Total Quality Management in Curriculum PDF

TOTAL QUALITY MANAGEMENT IN CURRICULUM  ORDEAL: WORD-FILLR Mechanics: The class will be divided into two groups. The question with an uncomplete word will begin to show on- screen. Nanum Myeongjo The group will have 25 seconds to think...

TOTAL QUALITY MANAGEMENT IN CURRICULUM  ORDEAL: WORD-FILLR Mechanics: The class will be divided into two groups. The question with an uncomplete word will begin to show on- screen. Nanum Myeongjo The group will have 25 seconds to think and finalize their answer. The group then chooses the participants of their own to form a row in front and spell out the complete form of the word. (1 LET THE RECEPTION BEGIN? It is an education that is inclusive, supportive, and provides students with the resources they need to learn and develop. Q_ _L_ _Y EDUCATION It is an education that is inclusive, supportive, and provides students with the resources they need to learn and develop. QUALITY EDUCATION It is a japanese philosophy that means “Continuous Improvement”. _ _ _ Z_N It is a japanese philosophy that means “Continuous Improvement”. KAIZEN  It is a standards-based sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills. C _ _ _ I _ _ L _M  It is a standards-based sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills. CURRICULUM It is the process of planning, organizing, and directing an educational institution M___G__E_T It is the process of planning, organizing, and directing an educational institution MANAGEMENT It is an official document that confirms an individual has completed an education program or stage of a program. Q___I_IC___ON It is an official document that confirms an individual has completed an education program or stage of a program. QUALIFICATION Curtain call for the reception of The Lexicon Alchemists TOTAL QUALITY MANAGEMENT IN CURRICULUM  LEARNING OUTCOMES At the end of the lesson, the students are expected to perform the following with 75% proficiency: 1. Define what Total Quality Management is and how to apply it in a contextualized manner. 1 2. Formulate an essay regarding the PQF4and identify possible improvements that can be made. 3. Reflect on the importance of Total Quality Management and why it is vital in the curriculum.  WHAT IS TOTAL QUALITY MANAGEMENT IN CURRICULUM? Total Quality Management (TQM) has a great contribution in forming the education system, adapting to it would make important changes not 1 only in the school operations but also in the dispense of quality education among learners, and has 4vital superiorities in development of education system can meet the expectations of the stakeholders. The concept of Total Quality Management (TQM) is considered as one of a popular concept which is used to manage the quality of product and services comprehensively (Permana et al., 2021). Likewise, it is a structured effort by employees to continuously improve the quality of their products and services through proper feedbacks and research, thus ensuring superior quality of a product or service is not the responsibility of a single member (Juneja, 2021). Goetsch and Davis (2016) as cited in Pambreni (2019) posited that total quality in reference with quality assurance is an approach to doing business that endeavors to maximize the competitiveness of an organization through the continuous improvement of the quality of its products, services, people, processes, and environments. WHAT IS TOTAL QUALITY MANAGEMENT IN EDUCATION? To apply TQM in a school, each individual in that school should be involved in improving the quality of education. It is not something that the management applies or dictates to the staff, but rather a system where there is a continuous effort from each management and staff member to do everything properly and effectively. THE AUTHOR WHO CONTRIBUTED IN THE APPLICATION OF TOTAL QUALITY MANAGEMENT IN EDUCATION Professor Edward Sallis is an author and scholar that contributed to the application in Total Quality Management in Education. His works are the reason why educational institutions can adopt TQM principles to improve their processes, ensure continuous quality improvement, and enhances student satisfaction. According “Total Quality Management in Education” by Edward Sallis, here are the main features of implementing TQM in education: 1) Continuous Improvement TQM in education is not a specific plan that has a start and end date. When a school starts adopting TQM, a shift in the whole system has to occur. Instead of the short term projects that they carry out in order to reach a certain level of quality, a permanent strategy of reaching better quality is adopted. 2) Kaizen Because TQM is a vast concept that can sometimes be misinterpreted as impractical, it is useful to introduce the Japanese concept of “Kaizen”. Translated to “step-by-step improvement”, Kaizen is a strategy where small steps of improvement are planned and achieved in order to maintain the continuous improvement in quality that TQM requires. Kaizen really brings out the practical advantages of TQM in education, making it one of its most important fundamental features. 3) Changing Cultures Change can never occur with a press of a button. It takes time, effort, and, most importantly, an environment that encourages this change and develops it. To achieve this environment, management should first provide teachers with the tools and the space they need in order to change their attitudes and behaviours. For teachers to be able to develop, they need resources and tools that can help them. Moreover, school management need to appreciate and encourage the development they observe. Teachers will continue to put effort when the change they are going through is acknowledged. 4) Upside-down organization Applying TQM in education properly requires a change in the management hierarchy too. Since every individual in the institution is striving to be better, management needs to give the staff the space to do so. The system will not work if everyone has to follow the orders of the administrators. Each staff member will need to find the best way s/he can improve and work on themselves and their students. The role of the management here will be to lead by example and to guide the staff. 5) Focusing on customers At the end, customers are the central focus of TQM. Therefore, it is important to not only try to give them high quality service but also to keep close to them. In an educational institution, your customers are the students and their parents, and the service is the education they receive. The key to insure their satisfaction is to actually listen to them. Do not assume that they are pleased just because you think your school provides good education. Instead, make sure that the parents know how to contact you if they want to and that you are always available if the students need you.  02 Philippine Qualification Framework WHAT IS QUALIFICATION IN PHILIPPINE QUALIFICATION FRAMEWORK? Qualification refers to the formal certification that a person has successfully achieved specific learning outcomes relevant to the identified academic, industry or community requirements. A Qualification confers official recognition of value in the labor market and in further education and training. WHAT IS PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF) The Philippine Qualifications Framework describes the levels of educational qualifications and sets the standards for qualification outcomes. It is a quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of the country. The Philippine Qualifications Framework - It is a collaborative program by the Department of Education (DepEd), Technical Education and Skills Development Authority (TESDA), Commission on Higher Education (CHED) , Professional Regulation Commission (PRC) and Department of Labor and Employment Objectives: (a) To adopt national standards and levels of learning outcomes of education; (b) To support the development and maintenance of pathways and equivalencies that enable access to qualifications and to assist individuals to move easily and readily between the different education and training sectors and between these sectors and the labor market; and (c) To align domestic qualification standards with the international qualifications framework thereby enhancing PHILIPPINE QUALIFICATIONS FRAMEWORK QUICK FACTS THE REVISED PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF) The Philippine Qualifications Framework (PQF) comprises eight levels of qualifications, each differentiated by descriptors of expected learning outcomes across three domains: knowledge, skills and values; application; and degree of independence. The PQF includes sub- frameworks corresponding to the different subsystems of the education and training system. For instance, the Technical Education and Skills Development Authority (TESDA) subsystem covers National Certificates (NC) I to IV, which align with the first four PQF levels. Meanwhile, the Commission on Higher Education (CHED) subsystem encompasses Baccalaureate, Postgraduate Diploma, Masters, and Doctorate degrees, corresponding to Levels 6 to 8. The two subsystems intersect at Level 5, providing qualifications that bridge TVET and higher THE REVISED PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF) PQF considers the Junior High School (JHS) Certificate and Senior High School (SHS) Diploma at PQF Levels 1 and 2, respectively. The JHS Certificate and SHS Diploma are recognized qualifications as they are official certifications that demonstrate a learner's effective achievement of learning requirements, including content standards, performance standards, and learning competencies (DepEd Order 31/21, s. 2012/2019). Additionally, obtaining the SHS certification allows graduates to pursue various curriculum exits, such as employment, entrepreneurship, higher education, and middle-level skills development. THE REVISED PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF) THE FEATURES PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF) QUALITY ASSURANCE QUALIFICATIONS REGISTER PATHWAYS AND EQUIVALENCIES INTERNATIONAL ALIGNMENT  MORE INFORMATION: If you need further information regarding the Philippine Qualifications Framework (PQF), you may access it through the link below: Philippine Qualifications Framework. (n.d.). https://pqf.gov.ph/ Philippine Qualifications Framework  03 The PPST and education development program What is PPST? The PPST is a public statement of what teachers need to know, value, and be able to do in their practice. It has four career stages: Beginning, Proficient, Highly Proficient, and Distinguished. It is built on the National Competency-based Teacher Standards (NCBTS). The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement. There are 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices: Domain 1, Content Knowledge and Pedagogy: 1.Content knowledge and its application within and across curriculum areas 2.Research-based knowledge and principles of teaching and learning 3.Positive use of ICT 4.Strategies for promoting literacy and numeracy 5.Strategies for developing critical and creative thinking, as well as other higher-order thinking skills 6.Mother Tongue, Filipino and English in teaching and learning 7.Classroom communication strategies There are 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices: Domain 2, Learning Environment: 1.Learner safety and security 2.Fair learning environment 3.Management of classroom structure and activities 4.Support for learner participation 5.Promotion of purposive learning 6.Management of learner behavior There are 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices: Domain 3, Diversity of Learners: 1.Learners’ gender, needs, strengths, interests and experiences 2.Learners’ linguistic, cultural, socio-economic and religious backgrounds 3.Learners with disabilities, giftedness and talents 4.Learners in difficult circumstances 5.Learners from indigenous groups There are 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices: Domain 4, Curriculum and Planning: 1.Planning and management of teaching and learning process 2.Learning outcomes aligned with learning competencies 3.Relevance and responsiveness of learning programs 4.Professional collaboration to enrich teaching practice 5.Teaching and learning resources including ICT There are 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices: Domain 5, Assessment and Reporting: 1.Design, selection, organization and utilization of assessment strategies 2.Monitoring and evaluation of learner progress and achievement 3.Feedback to improve learning 4.Communication of learner needs, progress and achievement to key stakeholders 5.Use of assessment data to enhance teaching and learning practices and programs There are 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices: Domain 6, Community Linkages and Professional Engagement: 1.Establishment of learning environments that are responsive to community contexts 2.Engagement of parents and the wider school community in the educative process 3.Professional ethics 4.School policies and procedures There are 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices: Domain 7, Personal Growth and Professional Development: 1.Philosophy of teaching 2.Dignity of teaching as a profession 3.Professional links with colleagues 4.Professional reflection and learning to improve practice 5.Professional development goals Career Stages Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms. Career Stages Beginning Highly Proficient Teachers Teachers (Career Teachers Stage who gained the 1) qualifications (Career Consistently Stage display 3) level a high recognized for entry into the teaching of performance in their teaching profession. practice. Proficient Distinguished Teachers Teachers (Career Stage 4) (Career independent Professionally Stage 2) in the Embody the highest standards application of skills vital to the teaching for teaching grounded in global and learning process. best practice.  04 Exploring the international educational landscape (Asian countries suggested) What is exploring the international educational landscape? Exploring the international educational landscape is the study of the global education system, including its trends, challenges, and opportunities. It can also involve analyzing the role of culture in education, and how to prepare students for a globalized world. Rapid Economic Growth and Development in Asian Countries -Asian economies are experiencing rapid growth, leading to a rising demand for skilled workers and a focus on education as a key driver of economic development. -This growth has fueled a need for high-quality education systems that can produce graduates equipped with the skills and knowledge needed to compete in a globalized economy. Trends in Asian Education 1. Integrating Technology into Teaching and Learning: -Digital Tools: Schools across Asia are investing in technology like interactive whiteboards, tablets, and learning software to enhance the learning experience. -Online Distance Learning: Online learning platforms are providing flexible and accessible education options, particularly in the wake of the COVID-19 pandemic. The Philippines, China, Japan, and South Korea are embracing this trend. -Massive Open Online Courses (MOOCs): MOOCs offer learners access to high-quality educational content from leading universities worldwide, allowing them to learn at their own pace. China and India are seeing a surge in MOOC enrollments. 2. Focus on Vocational and Life Skills: -Job-Ready Graduates: Many Asian countries are shifting from solely academic subjects to vocational and life skills training to produce graduates who are job-ready and possess valuable technical abilities. -Livelihood Courses: Schools are offering practical learning experiences, such as cookery classes, automotive repair workshops, and robotics labs. -Soft Skills Training: Schools recognize the importance of soft skills like teamwork, communication, problem-solving, and leadership, incorporating them into their curriculum. 3. Encouraging Cross-Cultural Exchange and International Collaboration: -Global Citizens: Schools are promoting cross-cultural exchange and international collaboration to foster understanding and develop critical socialization skills like empathy and respect. -international Networking: These initiatives provide valuable opportunities for international networking, which can lead to future career opportunities. 4. The Rise of EdTech: -AI and Machine Learning: AI is being used to personalize learning experiences, analyze student data, and improve outcomes. -Mobile Learning: High smartphone penetration is connecting learners in remote areas with educational resources through mobile apps and online learning environments. Byju, an education app in India, is a successful example. -VR and Immersive Technology: Virtual reality and immersive technology are creating engaging learning experiences, such as virtual labs and field trips. Challenges and Opportunities Challenges in Asian Education - Equity and Access: Disparities exist between urban and rural, and rich and poor, hindering equal access to quality education and perpetuating social inequality. - Learning Poverty: Many children in Asia, especially in countries like India and Pakistan, can't read basic text by age 10 due to high dropout rates and poor learning environments. - Quality Concerns: Overemphasis on rote learning and exams may limit the development of creativity and critical thinking skills in some Asian educational systems. Challenges and Opportunities - Teacher Quality: Low pay, heavy workloads, and few development opportunities make it hard to attract and keep good teachers. - Technology Divide: There's a gap in access to technology and digital literacy between urban and rural areas, affecting online learning. Challenges and Opportunities Opportunities in Asian Education - Technological Innovation: Technology can improve learning experiences, reach remote students, and personalize instruction. - 21st Century Skills: Focusing on skills like critical thinking and collaboration can better prepare students for the global economy. - International Collaboration: Partnerships can bring about student exchanges, joint research, and sharing of best practices. - Teacher Development: Investing in teacher training can enhance education quality and attract more teachers. - Philanthropic Support: Philanthropy can help with access, equity, and quality issues in education. THANK YOU  THE LIBRARIANS OF THE FLOOR OF PROFESSIONAL EDUCATION Almer John Robert Adrian Jay Kim Francis Dacutanan Moncadilla Manucay Botorres