The paper examines quality assurance practices for effective lesson delivery in public tertiary institution in Rivers State. Quality assurance refers to a systematic plan or procedure of making sure that the standard and value of input satisfied the output. This implies that quality assurance involves setting attainable standards for instructional delivery process, organizing teaching and learning activities so that education objectives are achieved. It is therefore a system in which the delivery service of the quality of the product is assessed and compared with that required. The paper also looks into the concept of effective lesson delivery, regular training activities for staff, compliance with curriculum contents, meeting set goals and requirements and among others.
ABSTRACT
The paper examined quality assurance practices for effective lesson delivery in public tertiary institution in Rivers State. Quality assurance refers to a systematic plan or procedure of making sure that the standard and value of input satisfied the output. This implies that quality assurance involves setting attainable standards for instructional delivery process, organizing teaching and learning activities so that education objectives are achieved. It is therefore a system in which the delivery service of the quality of the product is assessed and compared with that required. The paper also looked into concept of effective lesson delivery, regular training activities for staff, compliance with curriculum contents, meeting set goals and requirements and among others. The paper concluded that for the education system to be of quality in order to satisfy the current human and societal needs as described above, the input process and output dimension must be of quality confirming the importance of quality assurance. The paper therefore, concluded that quality assurance department of the tertiary institution should ensure compliance with curriculum contents to deliver quality education.
Keywords: Quality, Quality Assurance, Training, Curriculum, Goals, Lesson Delivery.
INTRODUCTION
Education is the process of acquiring worthwhile knowledge, skills, and attitude that can be transferred from one generation to the next through teaching and training. It is a veritable tool of liberation. Ige and Ogunjobi (2017) assert that the main goal of education at all level is to develop all inclusive and quality education that is accessible and relevant for self-reliance. In order to achieve this, the quality and functionality of the education provided must be assured. Quality is the degree to which educational services and products yield desirable outcomes. Ansah, Swanzy, and Nudzor (2017) describe quality assurance practices in the tertiary institutions to include leadership and management practices, teaching and learning activities, student assessment, curriculum, professional development activities, research, staff recruitment, student admissions, and student support services.
Quality assurance in education is the efficient management, monitoring, evaluation and reviews of the resource inputs and transformation process (teaching and learning) to produce a quality output (students) that meets set standards and expectations of the society (Ayeni, 2012). Quality assurance can also be referred to as the process of ensuring effective resource input, control, refining the process and raising the standard of output in order to meet the set goals and satisfy public requirements.
Moreover, quality tertiary education takes into consideration the quality and quantity of lecturers and students as inputs, quality and availability of textbooks and learning materials, quality and quantity of instructional facilities, quality and contents of instruction and curriculum, work-load, student- teacher ratio, quality of management and quality of monitoring, supervision and evaluation and quality outputs (Akpan (2011). Higher education plays a major role in development of human capital, research and technological innovation in any nation. In the university system, quality assurance is the guarantee of confidence and certainty that standard and quality of a program run by the university are being maintained and enhanced. To achieve this, quality assurance system has to be established. Quality assurance is the process by which a university confirms that the standard and conditions set are in place. Thus, it deals with measures, strategies and procedures to be employed to guarantee success in achieving the desired outputs.
Regular training activities for staff are required for teachers in order to expect quality services from them. To teach effectively, lecturers need access to on-going development programmes. Regular training activities for staff is an effective method in which lecturers’ knowledge and work skills are improved upon in order to be well groomed in the art of teaching. This can be achieved when academic staff has the opportunities to attend conferences, workshops, seminars and other regular training activities in line with subject areas. Academic staff makes vital inputs that engineer the effective lesson delivery in order to attain set out educational goals and objectives. However, achieving quality for effective lesson delivery at the tertiary institution is the responsibility of all academic staff. Academic staffs are expected to develop the skills of effective lesson delivery. The quality of teaching is assured in part through the performance of academic staff in delivery effective lesson to their students. Learning experience refers to any interaction or support in which learning takes place. Learning experience could depend on the teaching methods or techniques applied by the lecturer in delivery lesson. Effective lesson delivery can only be implemented in a conducive and supportive learning environment in which the learners’ gets involved in the activities. Thus, teaching processes must express those activities to be learnt in such a way that makes learning possible. This is essential because learning is perceived as an independent achievement of the learner; hence the processes of teaching and learning are complementary.
The quality of tertiary education programmes and courses have been driven by programmes accreditation. Accrediting programmes entails that institution have organized appropriate resources and management quality that is required for implementation as designed for the programmes and courses of teaching and learning and assessment for the period not less than three years. Appropriate and reliable accreditation of programmes and courses offered by an institution helps to provide acceptable and professional standards. Programmes and courses delivered by any tertiary institution ought to be continually monitored, and evaluated so as to determine whether the aim and objectives are actually being achieved. The essence of quality assurance is to ensure that programmes and course continued to be appropriate and meet the changes, and developments in the courses in line with the changing society. In this regard, the tertiary institution provides quality of programmes and courses.
Learning resources and facilities helps to provide for lecturers and students to optimize their productivity in the lesson process. The transfer of knowledge, skills and attitude is necessitated in a classroom where learning resources and facilities are put in place. Therefore, quality of learning resources and facilities helps to facilitate effective lesson delivery. They constitute the major components in the learning environment. Lack of quality learning resources and facilities affects the overall atmosphere in which learning takes place.
Effective lesson delivery is an aspect of teaching and learning that is influenced by the teacher mastery or knowledge of the subject matter, preparation and organization of learning experiences, clarity of presentations or communication, enthusiasm, ability to stimulate the students thoughts and interest towards achieving set goals and objectives. Quality assurance practices could be measured in terms of quality of input, content, process, context and output. This implies that quality in tertiary education embraces all functions and activities of an institution such as how good and efficient the lecturers are, how adequate and accessible the resources and facilities needed for effective teaching and learning are, and how adequately prepared the graduates are in meeting the challenges of life and for solving the problems of society. Therefore, the study seeks to investigate the quality assurance practices for effective lesson delivery in public tertiary institutions in Rivers State.
Conceptual Framework
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(Source: Researcher’s concept, 2022 )
Quality
The International Organization of Standardization (2015) defined quality as the “degree to which a set of inherent characteristics fulfills a set of requirements”. It is always related to a set of requirements. In a typical classroom there are teaching and learning requirements. Accordingly, Ibiam and Ahunanya (2013), summited that quality is concerned with how good and efficient the teachers are; how adequate and accessible the facilities and materials needed for effective teaching and learning are; and how the products of the school system are prepared to meeting the challenges of life, and the societal needs.
Usually, quality is an inherent characteristic or attribute of a person or thing; something that forms part of the individual or an object that makes the individual or thing unique in such a way that the person or thing is different from others. In educational context, quality means the ability or the degree to which educational services and products could yield desirable outcomes (Nwafor & Nwogu, 2014). For effective lesson delivery to take place in a classroom there is the need for the provision of appropriate, adequate and functional basic elements. Quality remains the most important attribute that creates value about a product or service for the receiver. It is also the means by which business or service providers differentiate themselves from their competitors. It is an inherent characteristic that indicates how well a delivered service or product conforms to the clients (customer’s) expectations. Ibiam and Ahunanya (2013), submitted that quality is concerned with how good and efficient the teachers are; how adequate and accessible the facilities and materials needed for effective teaching and learning are; and how the products of the school system are prepared to meeting the challenges of life, and the societal needs. This implies that quality is the function of how the teacher plans his or her lesson, conduct the classroom for effective teaching and learning, so that the graduates of school system will meet the challenges of life, especially, the needs of the society.
Quality Assurance
Quality assurance refers to the term that ensures standard and value in the educational input and output. It ensures the acceptability of principles, rules, guidelines or levels established by group of people, organizations or societies for education system. Okoche (2017) described quality assurance as the systematic implementation, monitoring and evaluation of products and services and certification of the fitness for use. This implies that quality assurance is the systematic implementation, monitoring and evaluation of teaching and learning to provide support and making sure that the standard of school products meets the expectation of the society. Tertiary education has a significant contribution to social, political, economic, and technological development. As such, the criticality of education is dependent on its quality. In an era of increased globalisation, quality of tertiary education has become the focus of every country’s strategic plans to enhance competitiveness and to meet international expectations and standards (OECD, 2012). Quality assurance in tertiary institution system aiming at setting up, maintaining and improving the quality and standards of teaching, scholarship (student learning experience), research, and service to community. This is necessary to establish a structured quality assurance system that makes it possible to monitor our quality, to evaluate our quality and to improve the quality tertiary institution.
Giami and Nwokamma (2019) define quality assurance as a proactive measure used in ensuring quality in any organization or institution. The standard of tertiary education cannot be guaranteed if strict implementation of quality assurance policies and procedures of the institution is not being carried out effectively. Quality education can be described in terms of the quality of input, process and output. The students, teachers, materials, facilities represent the input, the curriculum, pedagogy, evaluation, monitoring and supervision among other activities (process). All these put together determine the quality of the graduates in their contribution to national growth and development (output).
Furthermore, quality assurance is the process of ensuring effective resource input, control, refining the process and raising the standard of output in order to meet the set goals and satisfy public accountability. In education, the essence of quality assurance is to prevent quality problems and ensures that the products of the system conform to the expected standards. Sofowora (2010) described quality assurance as a mechanism used to evaluate the efficiency and appropriateness of teaching and learning in schools so as to ensure the delivery of high quality education.
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