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The proposed unified conceptual framework for quality of education in schools.
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Quality of education in schools requires accurate descriptions of all its components to judge its realization and plan for its improvement. However, it can be difficult to obtain such descriptions in an effective manner. This article aims to propose a unified conceptual framework for quality of education in schools to facilitate an understanding of...
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... There is consensus among scholars that QA systems in HE require accurate and consistent descriptions of all the concepts that constitute quality, its implementation and improvement (Garira, 2020). Accordingly, the phenomenon of conceptual framework helps to explain the meaning of the key elements in QA, for the purposes of enhancing consistency, defining role, and the relationships of the key elements to improve quality (Parmelli et al, 2021). ...
... Put together contributions by (Veiga, 2017;Siringi, 2019;Garira, 2020 andNguyen, 2021), the main quality assurance conceptual framework can be summarized in the following summary: ...
... Construction of a sustainable QA, it requires accuracy and consistency in the descriptions of all the concepts that constitute quality, for implementation and improvement of quality and QA systems in the HE. Moreover, it helps in definition of roles, meaning and interactions of the key elements for improving quality (Garira, 2020;Parmelli et al, 2021;Kodkrls et al, 2019;Tanweer and Mubashar, 2016). In particular Parmelli et al (2021, p.7) identified the three key elements in the conceptual model as a) quality indicators, b) performance measures, and c) performance indicators. ...
This paper is a desktop review which presents findings from 32 studies covering quality and Quality Assurance (QA) systems in the Higher Education (HE) sector in the Kenyan context; the choice of the studies was based on relevance, themes and the objectives of the study. The purpose of the paper was to evaluate the determinants of a sustainable quality assurance systems in higher education in Kenya. The selected studies were carefully reviewed, data was gathered and categorized into themes. The emerging patterns from the categorized data was used to answer the research questions. In that regard, this study went beyond the processes of QA, and accreditation to address the question of sustainability which presently stands as one of the key gap in the implementation of QA systems in the HE sector. The main findings of the study are: sustainable QA systems in HE is realizable by addressing the factors identified b) conceptual model is fundamental for clarity and accuracy to avoid confusion and relativism c) the processes of developing and implementing QA should be inclusive and participatory for better results, d) more partnership and collaboration are needed to solve the challenges of implementing QA systems.
... Many authors agree that strong instructional, school, academic, collaborative and collegial leadership has a significant influence on the effectiveness of schools [32][33][34]36,39,[41][42][43][44]48,[56][57][58][59][60][61][62][63][64][65][66][67][68]. ...
This paper aims to provide a systematic review of the literature on school effectiveness, with a focus on identifying the main factors that contribute to successful educational outcomes. The research question that this paper aimed to address is “what are the main factors of school effectiveness?”. We were interested in several descriptors such as school, effectiveness/efficiency theories, effectiveness/efficiency research and factors. Studies (published within the 2016–2022 period) were retrieved through two databases: JSTOR and ERIC. This paper defines several categories identified by school effectiveness research. Within these categories, various factors that affect the students’ outcomes and the defined effectiveness in school are listed. As the results show, the issue of school effectiveness is multifaceted, as the effectiveness of schools is a complex concept that can be measured through various indicators such as academic achievement, student engagement and teacher satisfaction. The review of school effectiveness revealed that several factors contribute to effective schools, such as strong leadership, effective teaching practices, a positive school culture and parental involvement. Additionally, school resources, such as funding and facilities, can impact school effectiveness, particularly in under-resourced communities.
... The role of the teacher is crucial in education. The quality of education, whether good or bad, is influenced by how a teacher can deliver knowledge and life values that enable learners to achieve their aspirations, both for themselves, their families, society, and their nation (Brika et al., 2021;Garira, 2020;Ho et al., 2021;Jamoliddinovich, 2022;Qutni et al., 2021;Rodríguez et al., 2022). Specifically, the role referred to here relates to the teacher's role in the learning process. ...
This study aims to investigate the implementation of classroom management in enhancing the effectiveness of Islamic Religious Education (PAI) instruction at SMK Muhammadiyah 3 Makassar. It seeks to identify the facilitating and inhibiting factors of classroom management in improving PAI instruction at the aforementioned institution, as well as the approaches employed by teachers to enhance the effectiveness of PAI instruction. This research employs a qualitative approach, utilizing data collection methods such as observation, interviews, and documentation. Data analysis is conducted through descriptive analytics, involving the description and analysis of all field data to draw conclusions. The findings indicate that classroom management in enhancing the effectiveness of PAI instruction is effective but not yet optimal. Factors influencing the effectiveness of PAI instruction predominantly stem from the students themselves, the teachers, and the school's resources and facilities. Teachers employ various approaches, including power and threat, to enhance the effectiveness of PAI instruction, although not all aspects of classroom management can be fully implemented by teachers.
... [UNESCO]) tarafından yayımlanan çeşitli raporlar ve hedeflerde eğitimin kalitesine odaklanıldığı görülmektedir (UNESCO, 2004(UNESCO, , 2015. Son yıllarda yayımlanan araştırmalar incelendiğinde de farklı ülkelerde eğitimin kalitesi ile ilgili yapılan araştırmaların arttığı ve eğitimde kalitenin artırılması konusuna odaklanıldığı görülmektedir (Garira, 2020;Young vd., 2019 (Odom vd., 2005). ...
... Similar to this, in an educational system, different levels of the systemnational, tertiary, school, and preschooland together with their key stakeholders, determine the resources needed -adaptation (i.e., budgetary, assets, intended curriculum, human capital, purpose and objectives, organization structure, democratic governance, and collaboration) to achieve systemic educational goals, which is the provision of quality education. This idea entails creating pertinent monitoring and evaluation tools to assess educational quality, which should be a collaborative effort between all education stakeholders -goal attainment (Garira, 2020). Developing and adapting policies for quality education from the UNESCO Agenda 2030 to AmBisyon 2040 and all levels of the country's educational systems demonstrates the importance of the existing systems' interdependenceand integration. ...
Graduates are the evidence of the worth of an academic program and the value of Higher Education Institutions. Through a tracer study, this paper examines the socioeconomic conditions of 92 graduates of the State University identified using purposive sampling in Northern Negros from 2015 to 2020. The study used a cross-sectional method with CHED Graduate Tracer Study as an instrument. The data was collected through survey and was analyzed using descriptive statistics. It employed the Social System Theory to assess the mandates of the HEIs to deliver quality education. The graduates have passed the Licensure Examination for Teachers and landed permanent jobs. The graduates' family income increased, and their alma mater contributed to their holistic development, contributing to the sustainability of SDG 4 of UNESCO 2030 and AmBisyon 2040. Tracer studies can be used to examine the socioeconomic conditions of graduates as a framework that goes beyond employability, competency, program, and curriculum development. It is suggested that this framework be replicated.
... Many authors agree that strong instructional, school, academic, collaborative, and collegial leadership has a significant influence on the effectiveness of school [36][37][38]40,43,[45][46][47]51,[59][60][61][62][63][64][65][66][67][68][69][70][71]. ...
This paper aims to provide a systematic review of the literature on school effectiveness, with a focus on identifying the main factors that contribute to successful educational outcomes. The research question that this paper aims to address is: What are the main factors of school effectiveness? The research was interested in several descriptors such as school, effectiveness/efficiency theories, effectiveness/efficiency research, and factors. Studies were reviewed through two databases: JSTOR and ERIC (published within the 2016-2022 period). The paper defines several categories that are exposed within school effectiveness research. Within these categories, various factors that affect the students’ outcomes and the defined effectiveness at school are listed. As the results show, the issue of school effectiveness is a multifaced challenge as the effectiveness of schools is a complex concept that can be measured through various indicators such as academic achievement, student engagement and teacher satisfaction. The review of school effectiveness has revealed that several factors contribute to effective schools, such as strong leadership, effective teaching practices, a positive school culture and parental involvement. Additionally, school resources, such as funding and facilities, can impact school effectiveness, particularly in under-resourced communities.
... The following primary outcome measures were studied: the general academic performance, which was measured as the percentage of students in the index school that passed a particular course (English, mathematics, integrated science, social studies), and the average scores of the four subjects. Our proposed conceptual framework for the definition of quality of education was based on an input (human resources, the provision of teaching and learning materials, etc.), process (supervision of teachers, support for teaching and learning, etc.), and output (pass rate, social skills, etc.) approach developed by Garira (2020). However, this study limited the definition of quality education to achievement in academic subjects, ignoring other aspects of quality education such as students' cultural heritage, social preparation, and personal development geared towards overall development of the child. ...
... Salah satu bab pada pembelajaran fisika yang cukup sulit adalah bab suhu dan kalor kelas sebelas semester satu kurangnya pemahaman konsep dan keterampilan berpikir kritis . Hal ini mengakibatkan hasil belajar siswa pada materi suhu dan kalor menjadi rendah (Garira, 2020). Tentu saja Guru dituntut untuk kreatif dalam mengajar dengan mengembangkan dan membuat media pembelajaran yang sesuai dengan perkembangan zaman supaya siswa dapat tertarik belajar fisika dan benar benar mengerti konsep fisika yang dianggap sulit tersebut (Maryam & Fahrudin, 2020). ...
Penelitian ini mempunyai tujuan mengembangkan media pembelajaran interaktif berbasis problem based learning pada materi suhu dan kalor untuk siswa kelas sebelas. Metode penelitian yang dilakukan adalah jenis penelitian research and development dengan model 4D (define, design, development, disseminate). Data diperoleh yang diperoleh dari penilaian validasi pendidik fisika SMA N 1 Minggir dan SMA N 1 Godean. kelayakan media pembelajaran interaktif berbasis problem based learning pada materi suhu dan kalor menggunakan simpangan baku ideal (SBi) dengan hasil rata rata 3,75 dengan kategori sangat layak.Media yang dikembangkan menarik perhatian siswa dan dapat menambah pengetahuan siswa serta memotivasi siswa untuk belajar fisika. Selain itu, media pembelajaran interaktif powerpoint berbasis problem based learning pada materi suhu dapat menanamkan pemahaman konsep yang mendalam.
... However, few studies have addressed these two factors (Garira, 2020). The path to educational excellence must involve improving both students' academic results and equity (Kyriakides & Creemers, 2011;Kyriakides et al., 2019); as well as the promotion of meeting students' needs and individual growth (Huang & Chen, 2021). ...
... Most educational authorities around the world are focused not only on increasing students' scores in different subjects but also on reducing inequality (Rodríguez, 2019;Rolleston & Iyer, 2019;Villasmil et al., 2019). However, the heterogeneity of students' scores has received little attention in the literature, as many researchers solely focus on academic results (Garira, 2020;Sulis et al., 2020). ...
... The variation in academic results in Peru makes the country a particularly interesting context for this study, which addresses three of the issues that have been identified as research gaps in previous studies: i) analysing the evolution of academic results and equity by examining prospective and longitudinal academic results (Murillo & Martínez, 2017); ii) addressing the two factors of quality and equity in a Latin American context (Garbanzo, 2014;Girotto, 2019;Ibáñez, 2017;Troncoso, 2019); and iii) exploring the effects of educational and economic variables on academic results as well as inequalities in these results (Garira, 2020;Sulis et al., 2020). ...
This study aims to understand the relationship between quality and equity in different regions of Peru. The academic results of students in Language and Mathematics in the second and fourth years of Primary Education from 2007 to 2018 were analysed. The results indicate improvements in the scores and a more homogeneous result distribution in the country, and show that area, poverty index, investment in education, permanence, and enrollment rates affect academic results and the coefficient of variation, and that the latter is also affected by subject and GDP. Lower scores are attributed to rural areas, with public centres presenting the greatest inequalities. Finally, slight increases in the socioeconomic index of families with fewer resources have an effect on score improvement.
... Notwithstanding the importance attached to the evaluations and measurements of the quality in education, this concept is quite controversial (Ryzhov, Ziskin, Razumovskaya, Umyarov, & Peshcherov, 2021). Moreover, according to Garira (2020) quality in education needs accurate descriptions of all its elements to judge its realization and plan for its improvement. This can help education stakeholders to understand their roles, as it delineates responsibilities so that each knows the roles to play in the realization of quality in school education. ...
The purpose of this paper is to explore the conceptual content of the term ‘quality’ in primary and secondary education through the content analysis of 32 scientific publications. The analysis of the qualitative data is based on the methodology of grounded theory, revealing 21 major dimensions of quality with a high frequency of occurrence that are divided into five broader categories. The first category, ‘learning environment,’ includes psychosocial elements, physical elements, respect for diversity and collaboration, sharing, and team spirit. The second category, ‘learning content,’ includes student-centred pedagogy, well-structured knowledge base, continuous curriculum improvement, interest in all students, and life skills. The third category, ‘processes,’ includes teaching, learning, assessment, support, and supervision. The fourth category, ‘students,’ includes involvement/participation, feedback, challenging learning activities, and improved learning outcomes. Finally, the fifth category, ‘teachers,’ includes knowledge of educational context, content, curriculum, and pedagogy, pedagogical skills, emotional/management/reflection skills, and teacher professional development. According to the main findings, from the category ‘learning environment,’ the dimension concerning the psychosocial elements prevails in the literature; from the category ‘learning content’, the dimension of student-centred pedagogy prevails; and from the category ‘processes’, three dimensions prevail: the first is related to support and supervision and the other two are related to teaching and assessment. From the wider category ‘students,’ the dimension relating to improved learning outcomes prevails. Finally, in the category ‘teachers,’ two dimensions prevail: the first concerns skills (emotional, management, reflection), and the second dimension concerns knowledge of the educational context, content, curriculum, and pedagogy.
