Development of Quality Assurance Framework 1

DEVELOPMENT OF QUALITY ASSURANCE FRAMEWORK

FOR ACCREDITATION OF POSTGRADUATE

TEACHER EDUCATION PROGRAMME

1. INTRODUCTION

Education has been first priority of all times for the development of a nation.

Education can prove to be effective when its planning, implementation, and evaluation

ensure the achievement of the desired objectives. This is possible when architects of

education and teachers are trained and skilled efficiently to deliver duties as desired

(Bano, 2004).

No educational system can rise above the quality of its teachers. Teachers are

pivotal in the whole system (National Education Policy and Implementation Program,

1979). Teaching, today, is one of the highly specialized and sophisticated professions.

Like all other professions this is also technical, rather a highly technical profession. It

deals with the shaping of a nation and its future. It has to do something not only with the

present but future as well, because the teachers are assigned the sacred job of education,

enculturing and evolving a nation that fits into fast changing and developing world

(Bano, 2003).

Higher education is the backbone of any society. It is the quality of higher

education that decides the quality of human resources in a country (Mishra, 2006).

Institutions of higher education play a decisive role in the advancement of a nation (The

Education Policy, 1972). Quality in higher education has become the prime agenda of

countries worldwide. In the changing context marked by expansion of higher education

 Development of Quality Assurance Framework 2

and globalization of economic activities, education has become a national concern with

an international dimension. To cope with this changing context, countries have been

pressurized to ensure and assure quality of higher education at a nationally comparable

and internationally acceptable standard. Consequently, many countries initiated “national

quality assurance mechanisms” and many more are in the process of evolving a suitable

strategy. Most of the quality assurance bodies were established in the nineties and after a

few years of practical experience, they are rethinking many issues of quality assurance

(Stella, 2002).

Pakistan is a country that gives importance to the quality of its educational

system. One of the bodies that keep the quality of higher education in Pakistan is the

Higher Education Commission (HEC – erstwhile UGC). The government of Pakistan has

appointed the HEC as a competent body that has been endeavoring to raise the quality of

research in Pakistan to international level. HEC is responsible for keeping the quality of

indigenous universities in the country through evaluation, improvements and promotion

of the higher education and research sector. The aims of the sector are to develop faculty,

improve access, and promote excellence in learning and research, and being relevant to

national priorities (HEC.).

To promote excellence in learning and research, the HEC is striving to establish a

quality assurance framework for several facets of the education industry. The definition

given by HEC for quality is simply “the attainment of standards of resourcing and

provision in the higher education sector, and the achievements or outputs of an institution

or system” (HEC). The department believes that quality should be applied on teaching
 Development of Quality Assurance Framework 3

and academic programs, research and scholarship, staffing, students, infrastructure and

the academic environment (HEC). The HEC maintains quality through a Quality

Assurance (QA) Division, accreditation programs and campaign against plagiarism.

HEC has the power to establish an accreditation body that will ensure the quality for each

education departments. As stated in the "Ordinance No. LIII of 2002, Para 10, Clause e,"

the Higher Education Commission may set up national or regional evaluation councils or

authorize any existing council or similar body to carry out accreditation of Institutions

including their departments, faculties and disciplines by giving them appropriate ratings.

Some of the existing professional regulatory bodies include the following:

 Pakistan Medical & Dental Council (PMDC);

 Pakistan Pharmacy Council;

 Pakistan Bar Council (PBC);

 Pakistan Engineering Council (PEC);

 Pakistan Council for Architects and Town Planners; and

 Pakistan Veterinary & Medical Council.

On the other hand, some of the professional accreditation bodies striving to

establish by the HEC include:

 National Agricultural Education Accreditation Council (NAEAC);

 Pakistan Business Education Accreditation Council (PBEAC);

 National Computing Education Accreditation Council (NCEAC);

 Accreditation Council for Teacher Education (ACTE). (HEC).

 Development of Quality Assurance Framework 4

All the existing teacher education degree programs shall be within the jurisdiction

of the Accreditation Council for Teacher Education (ACTE). Any new program in

teacher education shall also be referred to the ACTE for the grant of accreditation

(ACTE, 2008).

The International Network of Quality Assurance Agencies in Higher Education

(INQAAHE) defines accreditation by using the generic term “quality assurance”. The

INQAAHE definition of quality assurance is as follows: “…Quality assurance may relate

to program, an institution or a whole higher education system. In each case quality

assurance consists of all attitudes, objects, actions and procedures which, through their

existence and use, combine with quality control activities, ensure that appropriate

academic standards are being maintained and enhanced in and by each program. Quality

assurance extends to making the process and standards known to the educational

community and the public at large ”(Stella, 2002, p.16).

Teacher education in developing and underdeveloped countries is a worldwide

concern because it maintains the quality of education of the country. Because of the rapid

changes in technology, industries have to adapt to changes and people who work under

them are affected. For instance, under the education industry, teachers are required to

upgrade their skills as the technologies upgrade in order to remain competitive and

completely functional. Teachers who will be assigned to teach information technology or

who will be required to use computers and other technologies to make teaching easier

should be trained and should take up short courses in order to operate them properly.

Technologies are not the only issues. There is also the issue of changing curriculum, the
 Development of Quality Assurance Framework 5

issue of changes in education priority, the issue of psychological competence to teach a

child and so on and so forth. In other words, teacher education is a serious matter that

should be maintained in quality. By ensuring the quality of teacher education through the

development of a quality assurance framework, teacher training and B.Ed. program will

become more effective.

Khan (1999) has pointed out the major concerns in teacher education in Pakistan.

He found lack of commitment and motivation of teachers; short duration of teacher

education program; interference of politicians and disregard of merit when making

appointments; teacher training is taking place without viable policy framework; poor

quality of textbooks in teacher education; lack of specific training opportunities for

teachers; lack of quality in teaching; Inadequate evaluation; teachers’ absenteeism; lack

of supervision, and accountability. Since 1999, there have been a lot of development in

teacher education in Pakistan but still now this most important component of education

system of the country suffers a lot of problems in its certain areas. The basic reason of

having not achieved quality education in Pakistan is that still now quality education in

teacher education has not been achieved. For achieving quality education for new

generation, it is essential to gain first quality teacher education and this can be achieved

by taking sound policy measures for the solution of problems of teacher education (Iqbal,

2005). Hence, the present study will be designed to conduct a thorough investigation on

how a Quality Assurance Framework can be developed to further strengthen the quality

of its services. It is also noteworthy in a sense that it may contribute to the development

of Quality Assurance Framework for Accreditation of Post Graduate Teacher Program.

 Development of Quality Assurance Framework 6

Overall, this dissertation will help to pinpoint issues and to develop and recommend

interventions to handle those issues.

1.1 Statement of the Problem

The study will be aimed at developing a quality assurance framework for

accreditation of Post Graduate Teacher Program. The dissertation will cover issues in

quality, specifically in terms of accreditation practices, implementation of the activities,

staffing, training and experiences of staff, and the overall effectiveness of the program.

Concepts of quality and quality assurance framework will be explored as well, including

local and foreign literature that will explain the importance of a quality teacher education

program.

1.2 Objectives of the Study

The main aim of the research study will be to develop a quality assurance

framework for accreditation of Post Graduate Teacher Program. The investigator will

conduct a thorough literature search and review the existing quality assurance models to

identify the indicators of quality assurance framework.

The following will be the objectives of the research study:

1) To analyze the opinions of teachers and heads of secondary schools, teacher

educators and administrators of Post Graduate Teacher Institutions on the

indicators, key areas and other quality aspects that may serve as the basis for

developing a framework for accreditation of B.Ed. program.

 Development of Quality Assurance Framework 7

2) To analyze the opinions of study sample on the process of accreditation of teacher

training program.

3) To investigate the opinion of study sample on the weightage to be given to key areas

of teacher training program.

4) To develop a Quality Assurance Framework for accreditation of B.Ed. program.

1.3 Significance of the Study

Specialized training is one of the characteristics of any specialized and technical

profession. Teaching being highly sophisticated profession also requires a specialized

training. The B.Ed. degree program is specially designed for specialized training of the

secondary school teachers. So much so that the promotion and seniority of the secondary

school teachers are also decided on the basis of B.Ed. degree. Hence the B.Ed. degree

program occupies a pivotal position in the professional education of the secondary school

teachers (Bano, 2003). Therefore, with the help of this study the student teacher will be

able to learn their prospective role in imparting quality education. The findings of the

study may be beneficial for teacher educators to diagnose their strengths and weaknesses

in imparting quality education.

The proposed study will be significant for Higher Education Commission,

Universities, Teacher Training Institutions, educational authorities and different foreign

agencies who are making efforts in the area of teacher education program. The study may

have an immense importance for the educational policy makers and planners in policy
 Development of Quality Assurance Framework 8

preparation because it will identify the indicators on which quality of the Post Graduate

Teacher Education Program will be ensured.

The findings may be helpful for the administrators of teacher training institution

as they will be in position to monitor, implement and may follow the criteria suggested

for accreditation of Post Graduate Teacher Education Program.

The findings of the study may be of great use to overcome the drawbacks and

weaknesses of the existing program and to develop a framework that ensures quality

education in Pakistan.

1.4 Definition of terms

The following terms play important roles in the study because they define the

elements that constitute the research.

Quality – Degree of excellence a product or service provides (Besterfield et al., 2004).

Quality is a relative phenomenon which cannot be assessed quantitatively through

absolute figures. An organization can be said to be providing quality services to its

customers if it meets the expectations of its customers consistently and satisfy their stated

and implied needs (Rao,1995).

Quality Assurance – An all-embracing term referring to an ongoing, continuous process

of evaluating (assessing, monitoring, guaranteeing, maintaining, and improving) the

quality of a higher education system, institution, or programs. As a regulatory

mechanism, quality assurance focuses on both accountability and improvement,

 Development of Quality Assurance Framework 9

providing information and judgements (not ranking) through an agreed and consistent

process and well-established process (Stella, 2007).

Quality Assurance is defined as a planned and systematic review process of an

institution or program to determine the acceptable standard of education. (Report on

Quality Assurance Models in LIS Program December,2005).

Accreditation -An independent appraisal of an institution during which the institution’s

overall educational quality (including outcomes), professional status among similar

institutions, financial stability, and operational ethics are self-evaluated and judged by

peers (Accrediting Council for Independent Colleges and Schools, 2007).

Accreditation is the formal or official external recognition of a program. This may be for

funding purpose or it may be the registration of a program as a provider of professional

education (Report on Quality Assurance Models in LIS Program, December,2005).

Accreditation is about a formal judgment that the quality of a degree course or an

institution meets certain standards. This judgment is based on quality assessment (ACTE,

2008).

1.5 Delimitations

1. The study will include opinions, views and recollection of experiences of

teachers and heads of secondary schools, teacher educators and administrators of

Bachelor of Education (B.Ed) Program 2009 in Sindh.

2. Keeping in view the time duration and limited resources, the study will be

delimited to all the public sector formal universities and colleges of Sindh where
 Development of Quality Assurance Framework 10

B.Ed. Program is being offered. Moreover the study will confined all the

secondary schools of Sindh.

 Development of Quality Assurance Framework 11

2. REVIEW OF THE RELATED LITERATURE

The discussion of the related literature will be focused on the following areas:

2.1 Concept of Quality

2.2 Quality of Education

2.3 Assessment of Quality of Education

2.4 Concept of Quality Assurance

2.5 Concept of Accreditation

2.6 Process of Accreditation

2.7 Role of Teacher in Quality Education

2.8 Importance of Teacher Training

2.9 Global Practices of Quality Assurance

2.10 Models of Quality Assurance

2.11 Development of a Quality Assurance Framework

2.1 Concept of Quality

According to Rao(2003) quality is a dynamic idea and exact definitions are not

particularly helpful. However, its range of meanings does cause confusion. Impotant

practical consequences flow from these diferent meanings. It can be used both as an

absolute and a relative concept. As an absolute, quality is similar in nature to goodness,

beauty, and truth; an ideal with which there can be no no compromise. Quality products

are things of perfection made with no expense spared. Quality can also be employed as a

good or service meets the specification that has been laid down for it. Quality is not the

end in itself, but a means by which the end product is judged to be up to standard. In
 Development of Quality Assurance Framework 12

other words they must be ‘fit for their purpose’ … The relative definition of quality has

two aspects to it. The first is measuring up to specification. The other is meeting

customer’s requirement (Rao, 2003).

Goedegebuure et al. (1993) argue that quality is a relative concept:

multidimensional, interpretive and contextually determined. Quality of higher education

can only be defined in relation to a set of goals. It cannot be assumed that the goals of

different national higher education system are identical, not even that there will be census

about goals with anyone system. For these reasons quality cannot be hierarchical but

should be descriptive according to different systems. Quality relates to the degree to

which an institution is fulfilling its goals, and relevance relates to the degree to which

those goals are applicable to the needs and demands of society.

Green and Harvey(1993) has identified five different approaches to defining

quality in the field of higher education:

• In terms of the exceptional (highest standards).

• In terms of conformance to standards.

• As fitness for purpose.

• As effectiveness in achieving institutional.

• As meeting customers stated or implied needs.

(i) Quality as Exceptional This is the traditional concept of quality which is

associated with the notion of providing a product or service that is distinctive

 Development of Quality Assurance Framework 13

and special, and which confers status on the owner or user. In higher

education, an institution or program that demonstrates exceptionally high

standards is seen as a quality institution or program.

(ii) Quality as conformance to standards: This view has its origins in the quality

control approach and the word “standard” is used to indicate pre-determined

specifications or expectations. As long as an institution or program meets the

pre-determined standards, it can be considered a quality institution fit for a

particular status. This is the approach followed by most regulatory bodies for

ensuring that the institutions or programs meet certain threshold levels.

Conformance to standards may result in approval to start programs or

recognition for a particular status.

(iii) Quality as fitness for purpose: This approach is based on the view that quality

has meaning in relation to the purpose of the product or service. Obviously

one need a super computer to do basic multiplications. What may be

considered as a quality system for basic computation would be different from

what is required for scientific purpose.

(iv) Quality as effectiveness in achieving institutional goals: This is one version of

fitness for purpose approach. In this approach, a high quality institution is one
 Development of Quality Assurance Framework 14

that clearly states its mission (purpose) and is efficient in achieving them. This

approach may raise issues such as the way the institution might set its goals

(high or moderate or low).

(v) Quality as meeting customers’ stated or implied needs: This is also a variation

of fitness for purpose approach where the purpose is customer needs and

satisfaction. The issue here would be whether customer satisfaction can be

equated to what is good for the customer. In higher education it would mean

that what students want may not be the same as what is actually good for

them. Instead of considering one category of customer, such as students, when

a broader group is involved, such as government, students and parents, in

determining ‘customer needs’ and ‘customer satisfaction’.

According to UNESCO Report (1989) there is no precise or universal definition

of quality. It is linked with a number of factors, such as mentally stimulating environment

in the intellectual sense supported by minimum standards of learning conditions, teaching

materials and teachers who succeed in stimulating the pupils’ involvement and interest,

and assist them in achieving new point of understanding whether that to be cognitive,

affective or psychomotor while it is easy for experienced educator to immediately

recognize high quality teaching, defining precisely what it amounts to turn out to be very

difficult. In practice, the quality of education is often measured by the teaching

conditions (in inputs), and much more rarely by the outcome of learning.
 Development of Quality Assurance Framework 15

According to another UNESCO Report (1990) every society has certain explicit

measure or status indicators of educational quality, In general, these indicators can be

divided into three classes: educational inputs, educational outputs, and educational

processes. Input includes financial measures, physical measures, and manpower measures

associated with the resources that are provided for students at each educational level.

Financial measures are generally summarized by educational expenditure per student.

Physical measures include the age, condition, and comprehensiveness of such facilities as

classrooms, laboratories and libraries and the provision and use of international material

and equipment. Manpower or human resource measures include the number of personnel

of different types, often expressed as ratios in relation to student numbers at each level.

They also include background information about their personnel such as educational

qualifications, experience and perhaps knowledge competencies and attitudes.

Educational outputs refer to the consequences of the educational process as

reflected in measures such as the levels of knowledge, skills and values required by

students in terms of, for example educational accomplishments assessed by the

proportion of students participated in post secondary education.

Educational processes refer to the interaction between students and personnel, the

curriculum, the course requirements and offering, and the organization of educational

environment as well as co-curricular activities. This interaction will be influenced by

various other mediating factors such as levels of parental and community support and

encouragement.
 Development of Quality Assurance Framework 16

1.2 Quality of Education

According to Solmon (1986), there are many dimensions of of educational

quality. In developing countries qualitative changes may simply mean more resources. As

more resources become available, the types of goods and services available in the school

must be considered: the basic abilities, education, professional training, and in-service

programs for teachers; availability of textbooks; availability of other support materials,

physical plant, and so on. Quality is also a function of how students and others spend

their time, both in and out of school. In addition, the importance of school quality

depends on the availability of other learning modes at home, in the media and in the

community .

According to the report on Seminar on Quality of Education at secondary level

(1996), the issue of quality was closely related to curriculum and text book development,

examination and teacher training.

Harman(1996) in his discussion of quality issues focuses not only but more basic

concerns such as inadequacies with respect to resources, staff facilities and curricula and

on problems such as imbalance in graduate output.

According to Arcaro(1997) quality is the most important topic of discussion in

education today. There are probably as many different ideas about quality as there are

schools. Quality is creating an environment where educators, parents, government

officials, community representatives and business leaders work together to provide

students with the resources they need to meet current and future academic, business and

societal challenges.
 Development of Quality Assurance Framework 17

According to Brown(1997), in higher education quality is based usually on the

notion of “fitness for purpose” whereas standards are concerned with fitness of award.

Fitness for purpose examines the link between particular students experience and specific

program objectives. National standard implies that judgments are made against general

criteria that are relatively independent of particular programs and students. The quality of

teaching and learning in a diverse sector can only be understood in the context of an

institution’s own aims and objectives.

According to UNESCO Report (1988) the evidence with regard to the quality of

educational services, standards is mixed. The lower pupil teacher ratios, improved

qualification of teaching staff, and the constant or improved retention are positive

indicators. However, contrary evidence is the declining access to foreign journals in

libraries and dissatisfaction with research facilities. Perhaps, it would not be unreasonable

to accept the assumption of a constant quality of educational services and conclude that

the data do confirm the existence of scale in university expenditure.

The delivery of quality education at all levels was one of the key features of

Education Sector Reforms: Action Plan (2001-2004). A comprehensive, logical and

integreted approach was proposed to improve the quality of education. It was achieved by

rewardind expertise, transparency and honesty in planning and implementation, providind

access to improved teacher training programes, curriculum reforms, multiple textbooks

and other innovative projects ( Education Sector Reforms: Action Plan 2001-2004).

Discussing the quality of education, the National Education Policy 2009

emphasized that quality of education can be improved if action may be taken in the areas
 Development of Quality Assurance Framework 18

of teacher quality, curriculum and pedagogy, textbooks, assessment approaches, and in

learning environment and facilities. There are six basic pillars that have the major

contribution in upgrading the quality of education. These are; curriculum, textboks,

assessment, teachers and learning environment in an intitution and relevance of education

to practical life/ labour market.

2.3 Assessment of Quality of Education

Isani and Virk (2003) enumerate that the assessment of the quality of education

is quite a new subject in Pakistan. Though all the universities are subject to financial

audit annually, however, traditions of academic audit in the universities are non-

existence, there is now a realization that the quality of students, teachers and flawed

institutional framework are the main contributing factors in determining the quality of

higher education. In view of cost intensive nature of modern university education, there is

growing demand from the public for a better quality of education. The quest for quality

has become a watchword all over the world; this aspect too has recently received an

urgent attention in Pakistan. Now there is an increasing emphasis on the quality of higher

education, provision of quality assurance mechanism performance indicators, academic

audit, strategic planning and management accountability of publication of league tables

and ranking orders of universities in teaching, research and provision of student support

services. Quality in higher education is a multidimensional concept, which includes all

related functions and activities.

 Development of Quality Assurance Framework 19

2.4 Concept of Quality Assurance

Quality assurance refers to a program for a systematic monitoring and evaluation

of the various aspects of a project, service or facility to ensure that standards of quality

are being met. It is important to realize also that quality is determined by the program

sponsor. Quality assurance cannot absolutly guarantee the production of quality products,

unfortunately, but makes this more likely.Two key principal characeristics of quality

assurance are “fit for purpose” ( The product should be suitable for the intended purpose)

and “right first time” (mistakes should be eliminated). Quality assurance includes

regulations of the quality of raw materials, assemblies, products and components,

services, related to production and management, production and inspection processess.

(Quality Assurance, 2010).

Quality Assurance (QA) is a generic term used as shorthand for all forms of

external quality monitoring, evaluation or review and may be defined as a process of

establishing stakeholder confidence that provision (inputs, processes and outcomes)

fulfils expectations or measures up to the minimum requirements. At the institutional

level, quality assurance in general is defined as that aspects of the overall management

function that determines and implements the quality policy (intentions and directions of

the organization). Procedures might be imposed on institutions by the government or

funding agencies (e.g. for accountability and compliance purposes), or the institutional or

departmental management might set them up internally. Internal quality assurance refers

to the policies and mechanisms implemented in an institution or program to ensure that it

is fulfilling its own purposes and meeting the standards that apply to higher education in
 Development of Quality Assurance Framework 20

general or to the profession or discipline in particular. External quality assurance refers to

the actions of an external body, which may be a quality assurance or any body other than

the institution that assesses its operation or that of its programs, in order to determine

whether it is meeting the agreed or predetermined standards (Stella and Martin, 2007).

Discussing the concept of quality assurance Rao(1995) argues that quality

assurance is the totality of the arrangements and the procedures by which an institution

discharges its corporate responsibility for the quality of the teaching and learning it offers

by satisfying itself that its structures and mechanisms for monitoring its quality control

are effective, and that where appropriate they promote enhancement of the quality.

Geoffrey (1994) presents ideas about the limitations and powers of quality

assurance and shows that it is most effective when operating in concert with educational

development processes.

2.5 Concept of Accreditation

Accrreditation is not a ranking system. It is simply assurance that a program or

institution meets established quality standards. There are two types of accreditation;

Institutional and specialized. Institutional accreditation evaluates overall institutional

quality. One form of institutional accreditation is regional accreditation of colleges and

universities. On the other hand, specialized accreditation examines specific programs of

study than an institution as a whole. This type of institution is granted to specific program

at specific levels. Accreditation is assurance that a college or university program meets

the quality standards established by the profession for which it prepares its students. For
 Development of Quality Assurance Framework 21

example, an accrediated teacher education program in Pakistan must meet the quality

standard set by the ACTE, Pakistan. The goal of accrediation is to ensure that education

provides by institutions of higher education meets acceptable level of quality. Institutions

or program that request an agency’s evaluation and that meet an agency’s criterion are

then accrediated by that agency. (Accreditation Models, 2010).

Accreditation of degree-granting programs is intented to provide these programs

with a credential. The credential can be used by the programs and their constituenencies

… to assess the quality of a program and the extent to which it achieves its own goals as

well agreed-upon educational standards. The process of accreditation also serves to foster

self-examination by learning institutions; to develop a dialogue between constituents of

educational programs to contents, methods and outcomes; and to encourage continuous

improvements of academic programs. (Accreditation, 2010).

Accreditation is a process for assessing and enhancing academic and education

quality through voluntary peer review. Accreditation informs the public that the

accredited college or university operates at a high level of educational quality and

integrity (NCATE, 2008).

Accreditation Council for Teacher Education(Pakistan) defines accreditation as it

is a process by which an educational institution evaluates, in whole or in part, and seeks

independent judgment to confirm that it substantially achieves its objectives and is

generally equal in quality to comparable institutions (ACTE, 2008).

Accreditation is the process by which a (non-) governmental or private body

evaluate the quality of a higher education institution as a whole or a specific educational

 Development of Quality Assurance Framework 22

program in order to formally recognize it as having met certain predetermined minimal

criteria or standards. The result of this process is usually the awarding of a status (a

yes/no decision), or recognition, and sometimes of a license to operate with a time-

limited validity. The process can imply initial and periodic self-study and evaluation by

external peers. The accreditation process is generally involves three steps with specific

activities: 1) a self process conducted by the faculty, the administrators, resulting in a

report that takes as its reference the set of standards and criteria of the accrediting body;

2) a study visit conducted by a team of peers, selected by the accrediting organization,

which reviews the evidence, visits the premises, and interviews the academics and

administrative staff, resulting in an assessment report, including a recommendation to the

commission of the accrediting body; 3) examination by the commission of the evidence

and recommendations on the basis of the given set of criteria concerning quality and

resulting in a final judgement and the communication of the formal decision to the

institution and other constituencies, if appropriate (Vlasceanu, et al., 2004: 19).

2.6 Process of Accreditation

Accreditation is a process in which is certification of competency, authority, or

credibility is presented. The accreditation process ensures that their certification practices

are acceptable, typically meaning that they are competent to test and certify third parties,

behave ethically, and employ suitable quality assurance (wikipedia, 2008). Quality

assurance needs direction, guidance and certain mechanisms. Accreditation process is

considered an effective measure to achieve these goals. In Pakistan, the need to establish

an accreditation authority was very much felt by the teachers, educators and concerned
 Development of Quality Assurance Framework 23

authorities which would periodically evaluate and monitor degree programs offered by

various Teacher Education Institutions. This authority has been established in 2006 and

termed as Accreditation Council for Teacher Education (Pakistan). All teacher education

programmes being offered or to be initiated in future within the jurisdiction of the

Council will receive accreditation from the council under the following procedure:

1) Any institution planning to offer a teacher education course program may apply to

the Chairperson, ACTE.

2) The application must contain the following information:

a) Title of the course

b) Duration of the course

c) Level of the training

d) Minimum eligibility qualification etc.

e) The scheme of studies i.e. course outlines with suggested readings and

credit hours of each course.

f) Staff with their qualifications (academic and professional)

g) Books and journals available in the library

h) Other facilities available in the institution i.e. laboratories, playgrounds,

equipments etc.

i) Buildings and infrastructure

j) Other programs being run

3) Accreditation Inspection Committee may assess each case and make its

recommendations to the Council for further consideration and approval.

 Development of Quality Assurance Framework 24

4) Head of an institution can lodge a written appeal to the controlling Authority if

there is a rejection to the grant of accreditation to a program.

5) The Controlling Authority will form an Appeal Committee comprising the

following:-

a) The Chairman Council

b) Dean, Faculty of Education of a university (other than the appellant’s

university) to be nominated by the Chairperson, HEC.

c) One member of the Council to be nominated by the Chairperson, HEC

from the list of the Council members

d) A senior teacher educator/ head of an accredited teacher education

institution to be nominated by the Chairperson, HEC.

6) The Committee will review the appeal and send its recommendations/ comments

to the Controlling Authority for decision. (ACTE, 2008)

2.7 Role of Teacher in Quality Education

The pivotal role of teacher in Quality Education has been stressed in all the

policies of Pakistan framed since 1947.

First Education Conference(1947) reported that a properly trained and reasonably

well-paid teaching profession was essential to the building up of a great state.

The Commission on National Education (1959) stressed that the teacher should be

academically well-trained in the subject he teaches, he should have had sound

 Development of Quality Assurance Framework 25

professional training in how to teach his subjects and understanding the subjects in his

charge and he should possess a deep sense of professional honor.

The Education Policy (1972-80) has also recommended the establishment of an

academy for teachers and educational planners/administrators on the pattern of academies

existing for civil services and finance service.

2.8 Importance of Teacher Education

The National Education Policy and Implementation Program(1979) in its Policy

statement on Teacher Education stated that in order to ensure continuous growth, all

teachers would be required to undergo at least one in-service training course during every

five years.

Discussing the Quality in Teacher Education, the National Education Policy

(1992) states that the training of teachers would include a comprehensive understanding

of the new concepts introduced in the curriculum.

In order to improve the quality and training of the teachers, it is recommended in

the National Education Policy 1998 that much of the strength of the graduate study

programs and the quality of research is determined by the quality of the teachers. The

teacher is the central figure of the whole process. It is, therefore, important that his

position is strengthened so that his profession could attract the best of society’s brain.

Advanced level training of the teachers is, therefore, vital for quality higher education.
 Development of Quality Assurance Framework 26

2.9 Global Practices of Quality Assurance

According to Mishra (2006) a variety of accreditation practices are followed all

over the world and quality assurance is viewed differently in different countries. Some of

these global practices are described as follows:

2.9.1 United States of America

In the USA, quality assurance is carried out by private, non-profit organizations

designed for this purpose. The regional, national and specialized agencies are accredited

by Council on Higher Education Accreditation (CHEA) and or the United States

Department of Education (USDE). The CHEA recognition is valid for 10 years while

USDE recognition review takes place every five years. There are five key features of the

accreditation process; self study, peer review, site visit, action by accrediting

organization, and ongoing external review.

2.9.2 United kingdom

In the UK, the quality assurance is done primarily through institutional audit and

subject reviews. The process of institutional audit ensures that the higher education

institutions are providing awards of an acceptable quality and exercising their legal

powers to awards degrees in a proper manner.

2.9.3 Australia
 Development of Quality Assurance Framework 27

In Australia, universities and higher education institutions are self-accrediting

bodies. The quality assurance process in Australia includes:

• Graduates destination surveys and evaluation survey;

• Accreditation/approvals from professional associations for courses such as health,

medicine, law, etc.; and

• Use of external examiners for higher degrees.

The Australian University Quality Agency (AUQA) was established as an

independent, not-for-profit national agency to promote, audit and report on quality in

Australian higher education (AUQA, 2008).

2.9.4 International Network for Quality Assurance Agencies in Higher

Education(INQAAHE)

The INQAAHE was established in 1991 to collect and disseminate information

on current and developing theory and practice on the assessment, improvement and

maintenance of quality in higher education (INQAAHE, 2008).

2.9.5 Asia-Pacific Quality Network (APQN)

The APQN is a network of quality assurance agencies in the Asia-Pacific region

established in Hong Kong in 2003. The main objective of APQN is to promote good

practices in the maintenance and improvement of quality in higher education in the Asia-

Pacific region (APQN, 2008).

2.9.6 European Association for Quality Assurance in Higher Education(ENQA)

The ENQA was established in 2000. The main objective of ENQA is to provide a

source of assistance and guidance to higher education institutions and quality assurance
 Development of Quality Assurance Framework 28

agencies to develop their own quality assurance systems in a common frame of reference

to enable consistency of operational mechanisms and improve the procedures for mutual

recognition of qualifications (ENQA, 2008).

2.10 Models of Quality Assurance

Mishra(2006) in his discussion of models of Quality Assurance stated as Quality

has been interpreted in different ways in different domains of knowledge, there are

different models of Quality Assurance as well. Across the world, institution follow

different models of Quality Assurance; particularly country specific and institution

specific models. These models are mostly process oriented and emphasize on the

development of a system of Quality Assurance. These are:

2.10.1 Baldrige Criteria

In the United States of America, the Malcolm Baldrige National Quality Award

is the highest award for performance excellence managed by the National Institute of

Standards and Technology (NIST). In order to promote quality awareness and recognize

quality achievements, the Congress established this award in the year

1987. The 2005 criteria for performance excellence in education have seven categories.

These are: leadership; strategic planning; student, stakeholder, and market focus;

measurement, analysis and knowledge management; faculty and staff focus; process

management; and organizational performance results.

2.10.2 ISO 9000:2000

 Development of Quality Assurance Framework 29

In Greek, isos is a term meaning uniform, homogeneous- equal- an ISO may be

seen as a shortened version of this word. In 1946, the International Organization for

Standardization (IOS, but referred as ISO) was founded to develop international

standards. Quality system management standards were issued in 1987 by IOS. The ISO

9000 is a common label that consists of ISO9001, ISO 9002, ISO 9003, ISO 9004 and

their subsets issued first in 1987. ISO 9000 was revised in 1994 and in 2000. The current

one is ISO 9000:2000. The ISO 9000 certification indicates that the organization is able

to meet the needs and demands of its customers in a planned and controlled manner. The

ISO 9000:2000 is based on a process model that emphasizes continuous improvement.

The eight quality principles in ISO 9000:2000 are customer focus; leadership;

involvement of people; process approach; system approach to management; continuous

improvement; fact-based decision making and mutually beneficial supplier relationship.

2.10.3 Capability Maturity Model

The US Air Force funded the capability Maturity Model (CMM) initially at the

Carnegie-Mellon Software Engineering Institute. Though the model is designed for

software development, it can be used in other settings as a measure to assess the maturity

of the processes. The CMM is based on the concept of “Key Process Areas” that

collectively achieve a set of goals important for enhancing process capability.

2.10.4 Six Sigma

 Development of Quality Assurance Framework 30

Six Sigma’ as a quality assessment model originated at Motorola in the early

1980s. Its main objectives are to reduce variation and defects, increase customer

satisfaction and increase profits. Six Sigma as a methodology emphasizes the process of

achieving the Six Sigma level. The method of Six Sigma is a systematic process covering

five steps: Define-Measure-Analyze-Improve-control. The concept of Six Sigma and its

methodology has a lot of significance to educational institutions.

2.10.5 Total Quality Management

The total quality management (TQM) has evolved as an overriding concept in the

field of quality in recent years. It is a philosophy that subsumes earlier methods of

inspection, quality control and quality assurance. TQM assumes that quality is what the

consumer of the service/product perceives. TQM is a people driven process. It involves

changes in people’s attitudes primarily. In addition, it deals with process orientation and

continuous improvement of the process. It strives for empowerment and autonomy of the

people involved in using production processes.

2.10.6 NAAC Model

In India, the National Assessment and Accreditation Council (NAAC) has

identified seven criteria to serve as the basis for the assessment of higher education

institutions in the country. It follows a four-phase process of assessment covering:

• Nationally evolved criteria for assessment

• Self Study by Institution

 Development of Quality Assurance Framework 31

• Peer team visit

• Final decision by Executive Committee of NAAC

• Criteria for Assessment: The National Assessment and Accreditation Council

(NAAC) has identified through national consultations and consensus the following

seven criteria to serve as the basis for its assessment procedure:

• Curricular Aspects

• Teaching –Learning and Evaluation

• Research, Consultancy and Evaluation

• Infrastructure and Learning Resources

• Student Support and Progression

• Organization and Management

• Healthy Practices

The self-study report is expected to highlight the functioning of the institution with

reference to these criteria.

• Self Study: The Institution seeking assessment prepares a self-study report as per

the guidelines formulated by NAAC. The report consists of two parts- data about the

organization on various parameters; and a critical self-analysis based on the available

data.

• Peer Team Visit: Based on the self-study report, NAAC constitutes a team of

peers in consultation with the institution and looks for “pattern of evidence” to validate
 Development of Quality Assurance Framework 32

the claims in the self-study report through interaction with the senior management, heads

of the department, teachers, staff and students of the institution.

• NAAC Decision: The Executive Committee of NAAC after reviewing the report

takes a decision. Institutions receiving equal or more than 55% receive “Accredited

Status” and institutions which do not attain the minimum 55% for accreditation are

intimated that the institution is “Assessed and Found Not Qualified for Accreditation”.

NAAC grading is valid for a period of 5 years. Institutions that complete five-year

accredited period may volunteer for re-accreditation.

2.11 Development of a Quality Assurance Framework

Based on the review of the literature, a conceptual framework for the

Accreditation of Post Graduate Teacher Education Program can be developed as follows:

Table 1: A Conceptual Framework for Accreditation of Postgraduate Teacher

Program

CONTEXT A CONCEPTUAL FRAMEWORK FOR

ACCREDITATION OF POST GRADUATE
TEACHER EDUCATION PROGRAM
• OBJECTIVES OF THE PROGRAM

INPUT • ADMISSION CRITERION

• PRETEST
• SELECTION OF THE TRAINEES
• PHYSICAL PLANT
• ACADEMIC FACILITIES
• LEARNING FACILITIES
 Development of Quality Assurance Framework 33

• FINANCE
• STUDENT SUPPORT & PROGRESSION

PROCESS • ACADEMIC SCHEDULE

• CUURRICULUM DESIGN, INSTRUCTION &
EVALUATION
• TEACHERS & RELATED STAFF

PRODUCT • FEED BACK

• RESEARCH & DEVELOPMENT
• SUMMATIVE EVALUATION
• B.ED GRADUATES
• FOLLOW UP

3. METHODOLOGY

3.1 Procedure

The study will incorporate both qualitative and quantitative research approaches.

The investigation will be descriptive in nature and essentially a survey type of research. It

will aim at evaluating the B.Ed. Program and attention will be focused to collate data

from all the available resources. To conduct the study following procedure will be

adopted.

3.2 Population

The population will comprise all the public sector formal universities and colleges

of Sindh where B.Ed. program is being offered. Government secondary schools of Sindh

will also be taken as population of the study. Hence, the population of this research will
 Development of Quality Assurance Framework 34

constitute all the heads and teachers of secondary schools, teacher educators and

administrators of B.Ed. Program 2008 in Sindh.

3.3 Sample

To conduct the study, two stage random sampling will be used. At the first stage

sampling unit will be B.Ed institutions and secondary schools. There are five public

sector B.Ed. institutions situated in four cities of Sindh. Hence all of these will be

selected as the sample of the study (Appendix-A). As far as the sample of secondary

schools is concerned, it is proposed to select the schools from all those cities where

B.Ed. institutions are situated i.e. Karachi, Hyderabad, Sukkur and Khairpur. Keeping in

view the limited resources it is decided to select four(4) secondary schools (2 male and 2

female) from all the sample cities. These 16(sixteen) secondary schools will be randomly

selected for the study. Besides, one Post Graduate Teacher Institution and one secondary

school will be randomly selected for the pilot testing of the instrument and data of the

same will be included in the sample.

At the second stage the sampling units will be teachers and heads of the

secondary schools, teacher educators and administrators of B.Ed. program. The sub-

sample of secondary school teachers will be restricted to 30% from each of the

16(sixteen) secondary schools, keeping in view the limited resources and time duration

in the hands of the investigator in her individual capacity. The average number of

teachers of each secondary school is 25-30 teachers. Therefore 10(ten) teachers will be

randomly selected from each one of 16 secondary schools. Thus 160 secondary school

teachers will be randomly selected for the study. Hence all the heads of 16 secondary
 Development of Quality Assurance Framework 35

schools will be including in the sample. The third sub-sample of teacher educators will

be identified by following cluster sampling technique which means considering all the

teacher educators involved in teaching B.Ed. from each one of the teacher education

institution selected at the first stage. The fourth sub-sample will be consisted of the

administrators working in capacity of Heads of the department and Dean/Head of

Faculty/Institution from all the five teacher education institutions. In this way 306

respondents will be involved in conducting research.

Sampling will be carried out according to the following sampling frame:

Table 2: Number of Study Sample of the research

Cities B.Ed. Teacher Administrators Secondary Teachers of Heads of

Institutions Educators of B.Ed. Schools Secondary Secondary

Institutions Schools Schools

Karachi 2 48 2 4 40 4
Hyderabad 1 30 1 4 40 4
Sukkur 1 20 1 4 40 4
Khairpur 1 27 1 4 40 4
Total 5 125 5 16 160 16

3.4 Instruments

As mentioned earlier, the study will incorporate both qualitative and quantitative

research approaches. These are following:

 Development of Quality Assurance Framework 36

A. The main instrument of research will be questionnaire. It will be developed after

comprehensive analysis of different models that are being used in developed and

developing countries for Accreditation of Teacher Education Program. The

questionnaire will be constructed primarily to measure the variables of Quality

Assurance Framework for Post Graduate Teacher Education Program. The items

in the questionnaire will be based on different aspects of B.Ed. program such as

curriculum design and planning, curriculum transaction and evaluation,

infrastructure and learning resources, student support and progression etc. A five

(5) point Likert scale will be used to measure the opinions of the respondents

upon different dimensions of the problem. The respondents will be asked to

respond to the items of the questionnaire in the way as to point out the main

features of the framework of the Post Graduate Teacher Education Program.

Some parts of the questionnaire will be open-ended so that the opinions and the

suggestions Postgraduate Teacher Education Program will be investigated.

B. The data on the same aspects will be collected through focus group discussion. A

focus group discussion with administrators and teacher educators of B.Ed.

institutions will be arranged to gain opinion about different aspects that may lead

to quality improvement in B.Ed. program. The purpose of focus group discussion

will be to elicit perceptions, feelings, attitudes, and ideas of participants about the

key aspects of Postgraduate Teacher Education Program and about proposed

Quality Assurance Framework for Accreditation of Postgraduate Teacher

Education Program. The moderator (researcher herself) will record the

 Development of Quality Assurance Framework 37

consistency, extensiveness, intensity and specificity of comments and responses.

The results of focus group will assist in the development of valid research tool by

identifying response categories for each quality aspects and indicators of

Postgraduate Teacher Education Program. A total of two sessions will be

arranged, each session will last for two hours.

3.4.1 Pilot Testing and Finalizing of Instruments

Survey instruments will be pilot tested and will be finalized in the light of the

feedback received as a result of pilot testing. Judgmental approaches will be used for

analyzing the validity of items. For this purpose, a panel of 10 experts comprising 10

senior university teachers will be constituted for finalization of the instrument and they

will be requested to suggest omissions and modifications wherever necessary. Based on

their suggestions, the items will be presented in suitable form. A B.Ed. institution and a

secondary school will be randomly selected for pilot testing and all the teachers and

heads of this secondary school and teacher educators and administrator of the B.Ed.

institution will be the respondents of the instrument. Amendments proposed by these

respondents will be used to improve the questionnaire administering for data collection

on full scale.
 Development of Quality Assurance Framework 38

3. DATA COLLECTION

I. Questionnaire

Data will be collected personally by administering the instruments developed for

the study to the respondents in all the teacher education institutions and secondary

schools included in the sample.

I. Focus Group Discussion

For the purpose of collecting qualitative data, focus group discussion will be

arranged with the administrators and teacher educators of B.Ed. program. In focus

group discussion the researcher herself will act as moderator. Data will be collected

through recording and taking the notes.

5. ANALYSIS OF DATA

I. Questionnaire

All the responses and opinions of the respondents will be organized, classified,

tabulated and will be analyzed in terms of Percentages and Rank Order. Since data

will be collected on nominal and ordinal scale therefore non-parametric statistics

will be applied for comparing the responses among different categories of the

study sample.
 Development of Quality Assurance Framework 39

II. Focus Group Analysis

The recorded data and notes of moderator will be analyzed for conceptual

mapping and sequencing, then from general to specific theme. Report will be

prepared in the light of the following:

a) Categorization of contrast and similar results

b) Construction of typologies and diagrams

TIME SCHEDULE

The time schedule of the study is presented as follows:

Activity to be performed Tentative

Preparing Synopsis January, 2009
Reviewing the related literature February, 2009
Developing instruments March, 2009
Collecting data June, 2009
Analyzing data August, 2009
Completing remaining chapters October, 2009
Submitting to Supervisor and awaiting December, 2009

feed back
Revising draft for submission January, 2010
Printing and binding February, 2010
Submitting the report April , 2010
 Development of Quality Assurance Framework 40

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 Development of Quality Assurance Framework 44

APPENDIX-A

List of Public Sector B.Ed. Institutions of Sindh

1. Jamia Millia Government College of Education, Karachi

2. Government College of Education, Federal B. Area, Karachi

3. Faculty of Education, University of Sindh, Hyderabad

4. Government Elementary College of Education, Sukkur

5. Institute of Education, Shah Abdul Latif University, Khairpur