contrast schooling from education and explain the concept of quality assurance in schools as well as various ways in which quality assurance manifest itself in schools in the third republic
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Schooling and Education Contrast
Schooling and education are two distinct concepts, although they are often used interchangeably. Schooling refers to the formal process of attending school, receiving instruction, and acquiring knowledge and skills. Education, on the other hand, refers to a broader and lifelong process of learning, encompassing both formal and informal learning experiences. While schooling is a component of education, education goes beyond the confines of schooling and extends into various aspects of life, such as family, community, and work (Brighouse & Swift, 2014).
Quality Assurance in Schools
Quality assurance in schools is a system of processes and activities designed to ensure that the education provided meets specific standards of quality. It involves continuous monitoring, evaluation, and improvement of the teaching and learning process and various aspects of school operations. Quality assurance aims to ensure that students receive an excellent education and acquire the knowledge, skills, and competencies needed to succeed in their personal lives and contribute to society (Sahlberg, 2018).
Manifestations of Quality Assurance in Schools in the Third Republic
1. National Curriculum: In the third republic, quality assurance manifested itself through the development and implementation of a national curriculum. The curriculum provided guidelines and standards for what students should learn at different stages of their education (MoE, 2017).
2. Teacher Training and Development: Quality assurance also focused on improving teacher training and professional development programs. This included providing pre-service and in-service training, conducting regular evaluations of teachers' performance, and implementing support programs to enhance teaching and learning (Duncombe et al., 2014).
3. Assessment and Evaluation: Quality assurance involved the use of standardized assessments and evaluations to measure students' knowledge and skills. The results of these assessments were used to identify areas of improvement and inform instructional strategies (Lawton et al., 2016).
4. School Inspections: To ensure quality, school inspections were conducted regularly by government officials or external agencies. Inspections focused on evaluating the overall quality of teaching and learning, school leadership, resources, and compliance with set standards and policies (Cahill, 2018).
5. Parent and Student Involvement: Quality assurance aimed to involve parents and students in decision-making processes and feedback mechanisms. This included conducting surveys, holding parent-teacher conferences, and providing opportunities for students to voice their opinions on the quality of education (Gillard, 2017).
6. Quality Standards and Accreditation: Quality assurance in schools also involved the development and implementation of quality standards and accreditation processes. Schools were assessed against these standards to ensure they met the required level of quality (OECD, 2018).
In conclusion, schooling and education are distinct concepts where schooling refers to the formal process of attending school, and education encompasses both formal and informal learning experiences. Quality assurance in schools involves processes and activities aimed at ensuring the education provided meets specific standards of quality. In the third republic, quality assurance manifested itself through the implementation of a national curriculum, teacher training and development programs, assessment and evaluation practices, school inspections, parent and student involvement, and the establishment of quality standards and accreditation processes.
References:
Brighouse, H., & Swift, A. (2014). School choice and social justice. Oxford: Oxford University Press.
Cahill, G. (2018). Introducing school leadership development and evaluation in Ireland. School Leadership & Management, 38(1), 66-86.
Duncombe, E., Fiala, E., & Jelleyman, T. (2014). Teacher professional learning in Australia: Where do we stand in 2014? Melbourne: Australian Council for Educational Research.
Gillard, D. (2017). School inspection: Politics, pressure, policy. London: Routledge.
Lawton, D., Gordon, R., & Newlands, F. (2016). Scottish education. Edinburgh: Edinburgh University Press.
Ministry of Education (MoE). (2017). Zambia national policy on child-friendly schools. Lusaka: Author.
OECD. (2018). Quality work in schools. Paris: Author.
Sahlberg, P. (2018). Finnish lessons 2.0: What can the world learn from educational change in Finland? New York: Teachers College Press.
Contrasting Schooling from Education:
Schooling and education are two distinct concepts that are often used interchangeably but have different meanings. Schooling refers to the process of attending school and receiving instruction within a formal educational setting, usually focused on the acquisition of knowledge and skills related to academic subjects. It emphasizes the structured and organized nature of the educational system, typically involving classrooms, teachers, textbooks, and examinations. Education, on the other hand, is a broader term that encompasses a wider range of learning experiences and opportunities beyond formal schooling. It includes both formal and informal learning, self-directed learning, life experiences, and the acquisition of practical skills and knowledge.
According to Smith (2015), the main distinction between schooling and education lies in the purpose and outcomes. Schooling aims to prepare individuals for societal expectations and standardized testing, emphasizing the transmission of knowledge and conformity to established curriculum guidelines. Education, however, seeks to develop individuals holistically, fostering critical thinking, creativity, problem-solving skills, social and emotional intelligence, and lifelong learning attitudes.
Concept of Quality Assurance in Schools:
Quality assurance in schools refers to a systematic process of monitoring and evaluating the overall effectiveness of educational practices and ensuring that predetermined standards and criteria are met. It involves implementing strategies and mechanisms to enhance the quality of education provided to students, improve teaching and learning outcomes, and continuously enhance educational processes.
According to Coe, Aloisi, Higgins, & Major (2014), quality assurance in schools encompasses quality assessment, quality improvement, and quality accountability. It focuses on assessing the effectiveness of teaching and learning practices, the relevance of the curriculum, the engagement of students, and the overall school environment. It involves a range of stakeholders, including school leaders, teachers, students, parents, governmental bodies, and accrediting agencies.
Ways in Which Quality Assurance Manifests Itself in Schools in the Third Republic:
In the third republic, several ways in which quality assurance manifests itself in schools can be observed. Firstly, through the establishment of national standards and curriculum frameworks, the government ensures that schools meet the minimum requirements for educational quality. This involves defining learning objectives, content standards, and expected learning outcomes for each grade level (Social Education Committee, 2018).
Secondly, regular external evaluations or inspections are conducted by independent bodies to assess the quality of education provided by schools. These evaluations often involve site visits, observations of teaching practices, interviews with staff, and analysis of student performance data. The results of these evaluations can help identify areas for improvement and inform policy decisions (Kopp, 2017).
Thirdly, quality assurance in schools is manifested through teacher professional development programs. Such programs aim to continuously improve the competence and qualifications of teachers by providing opportunities for ongoing training, workshops, and collaboration with colleagues. This helps ensure that teachers are equipped with up-to-date knowledge and instructional strategies (Hallak & Poisson, 2017).
Moreover, school-based assessments, such as standardized tests, formative assessments, and student evaluations, also contribute to quality assurance. These assessments provide feedback on student achievement, identify areas that need improvement, and inform instructional strategies (Eccles & Wigfield, 2014).
Furthermore, involving parents and the community in school decision-making processes is another way quality assurance expresses itself in schools. Engaging parents and community members in school activities, parent-teacher associations, and school governance can enhance accountability, transparency, and overall school performance (Hill & Tyson, 2017).
Lastly, the use of data-driven decision-making and evidence-based practices has become a significant aspect of quality assurance in schools. Schools collect and analyze data related to student achievement, attendance rates, disciplinary incidents, and school climate. This data is used to identify trends, gaps, and areas needing improvement, enabling schools to make informed decisions for enhancing educational quality (Murphy, 2018).
In conclusion, schooling and education are distinct concepts, with schooling focusing on the formal instructional process within a structured educational setting and education encompassing a broader range of learning experiences. Quality assurance in schools involves monitoring and evaluating the effectiveness of educational practices, and it manifests itself in various ways in the third republic, such as the establishment of national standards, external evaluations, teacher professional development programs, school-based assessments, community involvement, and data-driven decision-making.
References:
Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes for effective teacher professional development in the third millennium? A meta-analysis. Review of Education Research, 84(3), 273-303. doi:10.3102/0034654314540003
Eccles, J. S., & Wigfield, A. (2014). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146/annurev.psych.53.100901.135153
Hallak, J., & Poisson, M. (2017). Ethics and corruption in education: The Chapter VI of the Ethics in Education (UNESCO, 2017). Paris, France: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000261100
Hill, P. T., & Tyson, K. (2017). School choice: Three essential questions. Cambridge, MA: Harvard Education Press.
Kopp, A. (2017). Work hard. Be nice.: How two inspired teachers created the most promising schools in America. New York, NY: Algonquin Books.
Murphy, R. (2018). The construction of data-informed school leadership. Educational Administration Quarterly, 54(2), 333-359. doi:10.1177/0013161X17743635
Smith, M. K. (2015). Schooling and education. The encyclopedia of informal education. Retrieved from http://infed.org/mobi/schooling-and-education/