Training bag: Comprehensive quality and its applications in the field of education

Introduction to the program

The success of Japanese production by invading the American markets and competing in the world markets invited Americans to apply quality management in their factories but failed because the values of competition and individuality and the barriers that exist between workers and the leadership and management of the factory prevail in American society, which contradicts the values of quality based on cooperation, tolerance, team spirit and cohesion of workers with their leaders, forcing them to try to change the values of the workers in the factory to suit the application of quality. In America, the trend has begun to apply quality management in school, instill new values that are compatible with it (overall quality) and experimentation has begun to take its place at different levels of school from primary to university education.

The concept of comprehensive quality in education: The 1990 Glasser for the quality of work in education provides an educational position: Where there is a difference between the teacher’s and the student’s assessment of the quality of work or the result of the test, the teacher must discuss the differences with the student or students concerned, as from these discussions the student or students learn ways to know the components and components of quality at work, Opportunity after opportunity should be given to improve what they are doing as the purpose of this calendar is to improve in order to achieve the desired quality. Bonstingl sees 1992: By providing effective teaching tools and an appropriate organizational environment, the teacher and the school are the service providers, The student represents the first beneficiary, So the school’s responsibility is to provide education that makes students useful in the long run by teaching them how to communicate with their surroundings and how to evaluate the quality of their work and the work of others, And how they invest in lifelong continuing education opportunities to enhance their delivery. The secondary beneficiaries of school services are parents, parents and society who have the right to expect the development of their student children’s knowledge, skills and personal development to be beneficial to their families and society. Achieving quality falls on the teacher and student on the one hand and the school and society on the other.

Definition of overall quality in education:

As Rhodes knew her in 1992: It is a management strategy based on a set of values and draws the energy of its movement from information in which we can employ the talents of employees and invest their intellectual abilities at various levels of organization creatively to achieve the continuous improvement of the organization. Rhodes’ definition is a frame of reference for the application of the overall quality model in education. Inputs are (students), operations (what is going on inside the school) and graduating student outputs. The overall commitment to applying the overall quality in the educational institution calls for a review of the mission of this institution and its objectives and strategies for dealing with educational work and its standards and evaluation procedures – and the needs of the beneficiaries (students) must be recognized, i.e. what kind of education and preparation they believe meet their needs and meet their wishes.

The benefit of overall quality in the educational process: Improving the educational process and its outcomes on an ongoing basis. – Reduce errors. Developing the leadership and management skills of the school foundation’s leaders. Developing the skills, knowledge and attitudes of workers. Focus more on process development than on responsibilities. Continuous work to improve and reduce waste caused by school drop-out or failure. Achieving the satisfaction of beneficiaries (students, Parents, teachers, Society).

In this distinguished training portfolio prepared and continuously supervised by a group of training experts and consultants at The Success Skills Foundation for Human Development specialists in the field of educational management, the focus is on meeting the actual training needs to apply the comprehensive quality management system in the school and provide participants with effective tools and applications in this field and qualify them to play their role towards their application efficiently and effectively contributing to the success of their application in their schools, Educational management tools have been prepared to provide the school staff and supervisors with them and the focus has been on the method of training workshops to give them high skill and the following is good for us to show you the general description of the vocabulary of this training bag.

By the end of this training program, we expect that the participants have achieved the following results (God willing): Conviction in the feasibility of comprehensive quality and its applications in the field of education as an integrated entrance to the administrative and educational process and as an entry point for the development of the overall performance of the organizations with the addition of new knowledge to the participants in this field.

In this training program, the participant will learn, God willing: • Technical terms used in overall quality (elements standards). • Quality improvement elements (conforming to non-defective requirements prevention cost matching cost non-conformity cost quality). • Quality improvement process (commitment, loyalty, ability and team to achieve quality, awareness, learning, measurement, exclusion of causes of errors, quality board and constant re-improvement). Systems and methods used in overall quality (information system, Factors affecting the performance of the system, Standards of system success, How to achieve technical control, Overcoming the loss of control, Dynamic quality control). • Practical examples of the applications of the comprehensive quality system in the field of education and education. The concept of organization engineering (dandara) • Innovative demolition and organizational reconstruction • Reengineering approach and cycle of change The key role of INFORMATION SYSTEMS TECHNOLOGY IN ORGANIZATIONAL REENGINEERING • Identify the customer’s needs and satisfaction • Reengineering program steps • Organizing reengineering task forces • Successful global corporate experiences in organizational reengineering Innovative thinking and a course in reengineering • An integrated practical laboratory on reengineering.

™IMAS

ضمن مفاهيم تصميم الأنظمة المنهجية في التدريب، تأتي مصفوفة IMAS كأداة من أدوات صناعة التدريب المعاصرة، والتي تتعامل مع آلية تجميع عناصر الحقيبة التدريبية في شكل متكامل ومتماسك لضمان توافق هذه العناصر مع تحقيق أهداف التدريب ورفع كفاءة الأداء مشارك ومدرب ومنظم. إنه يمكّن المطور من تطوير سيناريو تدريب احترافي مدروس جيدًا وإدارة وقت الجلسة التدريبية. يمكن للجلسة معالجة أي موضوع.

المؤسسة العامة للتدريب التقني والمهني

صممت منهجية خاصة بالجودة الداخلية في الوحدات التدريبية التابعة لها، حيث تشمل على خمسة معايير رئيسية، تتضمن الإدارة والقيادة، والمدربين، والخدمات المقدمة للمتدربين، والمناهج، وبيئة التدريب، وذلك بهدف تطوير جودة التدريب المقدم في المنشآت التدريبية لمواكبة حاجة سوق العمل المحلي.

™ISID

يعد أول برنامج من نوعه في تقييم وتصنيف الحقائب التدريبية ويهدف إلى أن يكون مرجعاً مهماً للشركات والمؤسسات لضمان جودة التدريب المقدم لكوادرها من أجل تطوير الأداء وتطويره وتحسينه. إن جعل هذه المعايير دولية ليس فقط لأنها منتشرة في أكثر من قارة واحدة ومئات البلدان والمنظمات، ولكن أيضًا لأنها متوافقة مع العديد. تقنيات أسترالية ويابانية وكندية وأمريكية.