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Journal articles on the topic 'Education, Higher – Ethiopia – Quality control'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Faerber, Emily, Roland Brouwer, Jan Low, and Amy Webb Girard. "Community-Based Nutrition Education Improves Caregivers’ Knowledge of Complementary Feeding in Southern Ethiopia." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 979. http://dx.doi.org/10.1093/cdn/nzaa054_051.

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Abstract Objectives Quality Diets for Better Health (QDBH) is a nutrition-sensitive agriculture project in southern Ethiopia that promotes vitamin A-rich orange-fleshed sweetpotato (OFSP) and community-based nutrition education to improve the quality of young child diets. The objective of this research is to examine the impact of the project and other predictors on caregiver knowledge of infant and young child feeding (IYCF) over time. Methods Communities were randomized to a control group and intervention groups receiving OFSP planting materials and community-based nutrition education. Households with infants <6 months completed a baseline survey in January 2018, and follow-up surveys 7 and 13 months later. Knowledge of IYCF recommendations and vitamin A was assessed at each visit; a knowledge score (range 0–100) was calculated by assigning points for accurate responses. If a caregiver was missing not more than two responses, we imputed her score with the community-mean to retain sample size and minimize bias. We used mixed effects modeling to examine the effect of QDBH and other factors, such as education and prenatal counseling, on knowledge scores over time, while controlling for covariates. Results Of the 605 households who completed the baseline survey, 548 (90.6%) and 523 (86.4%) completed the follow-up surveys. Baseline characteristics of the group lost to follow-up did not differ from those retained in the sample. Knowledge scores were highest at baseline (65.3 ± 14.4), and lower at 7 months (48.4 ± 13.8) and 13 months follow-up (46.9 ± 14.0). Baseline scores were higher among caregivers with higher education (P < 0.05) and who reported receiving prenatal IYCF counseling (P < 0.0001), but also declined faster among those who had prenatal counseling (β = −1.6, P = 0.04). Knowledge scores in intervention and control groups were similar at baseline (P = 0.49), but scores of those in the intervention group declined less rapidly than those in the control group (β = 4.0, P < 0.0001). Conclusions Caregivers’ knowledge of IYCF decreased in the postnatal period; decreases were fastest among those who received prenatal IYCF counseling and among those in the control group. Postnatal community-based nutrition education can help maintain knowledge of IYCF recommendations. Funding Sources This research is funded by the European Union in partnership with the International Potato Center.

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Nasir, Beshir Bedru, Miftah Shafi Buseir, and Oumer Sada Muhammed. "Knowledge, attitude and practice towards insulin self-administration and associated factors among diabetic patients at Zewditu Memorial Hospital, Ethiopia." PLOS ONE 16, no. 2 (February 8, 2021): e0246741. http://dx.doi.org/10.1371/journal.pone.0246741.

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Background Diabetes mellitus is a common health problem worldwide. Proper insulin administration plays an important role in long term optimal blood sugar control. Adequate knowledge and attitude about insulin self-administration could also improve the management of diabetes and eventually improve the quality of life. This study aimed to assess knowledge, attitude and practice towards insulin self-administration and associated factors among diabetic patients at Zewditu Memorial Hospital (ZMH), Ethiopia. Methods An institution-based cross-sectional study was conducted among 245 diabetic patients who were selected by systematic random sampling during follow-up at ZMH. The data was collected using an interviewer-administered structured questionnaire and analyzed by SPSS v.20. Binary logistic regression was used to identify associated factors of patients’ knowledge and P < 0.05 was used to declare the association. Results Among 245 patients enrolled, 53.9% were male with a mean age of 53.26 ±13.43 years and more than 84% of the patients can read and write. The overall patients’ knowledge was 63.4%. Better knowledge was observed concerning timing (78.4%) and site of insulin injection (89.4%), while knowledge on the angle of inclination during insulin administration (43.3%) and complications of insulin therapy (49%) were low. Patients who were male gender, never married, government or NGO employees, urban residents, who completed elementary and higher education had a higher knowledge than their comparators. The majority (62%) of the study patients had a favorable attitude on insulin self-administration. Although the majority 177(72.2%) of the study patients have administered insulin themselves, only 120(49.0%) of the patients injected insulin appropriately at 450. Frequent repetition of the injection site was practiced among 176(71.8%) patients and 139(56.7%) injected insulin before or immediately after food intake. Conclusion Patients’ knowledge and attitude seem suboptimal and malpractice of insulin self-administration was reported. Therefore, the gaps should be addressed through patient education and demonstration of insulin injection during each hospital visit.

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Thompson, Keith. "Quality Control in Higher Education." European Education 25, no. 4 (December 1993): 77–82. http://dx.doi.org/10.2753/eue1056-4934250477.

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Thompson, Keith. "Quality control in higher education." British Journal of Educational Studies 40, no. 1 (February 1992): 51–56. http://dx.doi.org/10.1080/00071005.1992.9973910.

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5

Wariyo, L. Geleto. "Higher Education Quality Assessment in Ethiopia: A Comparative Study." Multidisciplinary Journal for Education, Social and Technological Sciences 7, no. 1 (April 16, 2020): 1. http://dx.doi.org/10.4995/muse.2020.10512.

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<p>The major objective of this study was analyzing the Ethiopian Higher Education quality assessment model in line with another world. The total 46 key informants were purposively selected from the data sources of this study (Ethiopian public HEIs and the Ministry of Education) and interviewed. Document analysis was another instrument. Using descriptive qualitative research design, data were analyzed in themes qualitatively. Literatures describing the higher education quality assessment models were reviewed. The literature on the models of higher education quality assessment generally tends to converge to the general model of higher education quality assessment and tends to diverge from it while it adds many approaches to the dimensions. It is recommended that the Ethiopian system better to be governed by an independent agency that has strong international linkage, and the system should emphasize the need of stakeholders in quality assurance and assessment. Use of diversified methodologies and existence of explicit standards for resource utilization were recommended. Rigorous interdisciplinary and cross-disciplinary peer reviews are strongly recommended in this study.</p>

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Yirdaw, Arega. "Quality of Education in Private Higher Institutions in Ethiopia." SAGE Open 6, no. 1 (January 5, 2016): 215824401562495. http://dx.doi.org/10.1177/2158244015624950.

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7

Akalu, Girmaw Abebe. "Higher Education in Ethiopia: Expansion, Quality Assurance and Institutional Autonomy." Higher Education Quarterly 68, no. 4 (February 20, 2014): 394–415. http://dx.doi.org/10.1111/hequ.12036.

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Uzunboylu, Huseyin, and Cigdem Hursen. "Message From the Editors." Cypriot Journal of Educational Sciences 12, no. 1 (March 30, 2017): 1. http://dx.doi.org/10.18844/cjes.v12i1.1636.

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Dear Colleagues It is a great honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences which has 5 articles written by authors from Ethiopia, Romania and Turkey. The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all authors who have contributed to this issue. There are different focuses in the articles. For example, Sutuma Edessa aimed of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching. On the other hand, Ileana Monica Popovici, Lucian Popescu and Liliana-Elisabeta Radu in their study intended to explore the levels of physical fitness of the students between 11 and 13 years of age. The participants of this study were 251 volunteer students including 95 boys and 156 girls between the ages of 11and13 and joined in physical education lessons twice a week. The students were assessed for six anthropometric characteristics and five physical tests. The findings suggest some differences between female and male students and between ages; male participants obtained higher results as means compared to female participants. Another study conducted by Cigdem Akkanat and Murat Gokdere. They developed an objective measure of science ability of gifted middle school students. Also, Ahmet Uzun, Latif Aydos, Metin Kaya, Mehmet Fatih Yuksel and Hacı Ahmet Pekel examined the effect of maximal force applied to the floor area and contact area of the athletes with related to mid-distance training for athletics. Finally, Ozgul Polat, Ezgi Aksin Yavuz and Ayse Betul Ozkarabak Tunc investigated the effect of mind mapping activities on the maths and science skills of children from 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood. I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to publish their articles, and also all reviewers working seriously in this process. Best regards, Editor-in-Chief Prof. Dr. Huseyin Uzunboylu Executive Editor Assoc. Prof. Dr. Cigdem Hursen

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Milliken *, John, and Gerry Colohan. "Quality or Control? Management in Higher Education." Journal of Higher Education Policy and Management 26, no. 3 (November 2004): 381–91. http://dx.doi.org/10.1080/1360080042000290221.

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Iram, Yaacov. "Quality and Control in Higher Education in Israel." European Journal of Education 22, no. 2 (1987): 145. http://dx.doi.org/10.2307/1503213.

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11

Drenth, Pieter J. D. "Quality Control in Higher Education: The AMOS System." Western European Education 21, no. 1 (April 1989): 52–64. http://dx.doi.org/10.2753/eue1056-4934210152.

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Drenth, Pieter J. D. "QUALITY CONTROL IN HIGHER EDUCATION: THE AMOS‐SYSTEM." Higher Education in Europe 12, no. 4 (January 1987): 23–32. http://dx.doi.org/10.1080/0379772870120404.

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13

Wicks, Sylvia. "Peer review and quality control in higher education." British Journal of Educational Studies 40, no. 1 (February 1992): 57–68. http://dx.doi.org/10.1080/00071005.1992.9973911.

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Almudara, Safar Bakheet. "Estimating, Budgeting for Quality Control in Higher Education." International Journal for Innovation Education and Research 6, no. 1 (January 31, 2018): 1–10. http://dx.doi.org/10.31686/ijier.vol6.iss1.951.

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The current study aims to determine the attitudes of estimate and budget of quality control for higher education for the universities and affiliated its institutions. Who is presently undergoing quality assessment according to the National Commission for Academic Accreditation and Assessment (NCAAA), it is the organization responsible for verifying quality documents which are prepared by the respective universities and its affiliated colleges and institutions to meet its goals. So in this article suggest the most suitable techniques to estimate and budget for the quality control. To determine most suitable estimate method, this paper analyzes various methods and selects a suitable method of the cost estimate. According to results, the attitudes of the cost estimate depends on the quality work break structure and its various levels of work done to achieve intended goals. The case research examined in this paper was carried out by the authors of the research project ‘Factors Affecting the Quality control in higher education: an Empirical Investigation around Saudi Arabian Universities.

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Gray, Peter J. "Higher and Engineering Education Quality Assurance." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 1 (January 2011): 1–14. http://dx.doi.org/10.4018/ijqaete.2011010101.

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Quality assurance has been defined as a means of “control over the standards, delivery, and validation of higher education” (Brock, 2007, p. 25). Over the past twenty-five years (one could say 2500 years) calls for quality assurance have caused tension inside and with regards to the outcomes of higher education. These tensions stem from differing purposes, perceptions, and processes for quality assurance on the part of the groups that compete to control these elements. In essence, it is a matter of language and power (Ewell, 1989), that is, whoever defines the language of quality assurance purposes, perceptions, and processes has the power to control higher education. Inside higher education those in different disciplines may have quite divergent views of quality assurance. Often these views are divided along the lines of the sciences and humanities, as characterized by Snow (1961). In addition, the more applied or profession-oriented disciplines, such as engineering, business, health professions, and teacher education, have their own expectations related to the standards, delivery, and validation of higher education. It is often the case that faculty and administrative cultures within an institution have differing views related to purposes, perceptions, and processes of quality assurance.

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Lycke, Liselott, and Ingrid Tano. "Building quality culture in higher education." International Journal of Quality and Service Sciences 9, no. 3/4 (September 18, 2017): 331–46. http://dx.doi.org/10.1108/ijqss-04-2017-0033.

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Purpose The purpose of this paper is to describe an approach to build a quality culture within a higher education institution. Design/methodology/approach This paper is based on Action research and a Case study. Findings The authors show the result of the mapped processes of a higher education institution, Management planning and control, Education, Research and Support, and describe how the mapping was performed, working in cross-functional teams. Further on, they discuss the result of the pilot and the plan for implementation. Originality/value A process-oriented approach in higher education institutions, with its complexity, creates opportunities for successful quality assurance and control when having an integrated quality assurance system.

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Alemu, Daniel S. "Expansion vs. Quality: Emerging Issues of For-Profit Private Higher Education Institutions in Ethiopia." International Review of Education 56, no. 1 (January 10, 2010): 51–61. http://dx.doi.org/10.1007/s11159-009-9150-3.

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Maassen, P. A. M. "Quality Control in Dutch Higher Education: Internal versus External Evaluation." European Journal of Education 22, no. 2 (1987): 161. http://dx.doi.org/10.2307/1503214.

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Woldeyes, Melese Mekasha. "Breaking Higher Education’s Iron Triangle through Distance Education: The Case of IGNOU in Addis Ababa, Ethiopia." International Journal of Education 8, no. 3 (July 24, 2016): 31. http://dx.doi.org/10.5296/ije.v8i3.9771.

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<p>This article addresses the issue of access to quality postgraduate distance education. It was<br />developed within an argument that access to conventional face-to-face postgraduate studies is<br />still a challenge in developing countries. It argues that distance education can be used as an<br />alternative means of meeting the increasing demand for higher education in the country<br />concerned. This study used a case study of Masters of Arts in Rural Development (MARD)<br />program that is offered by Indira Ghandi National Open University in Addis Ababa, Ethiopia.<br />Semi-structured interviews and document analysis were used to gather the relevant data. The<br />study established that distance education has a huge potential as an alternative and<br />cost-effective means of providing quality higher education in Ethiopia. The study suggests that<br />careful planning and integration of distance education into the national higher education policy<br />will enable effective and efficient provision of quality distance postgraduate education in<br />developing countries like Ethiopia.</p>

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Mizrahi, Shlomo, and Abraham Mehrez. "Managing quality in higher education systems via minimal quality requirements: signaling and control." Economics of Education Review 21, no. 1 (February 2002): 53–62. http://dx.doi.org/10.1016/s0272-7757(00)00042-x.

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Olkaba, Teklu Tafase, and Ewnetu Hailu Tamene. "Deliverology in Ethiopian Higher Education as a Quality Management Tool: Critical Review and the Insider’s Reflection." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 83. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.83.

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The concept of deliverology as a systematic process for driving progress and delivering results in government and the public sector, was endorsed in Ethiopia in 2017 for the purpose of quality management in Ethiopian public universities. The impetus of this reflective review article is to examine the essence of deliverology as a quality management tool in Ethiopian higher learning institutions as a response to graduate unemployment. In Ethiopia, different reform strategies were endorsed in higher learning institutions such as: program diversification, modularization governance reform strategies and currently deliverology as a quality management tool. This paper critically reviewed the Ethiopian higher learning institutions experiences and the essence of deliverology from its inceptions to the current implementation in Ethiopian public universities. The findings portray that deliverology as strategy for quality management is not conceived in Ethiopian higher education community at large and reality on the ground is different from the literature developed on the science of deliverology.

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Breider, N. A., and Y. A. Uryutova. "QUALITY CONTROL IN EDUCATION AS A TOOL FOR EFFECTIVE MANAGEMENT OF HIGHER EDUCATION." Proceedings of the Russian State Hydrometeorological University, no. 56 (2019): 157–65. http://dx.doi.org/10.33933/2074-2762-2019-56-157-165.

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Sugiyanto., Eko. "HIGHER EDUCATION QUALITY CONTROL ANALYSIS OF PRIVATE HIGHER EDUCATION INSTITUTIONS CONDUCTED BY PRIVATE HIGHER EDUCATION COORDINATING BOARD OF REGION III JAKARTA." International Journal of Advanced Research 4, no. 8 (August 31, 2016): 231–36. http://dx.doi.org/10.21474/ijar01/1209.

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Wang, Li. "Quality assurance in higher education in China: Control, accountability and freedom." Policy and Society 33, no. 3 (September 2014): 253–62. http://dx.doi.org/10.1016/j.polsoc.2014.07.003.

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Hrynkevych, O. S. "Statistical Analysis of Higher Education Quality with Use of Control Charts." Advanced Science Letters 23, no. 10 (October 1, 2017): 10070–72. http://dx.doi.org/10.1166/asl.2017.10390.

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Zaki, M. "Academic Quality Assurance Survey in Higher Education." International Journal of Higher Education 9, no. 6 (October 3, 2020): 268. http://dx.doi.org/10.5430/ijhe.v9n6p268.

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State Islamic University of Mataram (UIN Mataram) is the only Higher Education institution which is located in central of Indonesia and leads to its vision as World Class University (WCU) in 2042 by managing 32 study programs including sciences and socials. Furthermore, it has huge responsibility to develop the quality of education in local and national scopes which then required good academic quality control. The present study aims to describe and analyze the responses on the academic service at Faculty of Education and Teachers Training at UIN Mataram in 2018 and 2019. The research approach was quantitative model with the survey design. The instruments used was online and offline questionnaires with the collaboration with Quality Assurance Bureau (QAB) at the university. According to the findings of the study, the conclusion was: (1) the students’ satisfaction on the lecturers’ performance increased 0.014 in 2019, (2) TBI (English Education Department) showed significant improvement of lecturers’ performance score (0.24) in 2019, and (3) the lecturers’ punctuality to teach had been the item to show the highest score margin between 2018 and 2019 (0.24). The present research implies the urgency to adjust the weakness of the academic quality to the better condition.

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Woldeyes, Melese Mekasha. "The Significance of Quality Higher Education for Sustainable Growth and Development in Africa: The Case of Ethiopia Context." Education, Society and Human Studies 1, no. 1 (May 7, 2020): p32. http://dx.doi.org/10.22158/eshs.v1n1p32.

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This paper examines the role of quality higher education for sustainable growth and development for African countries including Ethiopia. In providing access to quality higher education in Africa, using the Ethiopian context as a case study. It draws on Higher Education for Sustainable Development (HEfSD) is being significantly shaped by the global sustainability agenda, and it further explores the potential of higher education program delivery system in an Ethiopian context. In addition, the study explores the policy of the conventional higher education. Two instruments were used to gather relevant data, namely: interviews and document analysis. Three quality indicators used, coherence, efficiency and impact of higher education, were used as tools of analysis.This article is divided into three sections which explore three key linked aspects of the importance of higher education.1) Higher education.2) Its access and Quality.3) Concept of the Sustainable development of African countries, including Ethiopia.The author of this article develops a powerful framework for quality higher education and its essentials for growth and development, and seek to apply this in to various developing countries for sustainable growth and development in a range of international settings. In so doing to make an important connection between theoretical frameworks of the above practical elements. Given the constraint of different segment of the development integration, the finding of this study highlighted the importance of higher education in developing countries including Ethiopia, for fulfilling’s sustainable development agenda of the country.

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Taousanidis, Nikolaos I., and Myrofora A. Antoniadou. "Quality Assurance: Enhancing or Threatening Higher Education?" Industry and Higher Education 24, no. 2 (April 2010): 87–93. http://dx.doi.org/10.5367/000000010791190967.

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There is an increasing marketization of commodity services and, the authors argue, higher education is suffering heavily from this trend. Higher education institutions (HEIs) are currently subject to quality assurance and other externally imposed procedures that have been successfully applied in the private sector. This article analyses the threats of such assurance methods, which systematically ignore the notion of HEIs as sites of knowledge production, especially in less developed, emerging and developing countries with a small tertiary education sector. In such countries, public institutions cannot afford high investment without sacrificing other social and economic objectives, such as widening access, institutional diversity, community partnerships, cross-institutional collaboration and resource sharing, and knowledge transfer. The criticism in this article is directed mainly at the imposed external evaluation that is designed to compare and classify institutions, with the ultimate aim of reducing the number of HEIs receiving public funding, or at least of reducing the funding of one or more of the missions (teaching, research) in which HEIs excel. The authors conclude by suggesting that such governmental strategies simply reflect another attempt to control, and to shift the focus away from government policies that have led to the massification of higher education without the necessary injection of resources.

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Kettunen, Juha. "Intranet as a Quality Manual in Higher Education." International Journal of E-Adoption 3, no. 3 (July 2011): 33–43. http://dx.doi.org/10.4018/jea.2011070103.

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This study describes how the Intranet of a higher education institution can be used as a quality manual. The study is based on process management. The process architecture can be used as a structure for the Intranet. This Intranet also includes detailed process descriptions and makes them available for management, personnel, and students. The flow charts and process cards provide managers with more awareness and control over their responsibilities and ensure that the objectives and high quality can be achieved. The results of this study are useful for those who want to develop quality manuals for higher education institutions.

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Smith, Karen. "Assuring quality in transnational higher education: a matter of collaboration or control?" Studies in Higher Education 35, no. 7 (November 2010): 793–806. http://dx.doi.org/10.1080/03075070903340559.

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Parrish, Dominique, and Alisa Percy. "JUTLP Editorial Issue 15.1." Journal of University Teaching and Learning Practice 15, no. 1 (January 1, 2018): 2–4. http://dx.doi.org/10.53761/1.15.1.1.

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Welcome to the first issue of the Journal of University Learning and Teaching Practice for 2017. This issue contains six papers that broadly cover topics related to assessment, educational collaborations, academic development and social media The first two papers in this issue have a focus on assessment. In the first paper, Francis examines and evaluates the link between assessment rubrics and student performance and evidences the importance of students engaging with and discussing assessment rubrics. The paper presents practical suggestions for effectively using rubrics and fostering improved student performance and engagement. In the second paper Tadesse, Manathunga and Gillies broadly examine the perceptions of a range of stakeholders in higher education in Ethiopia, on the quality of their experiences of teaching, learning, assessment and review. A qualitative case study design was used and found that recent quality improvement efforts in Ethiopia have been more focused on quality assurance than quality improvement. The recommendations of this study suggest the need for internal system enhancement, adoption of formative assessment and support and ownership of those working in the sector and responsible for quality improvement.

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Yismaw, Malede Berihun, Zelalem Tilahun Tesfaye, and Akshaya Srikanth Bhagavathula. "Assessment of Pharmacy Students’ Satisfaction towards Pharmacotherapy Lectures Delivered at the University of Gondar, Gondar, Ethiopia." Education Research International 2021 (August 24, 2021): 1–7. http://dx.doi.org/10.1155/2021/5601773.

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Background. Quality healthcare can be assured by fostering quality teaching-learning process. Students are well-equipped to judge the quality of the teaching-learning process. Consequently, students’ satisfaction should be considered for the improvement of quality teaching. Objective. The study aimed to explore how far the University of Gondar (UoG) provides quality pharmacy education based on the perspective of students using the validated Instructional Skills Questionnaire (ISQ). Methods. A cross-sectional survey was conducted on May 2018 GC on 105 pharmacy students at the University of Gondar, Northern Ethiopia. Data were collected using the suspected demographic information and the validated Instructional Skills Questionnaire (ISQ). Data were entered into IBM SPSS Statistics® version 25, and the results of the analysis were described using descriptive and inferential statistics. A letter of ethical approval was obtained from the ethical review board of the University of Gondar prior to data collection. Results. More than half (58.6%) of the participants were female, and 85.1% of the subjects aged between 21 and 25 years. The highest students’ satisfaction was in the ISQ dimension of explication (58.03%) followed by instruction (56.13%) and comprehension (52.78). Student’s T-test showed that extension (night-shift) students have a higher average satisfaction score (3.54 ± 0.34) compared to regular (day-shift) students (3.31 ± 0.41) (t (103) = 2.422, p = 0.017 ). Similarly, fourth-year students showed higher average satisfaction (3.54 ± 0.33) as compared to fifth-year students (3.28 ± 0.42) (t (103) = 3.41, p = 0.002 ). Conclusion. In the present study, a higher students’ satisfaction was obtained about explication (58.03%) among seven ISQ dimensions, while students’ satisfaction related to activation was minimal (49%). Students’ satisfaction related to the learning outcome was found to be relatively high (67.23%). The study also showed that there is a significant difference in students’ satisfaction within the different study programs and years of study. Hence, the instructors should work to improve students’ satisfaction, thereby increasing the number of qualified professionals in the market.

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Kolodii, Ihor, Tetiana Kostolovych, Tetiana Kolomiiets, Iryna Muratova, and Mykola Tsoi. "Ensuring quality control of educational activities of higher educational institutions." LAPLAGE EM REVISTA 7, no. 3B (September 22, 2021): 292–300. http://dx.doi.org/10.24115/s2446-6220202173b1549p.292-300.

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The study aims to establish a general concept and stages of modeling the implementation of quality control of the educational process; to determine the assessment of employees of the institution of higher education presented an innovative model of quality control using automated learning and control systems (ALCS). The main method was the experiment, the study also used questionnaire and observation methods. The data was analyzed through content and thematic analysis. The main hypothesis is that the implementation models of quality control of education should be comprehensive, meet the mission and strategy of the educational institution and require continuous improvement. The result is the establishment of the main conceptual framework for the formation of an innovative model of quality control, should focus on quality education, use a wide range of advanced technologies, effective communication, improve learning strategies. A further perspective is to investigate the effectiveness of models of quality control of the educational process.

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Duran, T. V., and N. B. Kostina. "Educational policy and quality control of higher education: understanding and evaluation features." Management Issues, no. 5 (2020): 46–57. http://dx.doi.org/10.22394/2304-3369-2020-5-46-57.

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Dolynskа, Mariya. "Some aspects of control on the quality of higher education in Ukraine." Visnik Nacional’nogo universitetu «Lvivska politehnika». Seria: Uridicni nauki 2017, no. 884 (December 27, 2017): 113–19. http://dx.doi.org/10.23939/law2017.884.113.

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Broadfoot, Patrica. "Quality standards and control in higher education: What price life-long learning?" International Studies in Sociology of Education 8, no. 2 (July 1998): 155–80. http://dx.doi.org/10.1080/0962021980020022.

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De Wit, Kurt, and Jef C. Verhoeven. "Autonomy vs. control: Quality assurance and governmental policy in Flanders." education policy analysis archives 12 (December 22, 2004): 71. http://dx.doi.org/10.14507/epaa.v12n71.2004.

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Higher education in Flanders has seen some major changes in the 1990s. One of the key elements of the new higher education regulations was the quality assessment system. This exemplified best the government's policy of granting all institutions of higher education autonomy, making them responsible for their policies, while still keeping the quality of higher education somewhat under governmental control. In this article, we focus on the tension between the government's aim of improving and controlling the quality of higher education and universities ' concern for their autonomy. We describe the Flemish government's view on issues of quality in higher education and confront these with an account on the basis of case studies of how the quality assurance system was actually implemented in universities. We conclude that the model of the "market state" or the "evaluative state" is only realised partially in Flanders. The government is still interventionist when it comes to key policy issues

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Donà dalle Rose, Luigi F., and Anna Serbati. "Editorial: Regional responses to Higher Education world-wide challenges." Tuning Journal for Higher Education 5, no. 1 (November 30, 2017): 13–17. http://dx.doi.org/10.18543/tjhe-5(1)-2017pp13-17.

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In thisIssuewe present firstly the answers given so far by Latin America to the challenge of Quality Assurance, with an eye to the perspective involved in a possible forthcoming transition toa secondgeneration of QA programs. We then present a “sub-regional” spinoff effect of the AHELO project, involving higher education institutions of Japan and Indonesia, willing to test, with an appropriate tool, the achieved learning outcomes of their students of mechanical engineering (master level). Finally, we present three articles from three African countries – Morocco, Ethiopia, and Tanzania – which deal with different facets of the complex challenge of the relationship between higher education and job market, here inflected in terms of job access, graduates’ wages, employability and actual employment after a competence-based learning path. The last article in thisIssue,focused on a specific aspect of the above landscape of answers to major challenges, investigates the relationship between algebraic competences with emotional intelligence.Published online: 30 November 2017

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Ntim, Stephen. "Embedding quality culture in higher education in Ghana: quality control and assessment in emerging private universities." Higher Education 68, no. 6 (March 18, 2014): 837–49. http://dx.doi.org/10.1007/s10734-014-9747-8.

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Lerra, Mulatu Dea. "The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia." Asian Journal of Humanity, Art and Literature 2, no. 1 (June 30, 2015): 9–22. http://dx.doi.org/10.18034/ajhal.v2i1.290.

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Evidently, the implementation of a DL system does not ensure a high-quality education. The purpose of this study is to explore the dynamics and challenges of distance education at Private Higher Institutions in South Ethiopia. In a given study, a representative sample of tutors and academic program leaders selected through simple random and stratified sampling techniques. Questionnaires and interview were instrumental for data collection. The finding revealed that, the number of learners in a class during tutorial programs is not to the standard, the tutors’ are responsible for one to two courses at a time and the remainder for more than two courses, assignments were too difficult for the ability of the students on the courses some learners do not receive modules before tutorial sessions and, consequently, some were forced to share modules, modules were not given long enough in advance of the actual tutorial sessions less commitment of stakeholders to realize the DL program. It is recommended that, Intensification distance education units at the institution and ensuring that students have a suitable educational background when they join to the specific program would make distance education efficient. In addition to this, it is good to try to make the system more flexible and use different information and communication technologies to support distance education.

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Strekalova, Natalia Borisovna. "Control facilities quality of students’ independent work." Samara Journal of Science 5, no. 4 (December 15, 2016): 228–32. http://dx.doi.org/10.17816/snv20164317.

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The following paper deals with the independent work of students as an important factor of modern higher education. The author describes specifics and features of students independent work accomplishment in the conditions of electronic training, distant education forms expansion and educational process transfer to the Internet. The essence of students independent work and influence of educational risks of different nature on it is determined. Taking into account the international standards ISO determining the main task of quality assurance as management of risks arising during its achievement, students independent work quality can be provided with pedagogical controls. Search of pedagogical controls quality of students independent work was performed in Tolyatti Academy of Management where they have been applying the open information and education environment for more than 10 years. The research results showed that effective management of students independent work quality in new conditions of its accomplishment requires implementation of three different types of management - mediated pedagogical, self-government and co-managing, as well as different pedagogical means. The received materials can form a basis for quality improvement of students independent work as well as of the higher education in general.

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Tilaye, Gedefaw, and Lawrence Abraham Gojeh. "Use of Access Control List Application for Bandwidth Management among Selected Public Higher Education Institutions in Ethiopia." Computer Science and Information Technology 8, no. 1 (January 2020): 24–35. http://dx.doi.org/10.13189/csit.2020.080103.

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Valle, Antonio, José C. Núñez, Ramón G. Cabanach, Julio A. González-Pienda, Susana Rodríguez, Pedro Rosário, María A. Muñoz-Cadavid, and Rebeca Cerezo. "Academic Goals and Learning Quality in Higher Education Students." Spanish journal of psychology 12, no. 1 (May 2009): 96–105. http://dx.doi.org/10.1017/s1138741600001517.

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In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals—work-avoidance goals, performance-approach goals, and performance-avoidance goals—significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.

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Beresford‐hill, Paul. "Teacher Education, Access and Quality Control in Higher Education: lessons from America for Britain's policy‐makers." Oxford Review of Education 19, no. 1 (January 1993): 79–88. http://dx.doi.org/10.1080/0305498930190106.

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Batechko, Nina, and Mykola Lut. "Higher education quality management system: a methodological aspect." Osvitolohiya, no. 7 (2018): 145–51. http://dx.doi.org/10.28925/2226-3012.2018.7.145151.

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The article highlights the methodological basis of the higher education quality management system. The problems of quality management in modern scientific research have been revealed. The analysis of the competitive advantages of priorities in the industry and the provision of services in the field of higher education has been carried out. The comprehensive quality management (TQM) as a methodological basis for the quality of higher education has been analyzed in detail. The main tasks that TQM should solve, a set of methodological tools that should accompany it, and its basic principles have been covered. The components of the overall quality management have been considered in the context of the synergetic approach. The relevance of the Deming cycle to the functioning of the quality management system of higher education has been proved. The principles of the use of the Deming cycle and the peculiarities of its implementation in the quality management system in the field of higher education have been presented. It has been proved that the application of the basic principles and components of the overall quality management (TCM) to the development of the quality management system of higher education, in particular through the introduction of innovations into the educational process, enables a continuous quality planning, quality management, a continuous quality control and its improvement in the field of higher education. The higher education quality management system has been highlighted in the context of the concept and main provisions of the systemic and synergistic approaches. It has been proved that the interpretation of the quality management system as an open, non-linear system capable of self-organization, leads to the advantages of TQM over traditional quality management. A comparative analysis of the open system of quality management based on TQM and the traditional quality management system of higher education has been done. It has been proved that the practical implementation of the quality management system will positively affect the organizational, market and financial strategy for the formation of long-term competitive advantages in the field of higher education.

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Mospan, Natalia, and Alla Durdas. "QUALITY ASSURANCE SYSTEM IN HIGHER EDUCATION IN FRANCE." Continuing Professional Education: Theory and Practice, no. 1 (2021): 64–71. http://dx.doi.org/10.28925/1609-8595.2021.1.8.

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The article presents the quality assurance of higher education in France and reveals the system structure peculiar features. The authors characterize the activity of national agencies for external and internal quality assessment. We show that the formation of French quality assurance in higher education has lasted for three decades. The periodization of the quality assurance shaping in higher education is determined based on reforming the principal national agency for quality. The article illustrates the national legislative documents that regulate external and internal French quality assurance. We believe that a specific feature of the French system of quality assurance in higher education is its subordination to agencies (ENQA and EQAR) at the EU level. The article reveals that the French system of quality assurance in higher education is regulated by legal documents («Standards and recommendations for quality assurance in the EHEA»(ESG)) at the European level; a number of national laws, including the Law on Finance (2001), the Law on Freedom and Responsibility of Universities (2007), the Law on Higher Education and Research (2013); national recommendations and handbooks that form the norms and procedures for assessing the quality of universities. Higher education quality assurance is provided through external assessment and internal self-assessment by universities at the national level. The specificity of the French external quality assessment system’s structure lies in the variety of external agencies and their powers. The High Council for Evaluation in Research and Higher Education (Hcéres) is an independent body. The others external agencies are the Inspectorate General for Public Administration of Education and Training (IGAENR), the Commission of Chartered Engineers (CTI), the Commission for the Evaluation of Management Training and Diplomas (CEFDG) and the Advisory National Commission of University Institutes of Technology (CCN-IUT). National external assessment agencies have a sectoral focus and work in a specific segment, relying on internal quality control procedures. Internal self-assessment is mandatory for all French universities that issue state-recognized diplomas.

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Woldeyes, Melese Mekasha. "The School Leadership Is a Key to Break the Higher Education Iron Triangle through Borderless Distance Education: The Case of UNISA in Addis Ababa Ethiopia." Communication, Society and Media 2, no. 2 (May 14, 2019): p67. http://dx.doi.org/10.22158/csm.v2n2p67.

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This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study. It draws on the appropriate school leadership for the development of distance education, and it further explores the potential of a distance education program delivery system in an Ethiopian context. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. Two instruments were used to gather relevant data, namely: interviews and document analysis. Theoretical framework developed through three key elements: access, cost and quality were used as tools of analysis.

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Kleijnen, Jan, Diana Dolmans, Jos Willems, and Hans van Hout. "Does internal quality management contribute to more control or to improvement of higher education?" Quality Assurance in Education 19, no. 2 (April 26, 2011): 141–55. http://dx.doi.org/10.1108/09684881111125041.

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Avenarius, Hermann. "Decentralisation, distribution of powers and quality control in higher education: A melancholic outlook." European Journal for Education Law and Policy 5, no. 1/2 (2001): 163. http://dx.doi.org/10.1023/b:eelp.0000006746.50236.ed.

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Cooney, Robert P., and Eliza Paqueo-Arrezo. "Higher Education Regulation in the Philippines: Issues of Control, Quality Assurance and Accreditation." Higher Education Policy 6, no. 2 (June 1993): 25–28. http://dx.doi.org/10.1057/hep.1993.20.

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