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Quality education is one of the major factors that contribute the financial impacts on the organization. It also has positive social impacts on the organizational growth as well as the societal betterment. It is usually supposed that formal schooling s one of some important contributors to the skills of an individual and to human capital. It is not the only aspect. Parents, individual abilities and friends without doubt contribute. Schools nevertheless have a particular place, not only because education and 'skill creation' are among their main explicit objectives, but also because they are the factor most non-stop affected by public policies. It is well established that the distribution of personal incomes in society is strongly related to the amount of education people have had. Normally speaking more schooling means higher lifetime incomes. These outcomes come out over the long term. It is not people's income while in school that is affected, nor their income in their first job, but their income over the course of their working life. Thus, any visible effects of the present quality of schooling on the distribution of skills and income will become clear some years in the future, when those now in school become a important part of the labour force.
Quality Education has become an issue of importance as the landscape of education has been facing continuous changes: increased international competition, increasing community and geographical diversity of the student body.
Hence the quality education is also directly linked with the academic and financial growth of the organization , here in this research scope the same criteria of correlation between the standard quality education and organizational growth will be tested.
Problem & Its Background
A high-quality education provides children and young adult's contact to the opportunities that we all desire for our children. Yet providing a quality education for all youth is a alarming challenge.
Nearly every country in Asia has identified civilizing education quality as one of its highest national priority. In spite of development in responding to the demand for increased school access, developing more efficient national planning and policy mechanisms, and implementing huge training programs for teachers and administrators, disappointment persists with the potential of education systems to support national economic and social aspirations. To some extent, plans and policies calling for higher-quality schooling now supplement or even change earlier thought to such priorities as education development and school access. It would seem that consent is forming that instant attention of policymakers and involved international agencies should be focused on designing and implementing policies, programs, and actions to get better education quality. Translating the growing consensus into feasible policies is a main challenge.
In all aspects of the school and its surrounding education society, the rights of the whole child, and all children, to survival, safety, growth and participation are at the centre. This means that the focal point is on learning which strengthens the capacities of children to act gradually on their own behalf through the gaining of relevant knowledge, useful skills and suitable attitudes; and which creates for children, and helps them create for themselves and others, places of security, safety and healthy interface.
Good organization of subject matter and planning of the course are vital to student learning .Well-structured presentations, lecture-outlines, headings, subheading, and syllabi improve students' learning experiences. In fact, outlines shift knowledge structure. This produces not only the prospective in students but also provides a positive growth to the institute.
As globalization continues, the national and international contest for the best students is likely to boost among higher education institutions, thus only reinforcing pressure for Quality Teaching and quality assurance. It is likely that global rankings based on the quality of teaching will be set forth, thus reinforcing the charisma of quality initiatives.
Furthermore, there are more and more students who study at different universities, benefitting from opportunities like international scholarships. These students are likely to evaluate the quality of the teaching received at these diverse institutions. It is important to measure the impact of the Quality Teaching initiatives in order to be able to get better these initiatives. However assessing the quality of one's teaching remains tough. This complexity may in part explain why the two most well-known international rankings rely heavily on research as a yardstick of the universities' value and leave aside teaching quality. This may however transform in the future, as the concern about teaching quality and student learning are growing. The option of indicators to quantify teaching quality is critical, because it has been shown that evaluation drives learning: How the teacher is judged will certainly impact his or her teaching methods. Indicators to evaluate the teaching quality (the value of graduates, satisfaction of teachers, retention rates etc) of an institution proved of use but carry a variety of meanings and can even lead to misunderstandings. Researchers have the same opinion that trustworthy indicators should be chosen, and not just the most realistic ones. Moreover, space should always be left for discussion of the figures obtained.
1.2 Problem Statement
"Low quality education can cause spoilage to the upcoming generation as well as can seriously damage the future of the educational institution which is responsible to provide the educational stuff to the students, to how much extent quality education plays its role in this problem is part of this research."
The Lahore Grammar School was established in January 1979 at this campus. The nationalization of educational institutions in 1972 had led to an alarming decline in the standards of instruction and services being provided in most schools and colleges.Â Intervention in the realm of education was therefore, vital to arrest this abysmal state of affairs.
In 1978 the Government announced that it would welcome initiatives in the educational sector.Â Talking benefit of this, a group of women from varied professional backgrounds, including education, and with the shared objective of contributing in this field, decided to set up a girls' school.
Â Today Lahore Grammar School provides education to both boys and girls till A' Level.Â It has extended its network to outfit to the needs of the middle income group in its Landmark Schools.Â The LGS College for women offers a degree programme in arts and sciences as well as bachelors in computers.Â LGS has branches in Islamabad, Karachi,Quetta,Peshawar, Multan, Faisalabad, Sialkot, Gujranwala, Gujrat, Wah Cantt and .Â It offers quality education to the little income group through the Lahore Education Society School, entirely supported and funded by LGS.
Â The philosophy of this institution is a comprehensive and tolerant one and one that appreciates diversity and stresses the significance of opinions based on rational and informed premises rather that on superstition, sentiment and insufficient understanding of issues.Â Emphasis is laid on the understanding of concepts and creating a culture of thinking in the classroom.Â Education is seen as a broad and complex process of acquiring knowledge and understanding.
Â The school has taken several initiatives in the field of education including the promotion of the performing arts that the Board of Lahore Grammar School felt were being neglected at great cost to our cultural traditions and a healthier social milieu.
Â In addition, the General Studies program was devised to Â make students more aware of contemporary issues, both national and world wide, and their role not only in developing an understanding of these issues but prompting a desire to translate that knowledge into active commitment and take steps, where possible, to bring about positive change in their own environment.
LGS Lahore was the first English medium school to initiate the teaching of Punjabi. This is done at the middle level for a minimum of two years so that students develop an admiration of their cultural roots and a satisfaction in the rich traditions of literature and music of this province. Â For those to whom it may not be a first language an introduction to a new one is not only useful, but educative.
Â A vital element of their program, other than a broad range of academic disciplines is music, dance, mime debate, drama, poetry recitation, there is community service where students are confident to share their skills and learn from the guts and resilience of those less fortunate than themselves.Â The student body of LGS 55-Main Gulberg has been raising money through bake sales in school to give scholarships to students at the Pakistan Society for the Rehabilitation of the Disabled (PSRD) for the past 11 years.Â They have also been going to assist children who are being prepared for the Matric at this institute.Â
In current competitive environment of education in Pakistan it has become a very crucial for each and every educational institute or organization to measure and establish a proper quality system education in order to beat its rivals. How it can be done is the question for which this research seeks answer.
1.4 Research Questions & Research Objective
1.4.1 Research Questions:
Q1: What is quality education?
Q2: How does the quality education help for organizational growth ?
Q3: What are different impacts of standard and quality education on the overall educational system of the country as well as society?
To find out how different quality factors improve the education system with in the institution as well as country.
To find out the relationship between quality education and organizational growth..
To find out relationship between teaching methodologies and student's productive output as well as the market reputation of the respective organization.
H0: Providing quality education cannot be a factor of organizational growth.
H1: Organizational growth may depend on the factor of quality and standard educational system.
1.6 Scope and Limitations of Study
1.5.1 Scope of the research:
The scope of the research will be limited to single organization that is Lahore Grammar School, as being the employee of the organization it will be easy to evaluate the quality procedures and standards being adopted within the organization. Although the organization consist of many branches in the country but research will be conducted with the 200 number of employee working in the head office. 120 respondents will be taken as sample out of this population.
Following limitation may also be observed during the research procedure and methodology adopted in collection of data from the resources within the organization:
Researcher will be unable to approach all the branches of LGS.
Being a female and social constraint, it will be difficult to approach physically each and every respondent of the research.
As the population under study is narrowed to 200 employees only, hence the scale of the study is restricted.
Inadequate time may be a constraint to complete the research within a specific time interval and researcher in this state may pass over some useful information.
Limited knowledge of the people may also be a barrier for the researcher.
Data will be collected by the researcher herself by means of questionnaire.
Researcher may be biased to some extent on giving the final recommendations.
The researcher will not be completely comparing the standards or quality education with international standards but main focus will be quality standards adopted in Pakistan.
Only a few factors of quality education will be taken for hypothesis attestation.
1.7 Significance of Research
The research on the subject of quality education and its impact on the growth of organization is very critical issue. The quality of education and training is considered in
to be a worry of the highest political priority. High levels of awareness, competencies and skills are considered to be the very essential conditions for lively citizenship, employment and social unity. Lifelong learning is an key means of shaping one's future on a professional and personal rank, and high-quality education is important in the light of labour market policies, and the free movement of workers within the country.
This research will be very fruitful for the improvement of the quality education within the organization as well as for the other institutions also.
The absence of any precise study on quality education is manifested by a general lack of literature. It would be necessary to carry out such studies in Pakistan with a view of understanding teacher education because it may not be suitable to transfer findings from other studies conducted elsewhere and generalize the findings on the Pakistan teacher education segment. Studies that address issues of quality education must be conducted in settings where less or no studies have been conducted at all. This could help develop the debates and the corpus of validated research findings in the area of teacher education. App. roaches that are at present powerful in studying individuals' professional learning such as action theory, should be used in order to gain from what these theories suggest to quality education. Importantly, qualitative inquiry and activity theory focus on specific settings of a professional learning activity under this research.
1.8 Conceptual Framework of Research
Factors of Quality Education
Academic output ratio of Institution
Student Coaching system and methodology
Productive quality education
Organizational / Institutional Growth
Academic contribution at the community level.
Professional attitude of the teachers and management
The above conceptual frame of research is based upon some :
Independent variables of research :
Dependent variables of research:
Growth of organization
Test of Hypothesis:
Both hypothesis i.e. H0 & H1 will be tested after using some statistical analysis of correlation .
The types of impacts examined in the research on the effects of educational quality on the organizational growth generally fall into three broad categories. First, at the individual level there is a lot of research on how educational quality affects an organizational earnings and a fair amount on how educational quality affects an individual's physical and mental health. While we were asked to look at how educational quality affects the organization, individuals are members of the community, their families are members of the community, and their friends are members of the community. So if educational quality of an organization improves an individual's economic well-being or physical and mental health, then that improves the community in which that individual lives as well as the reputation of the organization to whom the individual student has been associated with , leading it to the higher rate of growth( Stephen J. Carroll, Ethan Scherer,2008).
Second, a number of studies look at the effect of educational quality on aspects of the Organizational growth. The four kinds of impacts most studied are organizational values, organizational reputation, revenues, and competitive edge. For example, studies examine the association between educational quality in a school district and the value of organization in the area served by that school district. Other studies examine the relationship between educational quality in a school district and revenues generated by that school. As these are the kinds of effects most directly related to the request posed to us, we put most of our time and attempt into finding and reviewing studies that examined the impacts of educational quality at this stage.
According to Feldman, (1989) and Murray, (1991) two qualities are extremely linked with student accomplishment: expressiveness and, even more extensively, organization. Good organization of subject matter and planning of the course are important to student learning (Kallisson 1986). Well-structured presentations, lecture-outlines, headings, subheading, and syllabi boost students' learning experiences (Feldman 1989, Murray 1991). Indeed, outlines transfer knowledge structure. They can serve as an advance coordinator providing students with chunking strategies (Perry and Magnusson 1989, thus contributing to more efficient learning.
Level of education as Quality Standard:
In these studies, quality, as measured, for example, by the high school drop-out rate or the fraction of students who go on to college after high school, refers to the level of education attained by the students served by the schools. Some of the literature suggests that the level of educational achievement is itself a secondary effect of academic success. That is, if schools do a better job of teaching their students, then the students are more likely to complete high school, more likely to go on to college, and so forth. So these two measures are not completely autonomous; they are interrelated. ( (Stephen J. Carroll, Ethan Scherer,2008).
Studies look at these measures at two levels. Some studies focus on the individual. What difference does it make if a student's test score is higher or if the student completes high school rather than dropping out? In either case, we are involved in whether the quality of an individual's education affects the organizational growth. Others look at school or district averages. Here we are interested in whether the average quality of the education provided by the school or the district makes a difference to the Organization and community as well.
( Stephen J. Carroll, Ethan Scherer,2008)
There is extremely powerful proof that the quality of a school or a school district, as measured by average test scores, is positively associated with Institutional growth. Researchers hypothesize that students are willing to pay more to study in a school that is served higher quality education, and the community is willing to pay the more to the students having quality education as measured by the average performance of the students attending that school. (Black, 1999; Downes and Zabel, 2002). Many schools, such as Oyster School in Washington, D.C. (Freeman, 1994, 1998) and La Escuela Fratney in Milwaukee, Wisconsin (Ahlgren, 1993) were specially established to battle the societal and educational discrimination of minorities. Oyster, for example, which was started in 1971 as a grass-roots community effort, was said to struggle for additive bilingualism and to encourage all of its students to see each other as equals (Freeman, 1994, 1998). This school demonstrated its commitment to this ideal by encouraging the growth of minority students' native language and culture, using a multicultural set of courses, assessing students with multiple, and often "alternative," methods, and expecting a value for diversity within the community. Fratney (Ahlgren, 1993) also used a multicultural, anti-bias curriculum, and incorporated themes "stressing social responsibility and action" (pp. 28-29) where earning to value others' cultures and languages was explicitly taught.
At the classroom level, teachers can also slot in multicultural perspectives and authenticate the students' background knowledge and experiences. For example, one study (Arce, 2000) described a first grade classroom where the teacher implemented a student entered curriculum and aimed to allow the students, build a sense of community, and use the students' life experiences in the education process. Through significant reflection, the teacher developed a classroom impression, as well as particular activities, that focused on making meaning through interactions and significant thinking.
Takahashi-Breines's (2002) description of a third grade classroom teacher in a successful program in New Mexico explained the same themes. She also illustrated how this New Mexican teacher further improved her students' learning environment through the connections she made to their past knowledge, during an environment that makes open reference to bringing the values and expectations of their home and community into the classroom, and by creating a sense of familiarity and cohesion between herself and her students.
In another example of a student-centered classroom, Buxton (1999a, 1999b) reported the findings from the "Science Theater/Teatro de Ciencias" project in a second/third grade two-way class in a small Western town, where science was taught in both English and Spanish on flashing days. This instructional method not only provided opportunities for students to consider, analyze, and talk about science concepts, but also allowed them to transmit science to their personal lives and to society as a whole. The activities were related to students' experiences and prior knowledge, and also to issues that had social implications. Alternative assessment methods, such as the use of portfolios, allowed students to demonstrate both contented and linguistic knowledge, as well as their multi-linguistic awareness during the use of both languages. This empowering model increased the capacity of minority students to relate to science and to communicate themselves in the "language of science," thus increasing their academic and organizational success as well.
Another concern of importance as regards to Quality Education is that there may be different types of learning and teaching. Marton and Säljö (1976) found that students learning approaches are of two sorts: the "deep approach" which focuses on understanding the course matter and the "surface approach" which focuses on memorizing the material itself. Furthermore, students' approaches to study are influenced by the students' conception of learning (Van Rossum & Schenk, 1984). Sheepard and Gilbert's (1991) found that students' viewpoint about the composition of knowledge in a discipline were influenced by their lecturers' theories of teaching and by the students' perception of the learning atmosphere.
Teachers' teaching methods are associated to their conception of what the core of teaching is. Kember & Kwan (2000) emphasize that professors have one type of teaching approach, content-centred or learning-centred. Because of this approach, they execute different types of teaching strategies. Differences lay in coaching, focus, assessment, accommodation for student characteristics, source of familiarity and knowledge. Teachers who adopt a content-centred approach consider teaching primarily as the conduction of knowledge. Those who have the learning-centred approach are more likely to consider teaching as "learning facilitation".
The OECD (2006) has developed four possible scenarios for the outlook of quality education. These scenarios were constructed by taking into account two central variables, the extent of globalization (local-global) and the amount of influence of state government (administration-market). The scenarios address for instance the splitting up between teaching and research universities or the enhancement of technology that might have an indirect but inclusive impact on teaching. Globalization and other global changes make reforms necessary for universities worldwide. In 2006 in Athens, the Education Ministers of the OECD zone have identified six areas in which institutions and governments should engage in serious reforms - to make higher education not just "bigger" but also "better" (Giannakou, OECD, 2006). These reforms be rational responses to change in the areas of Funding, More unbiased education, Research and innovation, Migration and internationalization. The two other reforms which were deemed necessary concern teaching quality. Indeed, the first reform suggested was to develop a "clever focus on what students learn" in universities. The second was to promote reforms that would increase incentives to make institutions more accountable for quality and outcomes (OECD,2006.)
Methods and Procedures
Methodology of Study
In order to answer the research questions mentioned in chapter 1, researchers will elaborate here the different choices of methodology that have been adopted in this research paper.
The intention of thesis is rather exploratory as the researcher tends to explain the Impact of Quality Education on the growth of the institutions.. The researcher will be to some extent descriptive because it is essential to have a clear picture about the topic on which researcher wish to collect data. The research objective will be obviously controlled. Also it is exploratory because it will be examining a relationship between the variables of the research that is quality education and growth rate of the organization . A quantitative (based on survey) analysis will be conducted by using questionnaire method.
Survey Instrument used
Questionnaire to be used in the research is attached herewith (see app. endix).
Likert scale will be adopted to collect and evaluate the data on this instrument to evaluate the relationship between the variables.
Convenient sampling method will be used in this regards because of limited approach and scope of the research.
3.2.3 Sample Size & Population
The sample size out of the 200 population is 120 employees taken as respondents (sample).
As mentioned above the data will be collected by using the survey instrument (questionnaire) , and from the existing researches available in published form by the previous researchers. This primary data will be analysed to explain the researcher point of view on the subject of the research.
The tools that will be used in the research for the data analysis is SPSS software to calculate, Mean, Standard deviation, correlation.
Data Analysis and Representation
In his chapter information related to data analysis with proper explanation of processed data in the SPSS, containing data tables and graphical representation.
Conclusion, Findings & Recommendations
In this section final conclusions of the study, researcher's own findings out of the research and closing recommendations will be mentioned.
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