Pub Date : 2019-04-30DOI: 10.37870/joqie.v9i13.176
J. Jarousse
"Quality Management" has developed in the very global form of a project: project for the company, first, which must ensure its profitability and conquer new markets in an increasingly competitive universe, project for the personnel whose interdependence and responsibilities are affirmed whatever the hierarchical position of each, finally, project for the client, naturally concerned with the quality of the goods and services offered to him, but also with the conditions under which these the latter are produced, whether it be respect for the environment or more moral considerations regarding respect for the rights and dignity of employees. From this point of view, "Quality Management" as defined by A. Naji (2000) [1] '' is at the same time a strategy, a system, tools and methods. The principle of quality management is to mobilize all the actors of the company around the permanent search for quality at the different stages of production (from product design, to its actual production through the selection of suppliers and raw material). The strategic objective obviously remains the survival and development of the firm by reducing costs (associated with non-quality) and / or offering products clearly superior to those of the competition. It is a system (almost a philosophy) which associates and mobilizes everyone with the common objective around specific tools and methods aiming as well to track down the sources of non-quality at the level of the activities of different production stakeholders than to improve the design and production of the products themselves. It is accompanied by a set of reference standards (notably ISO standards) and certification procedures based on compliance with these standards. Supporters of this management practice illustrate its relevance by the success of the companies that have joined it (financial results, increase in market share, etc.). With the extension of these approaches to service management, it is tempting to want to apply it to the management of education systems whose performance, often poor compared to the resources committed, clearly calls for new methods of 'administration and steering. The exercise is not immediate: we can first discuss the presumed effectiveness of quality management by noting that it is carried by an enthusiasm which sometimes leaves little room for evidence of its particular relevance (section 1) ; we can then, and this will be the main object of this article, note that the education and training sectors present particularities which deserve to be highlighted (sections 2 and 3) so that this transposition, theoretically possible and desirable, take on its true meaning.
{"title":"The application of Quality Management to education systems","authors":"J. Jarousse","doi":"10.37870/joqie.v9i13.176","DOIUrl":"https://doi.org/10.37870/joqie.v9i13.176","url":null,"abstract":"\"Quality Management\" has developed in the very global form of a project: project for the company, first, which must ensure its profitability and conquer new markets in an increasingly competitive universe, project for the personnel whose interdependence and responsibilities are affirmed whatever the hierarchical position of each, finally, project for the client, naturally concerned with the quality of the goods and services offered to him, but also with the conditions under which these the latter are produced, whether it be respect for the environment or more moral considerations regarding respect for the rights and dignity of employees. From this point of view, \"Quality Management\" as defined by A. Naji (2000) [1] '' is at the same time a strategy, a system, tools and methods.\u0000\u0000The principle of quality management is to mobilize all the actors of the company around the permanent search for quality at the different stages of production (from product design, to its actual production through the selection of suppliers and raw material). The strategic objective obviously remains the survival and development of the firm by reducing costs (associated with non-quality) and / or offering products clearly superior to those of the competition. It is a system (almost a philosophy) which associates and mobilizes everyone with the common objective around specific tools and methods aiming as well to track down the sources of non-quality at the level of the activities of different production stakeholders than to improve the design and production of the products themselves. It is accompanied by a set of reference standards (notably ISO standards) and certification procedures based on compliance with these standards.\u0000\u0000Supporters of this management practice illustrate its relevance by the success of the companies that have joined it (financial results, increase in market share, etc.). With the extension of these approaches to service management, it is tempting to want to apply it to the management of education systems whose performance, often poor compared to the resources committed, clearly calls for new methods of 'administration and steering.\u0000\u0000The exercise is not immediate: we can first discuss the presumed effectiveness of quality management by noting that it is carried by an enthusiasm which sometimes leaves little room for evidence of its particular relevance (section 1) ; we can then, and this will be the main object of this article, note that the education and training sectors present particularities which deserve to be highlighted (sections 2 and 3) so that this transposition, theoretically possible and desirable, take on its true meaning.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70048393","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.v9i13.186
Abdennasser Naji
The precise definition of needs, as far as possible, is an essential prerequisite in the design of the education system. Although the process of teaching is usually lengthy, the period that actually serves to instill specific skills for a particular need is very short, as it does not exceed two years. For this reason, it is often possible to rely on predictions to determine the needs of the education system to be designed. However, in areas where these needs are changing very quickly, so much so that forecasts become almost impossible, we can get around the problem until things are clearer and real needs appear before deciding whether to take them into account or not, in the development of the education system. This way of proceeding requires that the latter be flexible enough to respond quickly to new needs. This flexibility is particularly evident in the speed with which content is introduced into programs that meet these needs, and the establishment of a permanent training system that is effective enough to upgrade the skills of teachers.
{"title":"Quelques reflexions sur une CONCEPTION « qualitative » du système éducatif","authors":"Abdennasser Naji","doi":"10.37870/joqie.v9i13.186","DOIUrl":"https://doi.org/10.37870/joqie.v9i13.186","url":null,"abstract":"The precise definition of needs, as far as possible, is an essential prerequisite in the design of the education system. Although the process of teaching is usually lengthy, the period that actually serves to instill specific skills for a particular need is very short, as it does not exceed two years. For this reason, it is often possible to rely on predictions to determine the needs of the education system to be designed. However, in areas where these needs are changing very quickly, so much so that forecasts become almost impossible, we can get around the problem until things are clearer and real needs appear before deciding whether to take them into account or not, in the development of the education system. This way of proceeding requires that the latter be flexible enough to respond quickly to new needs. This flexibility is particularly evident in the speed with which content is introduced into programs that meet these needs, and the establishment of a permanent training system that is effective enough to upgrade the skills of teachers.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41465202","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":"The improvement of Quality in Education","authors":"","doi":"10.37870/joqie.v9i13","DOIUrl":"https://doi.org/10.37870/joqie.v9i13","url":null,"abstract":"","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":"48308191","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}
Depuis la conférence de Dakar en 2000, la recherche d'une éducation de qualité est au coeur de nombreux programmes de gouvernements de pays africains. Ce besoin de qualité dans l'éducation est aujourd'hui plus que hier présent et pressant pour tous les cycles d'enseignement en Côte d'Ivoire. Dans le secondaire particuliêrement, le problême de qualité est perçu à travers les taux élevés d'abandon, les faibles taux de promotion et les faibles taux de réussite aux différents examens du BAC et du BEPC. Ce constat général, contraste cependant avec les résultats individuels de quelques établissements qui réalisent de bons résultats. Ce sont: les établissements d'excellence et certains de statut commun. Pourquoi alors, dans cette crise de dépréciation de la qualité de l'enseignement secondaire, ces établissements se distinguent-ils par la production de bons résultats? Nous avons donc dans sept établissements situés dans deux villes que sont Abidjan et Yamoussoukro analyser l'influence des facteurs de politiques d'efficacité interne des établissements d'excellence et de statut commun sur leurs performances. Les résultats de l'enquête montrent que les différences de performances entre établissements s'expliquent par les différences dans la manipulation de mêmes facteurs tels que : l'assiduité, le mode de gestion du temps d'apprentissage, l'encadrement des élêves, le matériel pédagogique et les équipements. Il ressort que les dispositions telles que l'internat, les cars écoles, l'intégration d'heures d'études surveillées dans les emplois du temps des élêves, les ratios élêves-classe et élêves-enseignant faibles et la disponibilité en quantité suffisante du matériel pédagogique sont les éléments de ces facteurs qui concourent à l'amélioration des performances des établissements et partant de leur efficacité interne.
自2000年达喀尔会议以来，寻求优质教育一直是非洲国家政府许多项目的核心。在cote d' ivoire，对教育质量的需求比以往任何时候都更加迫切。特别是在中等教育中，质量问题表现为高辍学率、低晋升率和各种BAC和BEPC考试的成功率低。然而，这一总体情况与一些表现良好的机构的个别表现形成了鲜明对比。它们是:优秀的机构和一些具有共同地位的机构。那么，在这场中等教育质量下降的危机中，为什么这些学校表现出色呢?因此，我们在阿比让和亚穆苏克罗两个城市的七所院校中分析了卓越院校内部效率政策因素和共同地位对其绩效的影响。调查结果显示，学校表现的差异是由于对相同因素的处理不同，如出勤率、学习时间管理、学生监督、教材和设备。之类的规定可以看出,寄宿学校大巴,整合课时学习时间的岗位中有监控、élêvesélêves-classe比率和élêves-enseignant弱小和足量供应的教材内容是这些因素有助于提高业绩的机构和内部有效性出发。
{"title":"Qualité de l'éducation dans le secondaire public général en Côte d'Ivoire","authors":"Marie-Thérèse Koffi, Aline N'CHO, Hendersonn Nguessan","doi":"10.37870/joqie.v4i5.58","DOIUrl":"https://doi.org/10.37870/joqie.v4i5.58","url":null,"abstract":"Depuis la conférence de Dakar en 2000, la recherche d'une éducation de qualité est au coeur de nombreux programmes de gouvernements de pays africains. Ce besoin de qualité dans l'éducation est aujourd'hui plus que hier présent et pressant pour tous les cycles d'enseignement en Côte d'Ivoire. Dans le secondaire particuliêrement, le problême de qualité est perçu à travers les taux élevés d'abandon, les faibles taux de promotion et les faibles taux de réussite aux différents examens du BAC et du BEPC. Ce constat général, contraste cependant avec les résultats individuels de quelques établissements qui réalisent de bons résultats. Ce sont: les établissements d'excellence et certains de statut commun. Pourquoi alors, dans cette crise de dépréciation de la qualité de l'enseignement secondaire, ces établissements se distinguent-ils par la production de bons résultats?\u0000Nous avons donc dans sept établissements situés dans deux villes que sont Abidjan et Yamoussoukro analyser l'influence des facteurs de politiques d'efficacité interne des établissements d'excellence et de statut commun sur leurs performances.\u0000Les résultats de l'enquête montrent que les différences de performances entre établissements s'expliquent par les différences dans la manipulation de mêmes facteurs tels que : l'assiduité, le mode de gestion du temps d'apprentissage, l'encadrement des élêves, le matériel pédagogique et les équipements. Il ressort que les dispositions telles que l'internat, les cars écoles, l'intégration d'heures d'études surveillées dans les emplois du temps des élêves, les ratios élêves-classe et élêves-enseignant faibles et la disponibilité en quantité suffisante du matériel pédagogique sont les éléments de ces facteurs qui concourent à l'amélioration des performances des établissements et partant de leur efficacité interne.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46603400","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}
This paper analyses the existing literature about the Quality Assurance process of primary education in three different countries within the south Asia subcontinent namely, India, Bangladesh and Pakistan. It argues that the definition of Quality education is still ambiguous in among the systems. However, this article categories the aspects of quality education from existing literature and examines the quality assurance systems in the mentioned three countries. Having done so, it shows that the quality assurance systems in all three countries focus differently in various aspects of quality education among which the physical aspects are predominant.
{"title":"Can We Comment on Quality","authors":"Shajedur Rahman","doi":"10.37870/JOQIE.V5I6.42","DOIUrl":"https://doi.org/10.37870/JOQIE.V5I6.42","url":null,"abstract":"This paper analyses the existing literature about the Quality Assurance process of primary education in three different countries within the south Asia subcontinent namely, India, Bangladesh and Pakistan. It argues that the definition of Quality education is still ambiguous in among the systems. However, this article categories the aspects of quality education from existing literature and examines the quality assurance systems in the mentioned three countries. Having done so, it shows that the quality assurance systems in all three countries focus differently in various aspects of quality education among which the physical aspects are predominant.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45253746","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 : 2018-12-14DOI: 10.37870/JOQIE.V8I12.172
S. Naicker
Very little has been done concerning mass education since it was introduced for working class children in developing and poor countries. Bowles and Gintis (1976) warned us that schools reproduce the status quo. When developed nations plan they plan for the middle class because the middle class are in the majority. Developing countries, following this model also plan for the middle class but the majority of children in developing countries are working class. This action further marginalises the working class. Whilst this paper is contradictory in suggesting a first world inclusive education model I am of the view that you cannot throw the baby out with the bathwater. There is enormous merit in following the inclusion model since it holds promise for working class children and vulnerable children who constitute the majority population in developing countries schooling systems. Developing countries should plan on the basis of the specificities of their contexts and continue to refine theories and models with a view to ensuring that more children graduate from school. Working class children will struggle in the contemporary world because of the politicisation of education which results in a performative culture. With the Neo-Liberal paradigm, working class children run the risk of remaining in the margins of society. Modern day bureaucracies are victims of the performance culture that is promoted by the World Bank other supra national organisations.
{"title":"Towards an inclusive pedagogy in South Africa","authors":"S. Naicker","doi":"10.37870/JOQIE.V8I12.172","DOIUrl":"https://doi.org/10.37870/JOQIE.V8I12.172","url":null,"abstract":"Very little has been done concerning mass education since it was introduced for working class children in developing and poor countries. Bowles and Gintis (1976) warned us that schools reproduce the status quo. When developed nations plan they plan for the middle class because the middle class are in the majority. Developing countries, following this model also plan for the middle class but the majority of children in developing countries are working class. This action further marginalises the working class. Whilst this paper is contradictory in suggesting a first world inclusive education model I am of the view that you cannot throw the baby out with the bathwater. There is enormous merit in following the inclusion model since it holds promise for working class children and vulnerable children who constitute the majority population in developing countries schooling systems. Developing countries should plan on the basis of the specificities of their contexts and continue to refine theories and models with a view to ensuring that more children graduate from school.\u0000\u0000Working class children will struggle in the contemporary world because of the politicisation of education which results in a performative culture. With the Neo-Liberal paradigm, working class children run the risk of remaining in the margins of society. Modern day bureaucracies are victims of the performance culture that is promoted by the World Bank other supra national organisations.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46988907","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 : 2018-12-12DOI: 10.37870/joqie.v8i12.169
Hervé Keradec
Faced with the challenge of a knowledge-based society, States must set up bodies to control the quality of knowledge and its transmission. In France, the inspection bodies created at the beginning of the 19th century have constantly evaluated teachers, establishments, policies and systems. Currently, the analysis of the inspectors' activities shows a great fragmentation of their function which does not facilitate their essential mission of evaluation and scientific, didactic and pedagogical improvement of the taught subjects. Four avenues are proposed to consolidate the evaluation work and respond to the economic, cultural and educational challenges of globalization.
{"title":"Inspection bodies guaranteeing the quality of sustainable knowledge and its transmission","authors":"Hervé Keradec","doi":"10.37870/joqie.v8i12.169","DOIUrl":"https://doi.org/10.37870/joqie.v8i12.169","url":null,"abstract":"Faced with the challenge of a knowledge-based society, States must set up bodies to control the quality of knowledge and its transmission. In France, the inspection bodies created at the beginning of the 19th century have constantly evaluated teachers, establishments, policies and systems. Currently, the analysis of the inspectors' activities shows a great fragmentation of their function which does not facilitate their essential mission of evaluation and scientific, didactic and pedagogical improvement of the taught subjects. Four avenues are proposed to consolidate the evaluation work and respond to the economic, cultural and educational challenges of globalization.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70048286","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 : 2018-12-12DOI: 10.37870/JOQIE.V8I12.167
Ambalika Dogra
The term 'Deep learning' is widespread today from the name of machine learning. On the contrary, another term 'Deeper Learning' from the area of education was prevalent a decade ago, but now it is becoming a fashionable phrase for educationists. It is not just a buzz word, but it also has a power to change the status quo of education and revamp it to the next level. Though, it has the potential to transform teaching and learning, it is still unsure how to gear it up in education and perhaps, a stronger and a new pedagogy is much needed here to usher into fourth industrial revolution. The purpose of this perspective paper is to find out and design a new pedagogical framework which can be utilized to carry out the process of deeper learning and prepare students for the future workforce. The chief mission is to improve deeper learning skills of students, and to make it, author decided to bring a new design for deeper learning. Executed with a 21st century pedagogy, deeper learning is the most effective approach to achieve and improve learning process of students and turn them into learning leaders instead of focusing more on their academic outcomes. The priority is to improve meaningful learning and its application. Application means transferring what one has learned into another situation which can be similar or completely dissimilar. However, before transferring, it is significant to have a meaningful learning, only then transfer can take place. This paper has emphasized on a new pedagogy which can improve the learning process of students through the use of digital technology. Because of the scarcity of research on deeper learning, author has analyzed deeper learning talk or articles, and determined to lead a new DL (deeper learning) Framework. Evidences were gathered concerning what researchers and schools are doing along with authors' own perspective to bring deeper learning in teaching and learning, then a new pedagogical framework was brought out. This perspective has great implications to improve deeper learning skills of students. Schools, College or Universities can use DL framework as a reference on how to use deeper learning approach in education.
{"title":"Deeper Learning - How can it revolutionize African education and prepare students for the future workforce?","authors":"Ambalika Dogra","doi":"10.37870/JOQIE.V8I12.167","DOIUrl":"https://doi.org/10.37870/JOQIE.V8I12.167","url":null,"abstract":"The term 'Deep learning' is widespread today from the name of machine learning. On the contrary, another term 'Deeper Learning' from the area of education was prevalent a decade ago, but now it is becoming a fashionable phrase for educationists. It is not just a buzz word, but it also has a power to change the status quo of education and revamp it to the next level. Though, it has the potential to transform teaching and learning, it is still unsure how to gear it up in education and perhaps, a stronger and a new pedagogy is much needed here to usher into fourth industrial revolution.\u0000\u0000The purpose of this perspective paper is to find out and design a new pedagogical framework which can be utilized to carry out the process of deeper learning and prepare students for the future workforce. The chief mission is to improve deeper learning skills of students, and to make it, author decided to bring a new design for deeper learning. Executed with a 21st century pedagogy, deeper learning is the most effective approach to achieve and improve learning process of students and turn them into learning leaders instead of focusing more on their academic outcomes. The priority is to improve meaningful learning and its application. Application means transferring what one has learned into another situation which can be similar or completely dissimilar. However, before transferring, it is significant to have a meaningful learning, only then transfer can take place. This paper has emphasized on a new pedagogy which can improve the learning process of students through the use of digital technology.\u0000\u0000Because of the scarcity of research on deeper learning, author has analyzed deeper learning talk or articles, and determined to lead a new DL (deeper learning) Framework. Evidences were gathered concerning what researchers and schools are doing along with authors' own perspective to bring deeper learning in teaching and learning, then a new pedagogical framework was brought out.\u0000\u0000This perspective has great implications to improve deeper learning skills of students. Schools, College or Universities can use DL framework as a reference on how to use deeper learning approach in education.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44694546","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 : 2018-12-12DOI: 10.37870/joqie.v8i12.158
Safia Lamrani
Ce travail décrit une étude de cas réelle d'intégration du Management de l'Environnement dans la formation d'ingénieurs d'Etat en Génie Industriel et Logistique de l'Ecole Nationale supérieure d'électricité et de Mécanique (ENSEM) à Casablanca au Maroc. L'étude s'est focalisée sur l'aspect particulier de la gestion des déchets au sein de l'établissement universitaire. Le principe adopté est principalement celui des 3R (Réduction ; Réutilisation ; Recyclage). L'approche par projet a été adoptée. En plus de l'aspect technique, l'acquisition, par les élêves ingénieurs, de compétences managériales et de communication a été permise grâce à cette approche. Une multitude d'outils inspirés des techniques de l'ingénierie industrielle et logistique a été déployées en réponse des problématiques rencontrées sur le terrain.
{"title":"Intégration du Management de l'Environnement dans une filiêre d'ingénieur en génie industriel et logistique au Maroc","authors":"Safia Lamrani","doi":"10.37870/joqie.v8i12.158","DOIUrl":"https://doi.org/10.37870/joqie.v8i12.158","url":null,"abstract":"Ce travail décrit une étude de cas réelle d'intégration du Management de l'Environnement dans la formation d'ingénieurs d'Etat en Génie Industriel et Logistique de l'Ecole Nationale supérieure d'électricité et de Mécanique (ENSEM) à Casablanca au Maroc. L'étude s'est focalisée sur l'aspect particulier de la gestion des déchets au sein de l'établissement universitaire. Le principe adopté est principalement celui des 3R (Réduction ; Réutilisation ; Recyclage). L'approche par projet a été adoptée. En plus de l'aspect technique, l'acquisition, par les élêves ingénieurs, de compétences managériales et de communication a été permise grâce à cette approche. Une multitude d'outils inspirés des techniques de l'ingénierie industrielle et logistique a été déployées en réponse des problématiques rencontrées sur le terrain.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49583892","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 : 2018-12-12DOI: 10.37870/JOQIE.V8I11.154
J. Anttila, Kari Jussila
The United Nations' Agenda 2030 for sustainable development is the action plan with the ambitious goals and targets for transforming our world. According to UNESCO, education for everybody is at the heart of the sustainable development, and quality of the education is imperative. Sustainability and sustainable development are ambiguous concepts, and the whole is difficult to discern. Here in this article, we examine them comprehensively and systematically and clarify their elements and relationship in the broader concept of 'quality society'. Quality of the society and education, are dealt with in the professional and standardized way. Great variety of possibilities for formal, non-formal and informal education are available in our societies. Although certain organizations of the society have a strong influence on the prevailing situation and its development, ultimately the education and learning, and also the sustainable development of the society depend on people and their activity. Universities have the special role in the development of civilization towards the advanced human society and the high level of culture, science, industry, and government. Development of the society takes place in the local communities, municipalities, countries, regions and in the whole world. Fast and versatile technical implementations and urbanization set particular requirements on the educational solutions and societal development. Hence, innovations are necessary also for the educational and societal development processes.
{"title":"Enabling \"Quality Society\" through quality education for sustainable development","authors":"J. Anttila, Kari Jussila","doi":"10.37870/JOQIE.V8I11.154","DOIUrl":"https://doi.org/10.37870/JOQIE.V8I11.154","url":null,"abstract":"The United Nations' Agenda 2030 for sustainable development is the action plan with the ambitious goals and targets for transforming our world. According to UNESCO, education for everybody is at the heart of the sustainable development, and quality of the education is imperative. Sustainability and sustainable development are ambiguous concepts, and the whole is difficult to discern. Here in this article, we examine them comprehensively and systematically and clarify their elements and relationship in the broader concept of 'quality society'. Quality of the society and education, are dealt with in the professional and standardized way. Great variety of possibilities for formal, non-formal and informal education are available in our societies. Although certain organizations of the society have a strong influence on the prevailing situation and its development, ultimately the education and learning, and also the sustainable development of the society depend on people and their activity. Universities have the special role in the development of civilization towards the advanced human society and the high level of culture, science, industry, and government. Development of the society takes place in the local communities, municipalities, countries, regions and in the whole world. Fast and versatile technical implementations and urbanization set particular requirements on the educational solutions and societal development. Hence, innovations are necessary also for the educational and societal development processes.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42907857","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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