Pub Date : 2020-07-14DOI: 10.1007/978-3-319-95870-5
W. Filho, Anabela Marisa Azul, L. Brandli, Pınar Gökçin Özuyar, T. Wall
{"title":"Quality Education","authors":"W. Filho, Anabela Marisa Azul, L. Brandli, Pınar Gökçin Özuyar, T. Wall","doi":"10.1007/978-3-319-95870-5","DOIUrl":"https://doi.org/10.1007/978-3-319-95870-5","url":null,"abstract":"","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85301421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-05DOI: 10.37870/joqie.v10i15.208
Mourad Madrane
In a context marked by various problems, the citizen is called upon to develop various skills necessary to access the labor market, to make choices and to participate in decision-making mechanisms. However, this is only possible if he is able to analyze and understand the phenomena that make up and structure his environment. Education and teaching should help students develop the forms of understanding and mental habits they need to become compassionate people who can think for themselves and cope with life. To develop such skills, the education system is in high demand to induce such skills. In this context, a parallel development must concern the teacher training system. However, such an evolution implies political choices and accompanying measures, to create the conditions conducive to the training of teachers capable of deploying innovative and evolving teaching projects. At present, the teacher's function is no longer limited to delivering knowledge in a timid context of submission, but to design and create learning conditions and situations. In a world marked by globalization phenomena and information and communication technologies, the teacher works in a constantly changing social and economic environment. In such a developing context, professionalization, anticipation and adaptation would be major features of the teacher of tomorrow.
{"title":"Teacher training models: innovation strategies and implementation conditions","authors":"Mourad Madrane","doi":"10.37870/joqie.v10i15.208","DOIUrl":"https://doi.org/10.37870/joqie.v10i15.208","url":null,"abstract":"In a context marked by various problems, the citizen is called upon to develop various skills necessary to access the labor market, to make choices and to participate in decision-making mechanisms.\u0000\u0000However, this is only possible if he is able to analyze and understand the phenomena that make up and structure his environment. Education and teaching should help students develop the forms of understanding and mental habits they need to become compassionate people who can think for themselves and cope with life. To develop such skills, the education system is in high demand to induce such skills. In this context, a parallel development must concern the teacher training system. However, such an evolution implies political choices and accompanying measures, to create the conditions conducive to the training of teachers capable of deploying innovative and evolving teaching projects.\u0000\u0000At present, the teacher's function is no longer limited to delivering knowledge in a timid context of submission, but to design and create learning conditions and situations.\u0000\u0000In a world marked by globalization phenomena and information and communication technologies, the teacher works in a constantly changing social and economic environment. In such a developing context, professionalization, anticipation and adaptation would be major features of the teacher of tomorrow.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"537 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70046116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-05DOI: 10.37870/JOQIE.V10I15.205
E. Kemenade
Purpose - To adjust the concept of Total Quality Management to and make it fit for use in Higher Education Institutes. Design/methodology/approach – The article describes the results of a design science research. Based on experiences in Egypt and the Netherlands the characteristics of Higher education are defined as well as the specifics of educational processes. These lead to a translation of TQM in educational terms. Findings – The experiences result in a model that can be used as framework to implement TQM in Higher Education Institutes Research limitations/implications - The experiences that form the base for the design are limited to two countries, with two different cultures. There is no evidence concerning the use of the model in every country in the world. Originality/value - It is known that there have been many initiatives to implement TQM in Higher Education. The combination with Quality Management in Teaching and Learning models (Transformative Model , An Engagement Model of Program Quality , University of Learning Model, A Model for a Responsive University) is scarce, as well as application in two such different countries.
{"title":"Alignment of TQM in the Higher Education context","authors":"E. Kemenade","doi":"10.37870/JOQIE.V10I15.205","DOIUrl":"https://doi.org/10.37870/JOQIE.V10I15.205","url":null,"abstract":"Purpose - To adjust the concept of Total Quality Management to and make it fit for use in Higher Education Institutes.\u0000\u0000Design/methodology/approach – The article describes the results of a design science research. Based on experiences in Egypt and the Netherlands the characteristics of Higher education are defined as well as the specifics of educational processes. These lead to a translation of TQM in educational terms.\u0000\u0000Findings – The experiences result in a model that can be used as framework to implement TQM in Higher Education Institutes\u0000\u0000Research limitations/implications - The experiences that form the base for the design are limited to two countries, with two different cultures. There is no evidence concerning the use of the model in every country in the world.\u0000\u0000Originality/value - It is known that there have been many initiatives to implement TQM in Higher Education. The combination with Quality Management in Teaching and Learning models (Transformative Model , An Engagement Model of Program Quality , University of Learning Model, A Model for a Responsive University) is scarce, as well as application in two such different countries.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48271418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-05DOI: 10.37870/joqie.v10i15.209
Said Mkhadramine
The purpose of this study is to highlight the significant differences emerging from a comparison between the perceptions of teachers and first-year students of the SVT license regarding the characteristics of the effective teacher and the teaching. 41 teachers and 290 students, from the Biology department of the Dhar El Mehraz faculty of Science, were asked to rank 60 items according to their degree of importance on a Likert scale. It has been found that students are mainly vulnerable to university entrance, opt for academic and emotional support characteristics. On their part, teachers, aware of the problems and constraints that these students face, strive to provide remedies for their affiliation and their fulfillment.
本研究的目的是通过比较教师和获得SVT执照的一年级学生对有效教师和教学特征的看法，来强调显著差异。来自Dhar El Mehraz理学院生物系的41名教师和290名学生被要求根据他们的重要程度在李克特量表上对60个项目进行排名。研究发现，大学生主要易受高考、学业和情感支持特征的影响。在教师方面，教师意识到这些学生面临的问题和约束，努力为他们的归属和实现提供补救措施。
{"title":"The difference in perception between teachers and first-year students with regard to the effective teacher and effective teaching","authors":"Said Mkhadramine","doi":"10.37870/joqie.v10i15.209","DOIUrl":"https://doi.org/10.37870/joqie.v10i15.209","url":null,"abstract":"The purpose of this study is to highlight the significant differences emerging from a comparison between the perceptions of teachers and first-year students of the SVT license regarding the characteristics of the effective teacher and the teaching. 41 teachers and 290 students, from the Biology department of the Dhar El Mehraz faculty of Science, were asked to rank 60 items according to their degree of importance on a Likert scale. It has been found that students are mainly vulnerable to university entrance, opt for academic and emotional support characteristics. On their part, teachers, aware of the problems and constraints that these students face, strive to provide remedies for their affiliation and their fulfillment.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70046242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Morocco was the first to take a set of precautionary measures aimed at curbing the spread of the virus, especially when it was found that the cases that had been discovered were all coming from abroad. The goal was not to allow the virus to infect residents of the homeland by closing the air, land and sea borders. This contributed to limiting the number of local cases without permanently canceling the occurrence of this matter. In line with the same proactive policy adopted by the state, several measures have been taken aimed at implementing the principle of social separation, which was mainly manifested in the application of quarantine to citizens. The school, which is attended by about a third of Moroccan citizens, has been decided to close since March 16, 2020, fearing that it constitutes hotbeds of the spread of the virus that are difficult to control, given the schools represent spaces for intense gathering of children and adults alike, which may provide an appropriate environment for the pandemic to spread between School population. According to UNESCO, as of April 21, 2020, 191 countries have closed their schools, outnumbering more than a billion and a half students involved in this procedure, which represents 90.2% of the total number of learners internationally. As for Morocco, it was affected by the decision to close schools 8.943.156 Moroccan students, which is equivalent to the total of learners at all levels of education at the national level. And like the rest of the world, Morocco has adopted distance learning as a solution to face the interruption of studies in educational institutions, and a digital platform has been designated for this purpose.
{"title":"The implications of the Covid-19 pandemic on the field of education and training","authors":"Abdennasser Naji","doi":"10.37870/naji.1.2020","DOIUrl":"https://doi.org/10.37870/naji.1.2020","url":null,"abstract":"Morocco was the first to take a set of precautionary measures aimed at curbing the spread of the virus, especially when it was found that the cases that had been discovered were all coming from abroad. The goal was not to allow the virus to infect residents of the homeland by closing the air, land and sea borders. This contributed to limiting the number of local cases without permanently canceling the occurrence of this matter. In line with the same proactive policy adopted by the state, several measures have been taken aimed at implementing the principle of social separation, which was mainly manifested in the application of quarantine to citizens. The school, which is attended by about a third of Moroccan citizens, has been decided to close since March 16, 2020, fearing that it constitutes hotbeds of the spread of the virus that are difficult to control, given the schools represent spaces for intense gathering of children and adults alike, which may provide an appropriate environment for the pandemic to spread between School population. According to UNESCO, as of April 21, 2020, 191 countries have closed their schools, outnumbering more than a billion and a half students involved in this procedure, which represents 90.2% of the total number of learners internationally. As for Morocco, it was affected by the decision to close schools 8.943.156 Moroccan students, which is equivalent to the total of learners at all levels of education at the national level. And like the rest of the world, Morocco has adopted distance learning as a solution to face the interruption of studies in educational institutions, and a digital platform has been designated for this purpose.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48663288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Better teaching for better learning","authors":"","doi":"10.37870/joqie.v10i15","DOIUrl":"https://doi.org/10.37870/joqie.v10i15","url":null,"abstract":"","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47024625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Le LMD ( ou Processus de Bologne) est une réforme pédagogique et structurelle suggérée par l’Union Européenne à ses partenaires du Sud (notamment les pays du Maghreb) pour mettre leur système universitaire au niveau de la norme Européenne (Chabchoub, 2006). Entrée en vigueur à partir de 2004, pour la Tunisie, cette réforme devait réaliser deux innovations majeures : - Transformer la structure des études universitaires (souvent hétéroclites) en 3, 5, 8 à savoir, 3 années pour la Licence, 5 pour le Master et 8 pour le Doctorat. Cette structure devait se généraliser sur tous les régimes d’étude, sauf pour les études médicales. - Introduire à l’occasion une réforme pédagogique profonde en : - Invitant les professeurs à enseigner autrement que par les méthodes magistrales, - Encourageant les étudiants à apprendre autrement, - Incitant les enseignant à évaluer leurs étudiants autrement que par le biais de la restitution des connaissances apprises par cœur, dans la plupart des cas (Circulaire organique du 25/9/2003). Mais comme le souligne Cros (2006), la réussite d’une réforme éducative dépend souvent de la manière dont elle a été managée et conduite. En effet, selon qu’elle soit conduite « Top –Dawn », ou en association étroite avec les parties prenantes (ici les enseignants), une réforme pédagogique peut, soit échouer soit réussir. Le présent article qui traite de l’Impact du management ministériel de la Réforme LMD sur sa réussite (cas de la Tunise), essaiera de répondre aux deux questions suivantes : - Comment le Ministère tunisien de l’enseignement supérieur a-t-il conduit la réforme LMD et selon quel style de management ? - Quel a été l’impact de ce style de management sur la réussite de la dite réforme, 10 ans après ?
{"title":"Impact du management ministériel de la réforme LMD sur sa réussite","authors":"A. Chabchoub","doi":"10.37870/joqie.v9i14.53","DOIUrl":"https://doi.org/10.37870/joqie.v9i14.53","url":null,"abstract":"Le LMD ( ou Processus de Bologne) est une réforme pédagogique et structurelle suggérée par l’Union Européenne à ses partenaires du Sud (notamment les pays du Maghreb) pour mettre leur système universitaire au niveau de la norme Européenne (Chabchoub, 2006). Entrée en vigueur à partir de 2004, pour la Tunisie, cette réforme devait réaliser deux innovations majeures :\u0000- Transformer la structure des études universitaires (souvent hétéroclites) en 3, 5, 8 à savoir, 3 années pour la Licence, 5 pour le Master et 8 pour le Doctorat. Cette structure devait se généraliser sur tous les régimes d’étude, sauf pour les études médicales.\u0000- Introduire à l’occasion une réforme pédagogique profonde en :\u0000 - Invitant les professeurs à enseigner autrement que par les méthodes magistrales,\u0000 - Encourageant les étudiants à apprendre autrement,\u0000 - Incitant les enseignant à évaluer leurs étudiants autrement que par le biais de la restitution des connaissances apprises par cœur, dans la plupart des cas (Circulaire organique du 25/9/2003).\u0000Mais comme le souligne Cros (2006), la réussite d’une réforme éducative dépend souvent de la manière dont elle a été managée et conduite. En effet, selon qu’elle soit conduite « Top –Dawn », ou en association étroite avec les parties prenantes (ici les enseignants), une réforme pédagogique peut, soit échouer soit réussir.\u0000Le présent article qui traite de l’Impact du management ministériel de la Réforme LMD sur sa réussite (cas de la Tunise), essaiera de répondre aux deux questions suivantes :\u0000- Comment le Ministère tunisien de l’enseignement supérieur a-t-il conduit la réforme LMD et selon quel style de management ?\u0000- Quel a été l’impact de ce style de management sur la réussite de la dite réforme, 10 ans après ?","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44713702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-30DOI: 10.37870/JOQIE.V9I13.184
S. Raissi
TQM is a philosophy and system for continuously improving the services and/or products offered to customers. It can help a university provide better service to its primary customers--students and professors. The continuous improvement focus of TQM is a fundamental way of fulfilling the accountability requirements common to educational reform. Operating a no-fear TQM system with a focus on continuous growth and improvement offers more excitement and challenge to students and teachers than a "good-enough" learning environment can provide. This paper tends to give an overview about Total Quality Management abbreviated by TQM and its core concept due to implement it in universities in order to enrich the higher educational programs. Every body must know, TQM in Education is a timely tool, which must be clearly understood, adopted and implemented as soon as possible.
{"title":"How by applying TQM, higher educational programs enriches?","authors":"S. Raissi","doi":"10.37870/JOQIE.V9I13.184","DOIUrl":"https://doi.org/10.37870/JOQIE.V9I13.184","url":null,"abstract":"TQM is a philosophy and system for continuously improving the services and/or products offered to customers. It can help a university provide better service to its primary customers--students and professors. The continuous improvement focus of TQM is a fundamental way of fulfilling the accountability requirements common to educational reform.\u0000Operating a no-fear TQM system with a focus on continuous growth and improvement offers more excitement and challenge to students and teachers than a \"good-enough\" learning environment can provide.\u0000This paper tends to give an overview about Total Quality Management abbreviated by TQM and its core concept due to implement it in universities in order to enrich the higher educational programs. Every body must know, TQM in Education is a timely tool, which must be clearly understood, adopted and implemented as soon as possible.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49292316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-30DOI: 10.37870/joqie.v9i13.185
Elhadji Habib Kamara
Following its entry into the LMD system, Cheikh Anta Diop University has embarked on the implementation of a project to promote university teaching to improve the internal efficiency of the institution. A rewrite of course syllabus is to this end, initiated by favouring the apprenticeship system, through the explanation of the expected capabilities of students in terms of learning objectives during and after their training. By targeting these learning objectives, particularly those made in the training programs of the CEA-SAMEF, this present study, descriptive and exploratory aim, allowed to sketch the outlines appropriate taxonomy to health training, building on two levels of conceptualization of knowledge: epistemic register and the pragmatic register.
{"title":"What taxonomy for health training?","authors":"Elhadji Habib Kamara","doi":"10.37870/joqie.v9i13.185","DOIUrl":"https://doi.org/10.37870/joqie.v9i13.185","url":null,"abstract":"Following its entry into the LMD system, Cheikh Anta Diop University has embarked on the implementation of a project to promote university teaching to improve the internal efficiency of the institution. A rewrite of course syllabus is to this end, initiated by favouring the apprenticeship system, through the explanation of the expected capabilities of students in terms of learning objectives during and after their training. By targeting these learning objectives, particularly those made in the training programs of the CEA-SAMEF, this present study, descriptive and exploratory aim, allowed to sketch the outlines appropriate taxonomy to health training, building on two levels of conceptualization of knowledge: epistemic register and the pragmatic register.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49103004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-30DOI: 10.37870/joqie.v9i13.179
Hicham Balafrej
Training plays a key role in the human resource skills development within organizations. This lever, which should touch all aspects of the company's life and all its functions, must be generalized to all employees regardless of their level of education or their hierarchy positions. Training is a tool that allows the company to respond effectively to a more and more unpredictable and restricting environment. The importance of the training system within organizations is able to push managers to finance regular audits of training systems within their enterprises in order to identify strengths and weaknesses and propose necessary adjustments. This article is an opportunity to expose the concept of training process auditing and to provide a summary of cases of the practice of this approach within the Moroccan company as a measure to establish excellence in its training process.
{"title":"Training audit","authors":"Hicham Balafrej","doi":"10.37870/joqie.v9i13.179","DOIUrl":"https://doi.org/10.37870/joqie.v9i13.179","url":null,"abstract":"Training plays a key role in the human resource skills development within organizations. This lever, which should touch all aspects of the company's life and all its functions, must be generalized to all employees regardless of their level of education or their hierarchy positions. Training is a tool that allows the company to respond effectively to a more and more unpredictable and restricting environment. The importance of the training system within organizations is able to push managers to finance regular audits of training systems within their enterprises in order to identify strengths and weaknesses and propose necessary adjustments. This article is an opportunity to expose the concept of training process auditing and to provide a summary of cases of the practice of this approach within the Moroccan company as a measure to establish excellence in its training process.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49371181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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