China should promote balanced development among schools, strengthen teachers’ education, adhere to curriculum and teaching reform, so as to promote education equity and improve education quality.

Student Performance Prediction Based on Behavior Process Similarity

Student performance prediction plays an important role in improving education quality. Noticing that students' exercise-answering processes exhibit different characteristics according to their different performance levels, this paper aims to mine the performance-related information from students' exercising logs and to explore the possibility of predicting students' performance using such process-characteristic information. A formal model of student-shared exercising processes and its discovery method from students' exercising logs are presented. Several similarity measures between students' individual exercising behavior and student-shared exercising processes are presented. A prediction method of students' performance level considering these similarity measures is explored based on classification algorithms. An experiment on real-life exercise-answering event logs shows the effectiveness of the proposed prediction method.

Competency Gap in the Labor Market: Evidence from Vietnam

The relationship between education and work is of the greatest concern to individuals and society because they are the key drivers of growth and development. In the context of Industry 4.0, labor and educators are facing the challenges of big changes in the workplace. How to prepare undergraduate students for the world of employment has become the most important mission of higher education providers. This paper explored the competency gap in the labor market in Vietnam from the perspective of employees who have been dissatisfied with the current status. First, a qualitative method with the Delphi technique was applied to confirm this consensus in an employees' competency model. Then, the satisfaction level for each competency criterion was explored by applying the advance quantitative method, namely, best non-fuzzy performance approach. Lifelong learning was ranked first, followed by creativity and innovation, foreign languages, expertise and digitalization, adaptability, and finally, organizing and managing ability. Critical thinking and problem-solving were perceived to have the biggest gap. The order of competency satisfaction is useful in explaining the mismatch between education quality and labor market demand. The findings provide valuable guidelines for education managers who seek to bridge the competency gap and improve education quality.

Revised Korea-Japan Copyright Acts on ‘Limitations on Copyright for Educational Purpose’

저작권제도는 교육의 중요성을 고려하여 교육목적을 위하여 저작물을 원활히 이용할 수 있도록 저작권을 제한하여 교육의 질을 높이려고 노력해왔다. 미디어 환경의 변화와 함께 학교교육도 온라인으로 그 범위가 확대되면서 학교 교육에서의 저작물 사용 범위도 확대되었고, 이것이 저작권 제한의 범위에도 영향을 미쳐왔다. 일본과 한국은 2018년과 2020년에 각각 온라인 교육을 위한 저작물 이용을 사전허락 없이 가능할 수 있도록 개정하였고 양국의 개정법이 2020년에 함께 시행되었다. 디지털환경에 부합하는 교육을 원활히 할 수 있도록 하는 양국의 저작권법 개정이 비슷한 시기에 이루어진 것이라는 점에서, 양국의 법제도를 비교 검토하였다. 검토 결과, 양국의 법제도는 교육목적을 위한 저작물 이용에 대한 보상금의 징수범위와 보상금의 분배 방법에서 특히 차이를 보였다. 한국저작권법은 교육목적을 위한 저작물의 이용에 대한 보상금 지급과 관련해 지정관리단체가 교과용도서 및 수업과정에서의 저작물의 이용에 대한 보상금을 모두 징수하도록 하고 있으나, 일본 저작권법은 교과용도서의 경우에는 이용자가 저작권자에게 보상금을 지급하고. 수업과정에서의 저작물 이용의 경우에는 이시적 공중송신에 대해서만 지정관리단체에 보상금을 지급하도록 하고 있다. 우리나라에서의 보상금 제도는 미분배보상금의 발생을 전제로 미분배보상금의 일부를 공익목적 이유로 사용할 수 있도록 하고 있으나, 일본의 경우는 미리 공통목적사업으로 할당하여 이를 분배받지 못하는 권리자를 위하여 사용하도록 하고 나머지는 모두 분배를 한다는 점에서 근본적인 차이가 있다. 이와 같이 양국의 제도는 표면적으로는 흡사해 보이지만, 제도운용과 관련하여서는 실질적으로 상당한 차이점이 존재함을 발견하였으며, 특히 수업과정에서의 저작물 이용에 관한 보상금제도는 한국이 먼저 도입하여 시행하고 있는바 양국의 법제도 운영은 서로에게 참고가 될 수 있을 것으로 보여진다.Considering the importance of education, the use of works in school education has been tried to improve education quality by limiting them to copyrights. Changes in the media environment have affected the scope of use of works in school education. Moreover, scope of copyright restrictions has also been expanded as remote education is available. Japan and Korea were revised to expand online education in 2018 and 2020 respectively and the revised Acts are implemented in 2020. Thus this article reviewed similarities and differences comparatively on the provisions for limitations on the use of works for the purpose of education in the two national legal systems. As a result, notable differences between two national laws were the scope of collection of compensation for the use of works in the course of classes and the method of distribution of compensation. In relation to the payment of compensation for the use of works for educational purposes, Korea Copyright Law allows the collecting society to collect and distribute the compensation for both textbook and the use of works in the course of teaching. Meanwhile, Japanese copyright law allows users to pay the royalties of textbooks to copyright holders but, it allows a collecting society to collect the compensation from users. The compensation system in Korea uses undistributed compensation for public interest purposes, meanwhile, under Japanese copyright law, a common purpose fund is mandatorily allocated in advance in order to use for those who are not able to receive the compensation, and the rest of the compensation should be distributed to right holders. As such, the two countries’ systems look similar on the surface, but there is also a real difference. Hence, this article will help two countries to operate their legal system regarding the provisions for the limitations on the copyrights for the educational purpose by referring to each other’s legal system.

Route to Develop International Academic Communication-Oriented Willingness to Communicate in English for Graduates

The ultimate goal for language instruction is to develop learners’ willingness to communicate. Globalized economy needs internationalized talents. The upgrade of graduates’ WTC contributes to language learning and international communication level reflects talents cultivation quality. Graduate education bears the task of boosting innovation and creation and serves as a cornerstone of China’s development and social progress. English for graduates is a inseparable part of graduate courses and shoulders the responsibility of fostering virtue through education. To improve graduates’ English WTC in class is key to develop international academic communication competence. To stimulate students’ willingness to communicate in class is top priority for teachers to improve education quality. Graduates can be divided into groups with similar discipline in speaking tasks. Teachers should create a conversation-friendly atmosphere in class and integrate course contents to develop graduates’ WTC in English.

Teaching with Case Study Method in Tertiary Education: A Solution for Addressing the Theory - Practice Gap

Vietnamese higher education has been so far complained as being theory – oriented and there still exists a large gap between training and employment. Adopting experiential teaching and learning methods, including case study, should be a solution. The paper reviews the concept of case study teaching method, its purposes, techniques and procedures. The paper also presents a real-life example of case study teaching method that has been applied in tertiary education overseas. The appropriate application of case study teaching method as well as developing database of case studies in Vietnamese universities will be arguably a viable solution to improve education quality and to bridge the gap between theory and practice

IMPROVING QUALITY AND INCLUSIVE EDUCATION ON PHOTOGRAMMETRY: NEW TEACHING APPROACHES AND MULTIMEDIA SUPPORTING MATERIALS

Abstract. The democratization and accessibility of low-cost devices for image acquisition and the development of highly automated procedures for orientation and dense image matching allow almost every person to be a potential producer of photogrammetric models. The diffusion of image-based technologies to produce 3D models amongst wider audiences entails however some risks, as the lack of critical awareness of the final quality of the outputs. Information and education about potentialities and limitations of reality-based digitization by photogrammetry may help spreading procedures and methods for the correct use of this technology. This paper presents the results of one of the funded projects within the 2018 ISPRS Capacity Building Initiatives “Education and training resources on digital photogrammetry”. The production of multimedia material for supporting smart educational teaching and learning approaches will be reported, as well as experiences on their application on case studies. Blended innovative teaching and learning pedagogical approaches have been tested, as Flipped Classroom (FC), Learning-by-doing (LBD), Collaborative Learning (CL), and Challenge-Based Learning (CBL), supported by multimedia tools for capacity-building and knowledge transfer. The implementation of multimedia materials for supporting teaching strategies resulted in the production of updated and engaging resources, as videos, tutorials, and datasets to be used during courses, workshops, and seminars targeted to different user groups. The combination of teaching strategies and multimedia supporting materials were tested within national and international projects, from academic courses to complete non-experts, from activities on the field to online and distance learning.

The Triggers for Internationalization and Quality Enhancement in Higher Education of France

The article analyzes the internationalization strategies and the quality assurance systems of France and Université de Lorraine. It has been found out that the goals, proposed in the national and institutional internationalization strategies, include strengthening policies to improve the reception of international students, young researchers and staff.&#x0D; It has been noted that Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Université de Lorraine are partners in the project «Implementation of Education Quality Assurance System via Cooperation of University-Business-Government in Higher Education Institutions» (EDUQAS Project), aiming at improving education quality assurance systems through the development of efficient internal quality standards leading to graduates’ better employability in partner countries.&#x0D; Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Commission des Titres d’Ingénieur are authorized to conduct international accreditations of study programs. Université de Lorraine Délégation à l’Aide au Pilotage et à la Qualité promotes a culture of continuous improvement and organizational development based on the tools of quality management and process control.&#x0D; It has been noted that participation in EDUQAS Project stimulates further development of QA systems at the national and institutional levels; wider participation of stakeholders in higher education quality enhancement and internationalization; higher education quality monitoring through stakeholders’ surveys; monitoring graduates’ career paths in partner countries.&#x0D; The legislative basis, internationalization strategies and quality assurance institutions at the national and institutional levels, networks of stakeholders involved in internationalization and quality assurance processes, participation in the international projects have been identified to be triggers for internationalization and quality enhancement in higher education of France.

Optimising Post-Colonial Bilingual Education in Cameroon’s Primary and Secondary Schools: A Critic on School Practice

The post-colonial period was a turning point in Cameroon’s educational system. Since Independence and Reunification in 1960-61, the various governments of the Federal Republic of Cameroon, the United Republic of Cameroon and the Republic of Cameroon have been committed to the development of Education. Significant resources have been invested in this course geared towards improved education quality in both sub-sectors of Primary and Secondary Education. The Ministries of Primary and Secondary Education continue to be amongst the top ministries to receive the highest allocation from the state budget with 19.7% in 2010 and 16.3% in 2011 (Cameroon, 2015). However, there still exist challenges to quality education in Cameroon that the government has continued to address through, formation of commission, committees, and taskforces that have influenced curriculum policy formulation and implementation. In this respect, the formulation of education policy of bilingualism to use in the teaching and learning in Cameroon schools has been one of the main concerns of education in Cameroon. There is therefore need to asses and monitor progress of how this has guided teaching and learning in schools. How this policy has evolved overtime and especially how it is serving the purpose for which it was formulated. Using the Historical approach this study provides an opportunity to critically examine the efforts made in Cameroon in implementing the policy of bilingualism formulated for teaching in primary and secondary schools after independence and reunification. It sheds light in the meaning of bilingualism in the context of school application and broadens discussions on challenges faced by stakeholders in the implementation process. Furthermore, as the country, looks towards the achievement of the millennium development goals and education for sustainable development, the study provides recommendations to optimize bilingualism in Schools in Cameroon.

Good Governance in Basic Education in Egypt: Paradoxical or Self Explanatory?

Despite the numerous initiatives suggested and implemented to reform education in Egypt, very little was achieved in terms of improving education quality and, consequently, boosting development and democratic transition processes in Egypt. This paper argued that basic education in Egypt suffered variant degrees of weaknesses in applying good governance dimensions, including participation, accountability, responsiveness, fighting corruption, effectiveness and transparency, which ultimately affected negatively the overall performance of the basic education sector in Egypt. Building on the results of an assessment to governance in basic education in Egypt, the paper evaluated the degree to which basic education service providers in Egypt applied the principles of good governance (i.e. participation, accountability, responsiveness, fighting corruption, effectiveness, transparency, rule of law, efficiency and equity). The assessment was based on nationally-owned governance indicators structured in the form of a composite index. The paper highlighted the reasons behind the limited impact and weakness of basic education in Egypt from a governance perspective. Finally, the paper offered a new insight to improve basic education in Egypt. This insight focused on good governance in education as a technique towards a better quality and more democratic education.