Presenters Name: Dr. Paraskevi Chatzipanagiotou, Assistant Professor, Ed. Management Anastasia Savva, MA Educational Leadership Institution: European University Cyprus, Department of Education 6 Diogenes str., Engomi, 1516 Nicosia 00357 22 713219 P.Chatzipanagiotou@euc.ac.cy natasasavva@windowslive.com Paper Title: The application of EFQM model in pre school education: a new way to internally certify quality and improvement Abstract This article presents a case study through which explains how the EFQM (European Foundation of Quality Management) excellence model can be applied successfully to pre school education. The model of Total Quality made its appearance first in Asia and then in America and Europe. Although initially was used in economical organizations, thereafter has been applied to educational ones also. This management model succeeds to bring together different civilizations and different cultures, since people embrace its philosophy. The article presents a case of a Cyprian public nursery school that attempted to internally evaluate the provided educational services using the EFQM model. Moreover, it focuses on the strengths and weaknesses of the specific organization and on the action plan that was created for the improvement. The action plan was based on the results of the EFQM evaluation procedure and finally helped the organization not only to improve its weaknesses but to pursue and certified the quality as well. Key words: Educational policy making, school improvement, EFQM model, pre school education, quality - 1 -
School Improvement In recent years, the need to improve the quality of educational organizations is a topic of political and educational debate. Upgrading the quality of educational institutions is one of the major objectives of the wider social environment and the Member States of the European Union called upon to implement and develop policies that ensure the quality offered in educational organizations having the ultimate goal of school improvement (European Commission, 2004). School improvement is the strategy of educational changes, which seek to broaden the learning outcomes through improving teaching, learning and strengthening the capacity of schools to manage change and innovative actions (Hopkins, 2001). The school as an open system interacts with its external environment, in deed with everyone involved in education (directors, teachers, students, parents). The existence of school improvement unit requires a smooth and methodical performance of the organization (human and non-human resources) in order to achieve the objectives set (Pashiardis & Pasiardi, 2000). Wrigley (2003) argues that the school effectiveness is part of a broader strong political will, which was developed in the context of a neoliberal education market. It includes evaluation, feedback, and accountability, competition among teachers, while giving emphasis on education as a product of the human resources; it enforces the curriculum and teaching methods. A school in order to be effective should mobilize the intellectual resource (the ability to transfer knowledge), and its social resource (the ability to create confidence among members of the school community and sustainable networks of cooperation between educational institutions), in order to achieve the desired educational outcomes of its spiritual and moral of superiority through a successful strategic use of high efficiency and innovative business practices. Teachers in effective school meet the demands of change, working smarter, not harder practices (Hargreaves, 2001). Moreover, for the achievement of school improvement there are programs (school improvement models); the programs for school improvement are categorized as to the approach (mechanistic or organizational) and the strategy followed (general or specific) (Hopkins and West, 1994). The organizational school improvement approach gives guidelines and principles within the educational unit that could produce any results. However, the mechanistic provide clear instructions on what should be done step by step (Hopkins and West, 1994). - 2 -
Approach Organizational or Mechanistic Strategy General or Specific Categorization improves programs and educational units In the late '80s a strong research activity for school effectiveness and school empowerment was developed by Peter Mortimore and his colleagues (1988), as well as from Reid, Hopkins & Holly (1987). Apart from those with the same research areas involved were Hopkins & Reynolds (2001), Creemers & Rezigt (2005), Normand (2008) and others.the content of these surveys shows that the school effectiveness presents those school characteristics associated with specific measurable learning outcomes (Scheerens & Demeuse, 2005). Surveys conducted in recent years for effective school converge at a common point, very important for the school effectiveness. To achieve the effectiveness of an educational unit a combination of education quality and equal opportunities for all students must exist (Lezotte, 2002). The findings of international research on school improvement showed seven important factors which substantially affect the school improvement. Initially the school improvement affected by educational leadership administration of the school, in which the director of each school unit must have as its primary concern the provided quality education, co-operation and communication with existing teachers transmitting both the mission and vision of the school. Second should be emphasized in school teaching time devoted to teaching and the interaction and cooperation among students - teachers. Interpersonal relations, i.e. the existence of a positive feeling, which facilitates learning and teaching is another important factor for school improvement as the positive feeling constitutes a guarantee for achieving the objectives of a school. Also, an important element is the high expectations of teachers for all students by giving them equal opportunities to learn. However, we cannot talk for improvement if we do not first evaluate students school performance which is achieved simultaneous with the evaluation of educational programs thus, giving feedback on those points which need to be improved in order to attain the objectives of each school unit. Another factor facilitating the improvement is the involvement of parents in school life. The last, but not least factor is the provision of a separate budget in each school organization. Thus, decentralization and flexibility for each school unit will be achieved and will add value based on the actual and real needs of students. As mentioned above by the results of various surveys, evaluation is a critical factor for improving an organization. Educational assessment constitutes separate scientific courses, which uses tools borrowed from social and positive sciences, aiming to determine the degree of objectives achievement of an - 3 -
educational system or its components. Evaluation is a learning process that contributes to understanding which is not only measure the outcome. Self-assessment can be considered as a process that the school unit performs to systematically collect information about how it works, analyzing and evaluating information and making decisions to improve the quality of education provided by the school unit. Also, the self-assessment can be seen as an overall assessment of the school, conducted by the same unit for improvement purposes (Devos, 1998). An important prerequisite to achieve improvements in an educational organization could be the introduction and implementation of the EFQM Excellence Model. The EFQM model, introduced in the early 1992 as a framework for assessing organizations for the acquisition of the European Quality Award. It is the most used organizational framework in Europe and has been the basis for the majority of national and regional Quality Awards. The EFQM promotes cooperation between similar national organizations in Europe, with the aim of continuing excellence for the European organizations. It provides a guideline for measuring and achieving success in organizations and is one of the most important tools for evaluation and continuous improvement of the quality level of each organization or business, regardless of size or sector of activity. It also helps organizations to assess their capabilities to achieve specific objectives (EFQM Excellence Model 2003). The EFQM model belongs to the TQM system, which is a code word for a big set of ideas aimed at the transformation of the modern financial and educational enterprise. The late-20 th century corporation was bureaucratic, oversized, self-absorbed, unresponsive and repressive of initiative. The Total Quality Movement has gathered in loose system ideas from systems theory, industrial psychology, organisational development and statistical process control. These ideas, in many new formations, aimed to remake organisations, so they become more focused, humane, disciplined and competitive. Some of these important ideas, with reflection on their applicability in education, are: a. The customer focus, which means that quality is what the customer says or expects it is. The objective is to provide good services (educational) that meet or exceed customer requirements. The customer focus impels educational organisations to be specific about the parties they serve, both external and internal, and to listen to those parties. b. The continuous improvement, which embrace an organisational imperative with profound consequences: to reach ever higher performance levels every year out and to think systematically about the constant improvement of all processes (personnel, information, suppliers, reward system etc). c. The emphasis on people as the greatest organisation s resource. It starts with a vision capable of giving power to each person s work. For employees the watch words become training, teamwork, responsibilitytaking and mutual accountability and for employers mentoring,, - 4 -
coaching, learning and removing obstacles that prevent persons or teams from doing their best work. d. The organisational structures which assured the delivery of value in the marketplace and the society. From the vertical and compartmentalized viewpoint we moved to cross-unit collaboration, as the whole education process has been inverted. This article deals with making theory into practice regarding the implementation and effectiveness of the EFQM model as a tool leading to school improvement and presents a case of a Cyprian public nursery school that attempted to internally evaluate the provided educational services using the EFQM model. Methods and issues of inquiry The research is based on a case study and the research tool was the EFQM questionnaire. Respondents in the pilot implementation of the research tool were people who have learned and knew the EFQM used for the selfassessment of the organization. For this specific research tool uncertainties initially existed as to the functionality and the understanding of the conditions. Thus, the necessary modifications and adjustments took place on a sample of 3 teachers after the pilot implementation. Concerning validity there was a probability not to provide an honest answer from the respondents in their attempt to present a better than the real picture of the organisation. Due to the type of the research (case study) responsiveness / participation was totally succeeded. Another one reason for their participation was their consent for the research and their desire to improve the quality of the organization. The trusted findings represent reality and strengthen integrity (Cohen & Manion, 1994). For the protection of the ethical principles in this research, initially the permission was asked by the Head as well as the school personnel with initial briefings and discussions. The reliability of this research can be confirmed both from bibliographic references, and the findings of the research and the respondents declaration which are included in the appendices. Studying the research, the reader through its findings will understand better the results and determine itself that interpretation is based on real data. For the protection of the ethical principles in this research, initially was asked the permission from management team as well as from the school personnel with initial briefings and discussions. After their consent the necessary license for the conduct of the research was taken by the Ministry of Education. It is important to note that after we took the permission for the conduct of the research, we begin the training of the personnel on the EFQM and informed them about the purposes of the research. Our concern was the conscious agreement of participants in the conduct of the research (Neuman, 2006). Also for the above reason we took into consideration the cost benefit proportion - as defined by the Cohen & Manion (1994, p. 473). This proportion it concerns the profits of the research concerning the personal cost of the individuals that participate. For safeguarding the personal data of participants we took into - 5 -
consideration to maintain the anonymity of questionnaires and avoid asking unnecessary questions on personal data, thus the process of receipt the questionnaires which was followed ensured their anonymity. Initially was given a plain envelope along with the questionnaire to complete and return back. The manager of the elementary school gathered all envelops and return them back fifteen days after the day were provided (Cohen & Manion, 1994). Presentation and data analysis After the collection of the tools we decoded them, as well as we present them in charts with the help of Excel software program. In the following charts are presented the result that we gathered from the tools and referred to the criteria and sub-criteria that we introduced for the self-assessment of the organization. Thus, we will begin the analysis of the first criterion concerning the available means and resources. Means and Resources In chart 1 means and resources we observe that question 1.6 involving cooperation of the school with the School Inspection and whether it meets the school demands, appears a high average rate (4,4) which illustrate the good cooperation between the school and the School Inspection. Furthermore, satisfactory average rates is the one of question 1.3 of the criterion concerning the available financial resources and if those resources are enable the formation of suitable conditions for the development of school life. With the average rate at (4.0) where 80% of the respondents, as shown (see appendices) on their answers tend to agree that their resources permit the creation of the appropriate conditions for the school to work smoothly. According to the above criterion, the weak point of the organization, seems to be its various areas, which are not suitable for teaching and school activities, and this is indicated by the question 1.1 where the average rate is low (3.0). Low average rate of (3.4) presents both questions 1.4 and 1.5. These questions relate to the cooperation of the school with the Parents association, the Municipality and the community in general, and if those parties are supporting financially the organization. The organization should take this point and try to improve these relationships. Graph 1, Criterion 1, Means and Resources - 6 -
1.6 The School Eforeia corresponds in school demands 4.4 1.1 The school areas/classrooms/offi ces prove to be suitable for teaching and for school activities 3.0 1.5 The Parents' Association supports the schools finacially 3.4 1.4. The Municipality or the Community support finacially the school 3.4 1.2 The logistical and equipment are adequate and meet the modern teaching and learning processes 3.6 1.3 Available Financial resources enable the formulation of appropriate conditions for the development of school life 4.0 Teaching Personnel In chart 2 average rate (4.4) in questions 2.2 and 2.6 shows that most people agree or agree strongly than they disagree or disagree strongly (that no one answer). This illustrate that the number of teachers respond to the needs of the school for each specialization, as well as the proportion of permanent and temporary personnel shall not interfere with the work of the school. The lowest average rate of the second criteria concerning teaching personnel is question 2.5 with an average rate (3.0) indicate that most of the respondents (3 persons, appendices table 2.5) stated that cooperation with external supporting parties is not adequate for the various problems that will occurred, when there is lack of specialist in the school that can face and solve a problem. It is important to note the low average rate (3.2) of question 2.3 showing that students needs for special or additional supporting teaching are not adequately met. Graph 2, Criterion 2, Teaching Personnel - 7 -
2.5. In the case of nonscientific personnel the school unit cooperate with external centers in specialized subjects like mental health issues or learning difficultieswhich support students. 3,0 2.6. The ratio between permanent and temporary staff do not hinder the work of the school. 4,4 2.1. The number of teachers covers the school needs per specialization 3,4 2.2. The teachers qualifications meet the scientific and pedagogical requirements of the school staff. 4,4 2.4. The wholistic experience of staff is enough for the implementation and development of the activities in the school and the local social environment. 4,2 2.3. The students needs for special or additional learning ( Reinforcement teaching, admissions, special education) are adequately covered from the existing staff. 3,2 Below we are going to analyze one of the strongest points (criterion three) of the Organization which is management (coordination of school life). Management (coordination of school life) In chart 3, questions 3.1,3,2 and 3.4 appeared to have an average rate of (4.4) that shows respondents have chosen to respond agree or agree strongly (appendices table of criterion (3) in the respective questions) to the corresponding questions. It is remarkable to mention the fact that criterion 3 concerning management of the school and the coordination of school life shows only high rates. The lowest average rate is (4.0) which also considered being high. This indicates the satisfaction of the personnel with management of the school. The personnel of the school, therefore, seems to be satisfied from management as shown in the above chart where all of the answers provided from respondents were positive. After management criterion it follows the criterion which is referring to the formulation and implementation of the program of study. Graph 3, Criterion 3, Management (Coordination of School Life) - 8 -
5 4,5 4 3,5 3 2,5 2 1,5 1 0,5 0 4 3.1. Η Διοίκηση 3.2. Η Διοίκηση 3.3. Οι αποφάσεις 3.4. Η κατανομή 3.5. Οι 3.6. Οι απόψεις και εναρμονίζεται 3.1 με θέτει 3.2 στόχους για 3.3 είναι αποτέλεσμα των 3.4 εργασιών και η 3.5 εκπαιδευτικοί 3.6 τα αιτήματα Management την ισχύουσα τη Management λειτουργία του Decisions συλλογικών are και ανάληψη The division ευθυνών of ( έχουν Teachers συμφωνήσει have The μαθητών opinions και and νομοθεσία is in line with και την sets σχολείου, targets for the δημοκρατικών result of tasks διδακτικών and ή πάνω agreed σ on ένα a γενικό the requests γονέων of the αξιοποιεί. current the αναπτύσσει school collective διαδικασιών. and Οι responsibilities άλλων) γίνεται πλαίσιο general αρχών του students λαμβάνονται and δραστηριότητες για εκπαιδευτικοί of σύμφωνα teaching or legislation and functions, democratic με τις frameworks σχολείου, of τις parents υπόψη are στο taken other is utilizes them. develop την υλοποίηση processes. συνέρχονται The according ιδιαίτερες with οποίες principles όλοι that τηρούν. σχεδιασμό into consideration και στην τους activities και αξιολογεί to teachers τακτικά meet για την the ικανότητες, specific skills they follow. αντιμετώπιση in the planning των την implement πρόοδο τους them σε regularly από κοινού to and δεξιότητες abilities of και and προβλημάτων. in the and κάθε evaluate τομέα. solve αντιμετώπιση each εμπειρίες one του confrontation of their progress in issues/problem ζητημάτων/ experience καθενός ( problems each area. προβλημάτων s of the school. του εκπαιδευτικών (teachers and και σχολείου. students μαθητών). 4.4 4.2 4 Formulation and Implementation of Educational Program In graph 4 it seems that the average (4.4) of question 4.1, where the respondents support the position of the question concerning the modification of the timetable program in accordance with the special students needs and the teachers competence, shows that they consider them in the formulation of the program. In contrast the low average rate (2.6) indicates insufficient cooperation between the school and the inspector from the ministry of education for a better implementation of the program. Moreover, questions 4.4 and 4.6 appear to have low average rates (3.0) and (3.4), respectively, and reveal that no procedures are developed to support teachers in their special needs at a sufficient degree. In addition, it appears the insufficient cooperation of the teachers ' with the parents association for the formulation and effective implementation of the education program. - 9 -
Graph 4, Criterion 4, Formulation and Implementation of Educational Program 4.1 Shaping 4.1. Η διαμόρφωση the timetable το takes Ωρολογίου into account Προγράμματος the special λαμβάνει needs of students υπόψη and τις the ιδιαίτερες ability ανάγκες of teachers. των μαθητών και την ικανότητα των εκπαιδευτικών. 4.2. Από την αρχή της σχολικής 5 χρονιάς At the beginning προγραμματίζονται of each 4,4 δραστηριότητες school year related που activities αφορούν 4 4 στη to school σχολική life are ζωή planned για όλο το throughout the year 3 έτος ( γιορτές, εκδρομές, (Festivals, tours, culture and πολιτιστικές και άλλες other events) 2 εκδηλώσεις). 4.3. Το The μεγαλύτερο biggest part μέρος of των 1 0 activities δραστηριοτήτων that the school που έχει 0 4,4 προγραμματίσει programmed for το the σχολείο specific για school τη συγκεκριμένη year is taking σχολική place χρονιά with satisfactory πραγματοποιούνται way με 4.6 The teachers association τρόπο ικανοποιητικό. 4.6. collaborates Ο Σύλλογος with Διδασκόντων the association συνεργάζεται of με το Σύλλογο 3,4 3 4.4. Αναπτύσσονται parents/guardians Γονέων / Κηδεμόνων for the 4.4 Procedures are για τη διαδικασίες στήριξης των configuration and effective 2,6 developed to support διαμόρφωση και εκπαιδευτικών στις ιδιαίτερες application of school teachers in their special αποτελεσματική εφαρμογή του ανάγκες τους. program needs. σχολικού προγράμματος. 4.5 The 4.5. school Το σχολείο cooperates συνεργάζεται closely and στενά efficiently και ικανοποιητικά with the inspector με την for επιθεωρήτρια a better implementation για την καλύτερη of the program υλοποίηση of the school του προγράμματος της σχολικής μονάδας. Culture Relationship Collaborations (Teachers and Students). Graph 5 on the climate relationships cooperation between teachers and students indicates a high average rate almost in all the questions. Questions 5.4 and 5.5 have an average rate of (4.6) with most of the respondents to tend towards (5.00) and to agree with the questions. Questions 5.1 and 5.3 appeared to have a low average rate (3.4) which relates to personnel relationship with the school manager and the decision-making. Graph 5, Criterion 5, Culture Relationship Collaborations (Teachers and Students). - 10 -
5.1 There is a collaboration climate, trust and respect that permeates both the relationships between teachers and their relationship with management team of the school 3.4 5.6 Social relations that are developed between students in school are extended also and outside school, which point 3.8 5.2 The rules that govern school life (e.g., discipline of students) is the result of consensus of all participants in the educational process 4.4 5.5 Teachers are facing disciple problems with sensitivity and discretion but simultaneously with the relevant attention.4.6 5.3 The decision-making for school life subjects are base on democratic values and decisions are supported from all personnel 3.4 5.4 Teachers are working with students in a spirit of justice, meritocracy and understanding and behave with politeness 4.6 Culture Relationship Collaborations (School Parents Society). In Graph 6 the low average rate (3.0) shows that the support from the inspector (Ministry of Education) in resolving problems occurred at school by students and parents that are not cooperate is not sufficient, since most of the people (f = 3) (appendices criterion 6 question 3) of the sample have negative opinion for question 3. The low average rate (3.6) of questions 6.1 and 6.4 show the positive attitude of respondents regarding the analysis of the opinions and parents views for the organization whereas teachers have a clear picture regarding the way students are studying at home and the difficulties they face. Graph 6, Criterion 6, Culture Relationship Collaborations (School Parents Society) - 11 -
6.6 The school maintains contacts with various social organizations in different sectors, 6.6. Το such σχολείο as υποστηρίζει (environmental επαφές με διάφορούς organizations, κοινωνικούς health φορείς, όπως organizations, (περιβαλλοντικές social οργανώσεις, services, οργανισμούς representatives υγείας, κοινωνικές of υπηρεσίες, εκπροσώπους industrial sectors, etc.) with εργασιακών τομέων κ.α.), με the aim στόχο the να students διαμορφώσουν to form οι a broader μαθητές picture σφαιρικότερη of the εικόνα social issues. των κοινωνικών ζ 6.5. Το σχολείο συνεργάζεται με 6.5 The school cooperates άλλα σχολεία ή εκπαιδευτικά with ιδρύματα other για schools ανάπτυξη or κοινών educational δραστηριοτήτων institutions ( Προαιρετικά to develop ευρωπαϊκά joint ή άλλα activities εκπαιδευτικά (Optional προγράμματα, European πολιτιστικές or other ή educational άλλες εκδηλώσεις) programs, προκειμένου cultural να ανταλλαγούν or other πληροφορίες events) in και an effort εμπειρίες to exchange που θα σ information s and experiences that will promote the overall educational process. 4,4 4,4 6.1 The school develops mechanisms 6.1. Το σχολείο to investigate αναπτύσσει the μηχανισμούς opinions διερεύνησης and των απόψεων και θέσεων positions of the parents / guardians των γονέων/ κηδεμόνων. 5 3,6 4 3 2 1 0 3,6 6.4. Teachers Οι εκπαιδευτικοί are having έχουν a good μια picture καλή of εικόνα how σχετικά students με are τον τρόπο working με τον at home οποίο and εργάζονται what οι difficulties μαθητές are στο facing. σπίτι και τις δυσκολίες που αντιμετωπίζουν. 3 6.2. 6.2 Διασφαλίζεται It ensure regular τακτική and και αμφίδρομη two-way flow ροή πληροφοριών of information ανάμεσα στους between γονείς parents / 4,2 Κηδεμόνες / guardians και and το σχολείο the school για την for πρόοδο the advancement και ανάπτυξη and των development μαθητών. of students 6.36.3. With Με the την help βοήθεια of the της school επιθεωρήτριας inspector many του problems σχολείου with αντιμετωπίζονται students and uncooperative προβλήματα που parents δημιουργούν are solved. στο σχολείο μαθητές και μη συνεργάσιμοι γονείς. Teaching Learning Procedures (Quality Teaching) In graph 7, criterion 7, there is a high average rate in all questions. The lowest average rate is (4.2) which is referring to questions 7.2, 7.5 and 7.6 where 80% (appendix criterion 7) of the respondents said that they agree with the statements of questions 7.2, 7.5 and 7.6. Furthermore, question 7.3 presents the highest average rate (4.6) where students are encouraged to tell their opinion, while the mistakes are treated with discretion from teachers. In question 7.3 the 60% of the respondents said that they agree strongly while the other 40% replied that agrees with the statement of the question. The above results of criterion show a good picture of the organization concerning the quality of teaching. Graph 7, Criterion 7, Teaching Learning Procedures (Quality Teaching) - 12 -
7.67.6. There Γίνεται is a μακροπρόθεσμος long-term planning σχεδιασμός of students του μαθήματος according σύμφωνός to με the το school πρόγραμμα program, του σχολείου, but with αλλά και με anticipation πρόβλεψη and και initiative. ανάληψη πρωτοβουλιών. 7.5 Teamwork 7.5. Καλλιεργείται spirit is πνεύμα cultivated συλλογικότητας and cooperation και with συνεργασίας the assignment με τη and ανάθεση use of team και work. αξιοποίηση ομαδικών εργασιών. 7.1. Χρησιμοποιούνται ποικίλα οργανωτικά σχήματα 7.1 Use στην of a τάξη variety ( π.χ. of teaching ways in class εξατομικευμένη (eg, individualized διδασκαλία, teaching, teaching with διδασκαλία working groups, με ομάδες etc.) depending on the objectives εργασίας κ.λ.π.) of the ανάλογα course and με the needs of students. τους στόχους του μαθήματος και τις ανάγκες των 4,6 4,5 4,4 7.2 The framework of the 7.2. Η οργάνωση της τάξης 4,4 class creates opportunities δημιουργεί ευκαιρίες στους for students to develop 4,3 μαθητές για ανάπτυξη speech δεξιοτήτων and λόγου communication και 4,2 skills. 4,2 4,2 επικοινωνίας. 4,1 4 7.3 Students are 4,2 encouraged 7.3. Οι μαθητές to tell their ενθαρρύνονται opinions and να mistakes λένε τη are γνώμη treated τους, with ενώ τα λάθη 4,6 discretion. αντιμετωπίζονται με διακριτικότητα. 4,4 7.4 The 7.4. individual Οι ατομικές needs ανάγκες or ή characteristics ιδιαιτερότητες of students των μαθητών (learning ( μαθησιακές needs, language ανάγκες, and other γλωσσικές cultural και άλλες πολιτισμικές ιδιαιτερότητες characteristics, κ.α.) παρακολουθούνται etc.) are με monitored προσοχή carefully και σεβασμό and και treated αντιμετωπίζονται with respect and με τις appropriate practical Quality of Learning and Evaluation Mode In graph 8 seems that most of the respondents (f = 3) agree strongly and agree (f = 2) (appendix criterion 8) that students participate in the lesson and they express their personal opinions without restraint. In general criterion 8 concerning quality of Learning and Evaluation mode, the average rate of the responses of the sub criteria is high. This shows a positive approach of respondents against to the criterion questions. The lowest average rate (3.8) concerning question 8.6 is related to whether parents are informed regularly and effectively for their children homework, performance and progress. Respondents replied positively to 80% of the question, with 20% to agree strongly and 60% agree, and only 20% of the respondents answered negatively with the statement that they disagree (appendix criterion 8 question 8.6). - 13 -
Graph 8, Criterion 8, Quality of Learning and Evaluation Mode 8.6 Parents 8.6.Οι γονείς are informed ενημερώνονται regularly τακτικά and και effectively ουσιαστικά for για την the work, εργασία, performance τις επιδόσεις and και την progress πρόοδο of the των student. μαθητών- 3.8 τριών. 8.5 Information 8.5. Οι πληροφορίες obtained που προκύπτουν από την from evaluation are used αξιολόγηση αξιοποιούνται όταν when investigating διερευνάται the η effectiveness αποτελεσματικότητα of teaching της and διαδικασίας learning and της the διδασκαλίας necessary και μάθησης changes και γίνονται are οι αναγκαίες αλλαγές. taken. 4.2 3,8 4,2 8.1 Students participate in class and freely express their personal 8.1.Οι μαθητές views. συμμετέχουν 4.6 στο μάθημα και εκφράζουν ελεύθερα τις προσωπικές τους απόψεις. 4,5 5 3,5 4 2,5 3 1,5 2 0,5 1 0 4,6 4 8.4 8.4. Τηρούνται σημειώσεις για Notes are kept on the quality of την ποιότητα της εργασίας, τα the επιτεύγματα work, achievements ή τα προβλήματα or problems in the στην performance επίδοση των μαθητών( of students όχι (not only μόνο numerically αριθμητικά but αλλά descriptive). και 4 περιγραφικά). 4,2 4 8.2 Students participate in collaborative work and cooperate effectively in groups of different 8.2. composition Οι μαθητές συμμετέχουν and size.4.2 σε συλλογικές εργασίες και συνεργάζονται αποτελεσματικά σε ομάδες διαφορετικής σύνθεσης και μεγέθους. 8.3 During the year the 8.3. Κατά τη διάρκεια του appropriate methods of έτους χρησιμοποιούνται οι assessment κατάλληλες are μέθοδοι used αξιολόγησης which are του functionally μαθητή και συνδέονται linked with λειτουργικά the lessons με τους objectives.4 στόχους του μαθήματος. Overall presentation After each criterion analysis, we will share the total score for each criterion in order to understand better the overall performance of the organization. Table 1 illustrates the average rate achieved per criterion and the organization as a whole. In table 3.1, the total score achieved from the organization in each criterion during it s evaluation, the most low average (3.6) appears in criteria 1 and 4. Criterion 1 refers to the available means and Resources of the Organization, while criterion 4 refers to the formulation and implementation of the educational program. Very close to the low average (3.6) is criterion 2, with average score (3.76) refers to the faculty where the point on which the organization has weaknesses appear in the analysis of the criterion. Criterion 7 appears to have a high total score; with average (4.33). Moreover, criterion 7 refers to the quality of teaching and the average rates of all answers were high based on the above analysis. Generally, the overall average score of the organization of all the eight criteria appears to be in a very good position, since the total average score is (3.95), as shown in table 5.9. The score (3.95) shows that in most of the statements of the criteria respondents agree, since the (3.95) is near to 4.00 which is stated as agree. - 14 -
Table 1. Average Score for each Criteria AVERAGE SCORE FOR EACH CRITERIA 1 Means and Resources 3.63 2 Teaching Personnel 3.76 3 Management (Coordination of School 4.23 Life) 4 Formulation and Implementation of 3.63 Educational Program 5 Culture Relationship Collaboration 4.03 (Teachers and Students). 6 Culture - Relationship - Collaboration 3.86 (School Parents Society) 7 Teaching Learning Procedures (Quality 4.33 Teaching) 8 Quality of Learning and Evaluation mode 4.13 TOTAL AVERAGE 3.95 SCORE 1-5 (Strongly Disagree Strongly Agree) In graph 9 it appears clearly that the average of all the questions are between 3.0 to 4.60. The following variables (based on the standard deviation) demonstrate that the results are concentrated around the average score. As a general conclusion, as the average score is closer to five the standard deviation is closer to 0 and the results appears to have small variation which respondents to have the same opinions among themselves. 9 Comparative Graph - 15 -
Values Statistics 5,00000 4,00000 3,00000 2,00000 1,00000 Statistics N Valid N Missing Mean Std. Deviation Minimum Maximum Line Dot/Lines show Means 0,00000 Q1.1 Q2.1 Q3.1 Q4.1 Q5.1 Q6.1 Q7.1 Q8.1 Q1.4 Q2.4 Q3.4 Q4.4 Q5.4 Q6.4 Q7.4 Q8.4 Variables Conclusions Through the literature review on this work, it became clear that quality in education is something that is required in today's society. It is a concept which is difficult to be formulated with completeness and be commonly acceptable. This happens because the quality changes and the goals, needs and requirements in education in recent years changed. Thus, characterized and depends on many factors. Based on the analysis of the tool of this research, we identified the strengths and weaknesses of the organization giving suggestions for improvement. The initial target for the introduction of the EFQM Model, to improve the quality of the provided service, we look that moves towards its implementation, after applying the suggestions for improving the quality of services. The quality characteristics presented in the organization are ultimately an indicator of the quality and the tool used in this investigation could serve as a tool for self-assessment of organizations or even rise and trigger of actions for improvement. A different management model that could help the quality improvement of a school unit is the introduction of the TQM philosophy which can also improve the quality of the provided services. However, the philosophy of TQM and self-assessment cannot exist if all "stakeholders" are not participating actively. A policy to improve quality in education involves a drastic shift in political priorities by a complex centralized system for measuring, recording and plotting to policy development and ensuring the terms and quality conditions in the school, with facial features that it acquires in the specific material, social and historical determinations scene. In this research, it became clear that it is possible for organizations to use EFQM model tool for self-evaluation, after the necessary mortifications and adaptation in each school unit. The EFQM Excellence model as demonstrated in - 16 -
the present research is a well-organized framework through which to determine areas that require improvement and to organize flexible plans for improvement with short-term and long-term objectives. Thus, the members of the organization will realize that is jointly responsible for its route and improvement. The assumption underlying this model (that excellent result regarding the performance of the organization, customers, people and society) is achieved through the political and strategic management, which is implemented by those directly involved. Furthermore, the implementation of the model places humans at the center of the organization because it relies on changing the mentality and culture. Using the model at school level, the unit identifies the strengths and weaknesses of the organization to improve the quality of services. Organization utilizes the results of the self-assessment by improving areas identified as weak and strengthening the strong areas. The proposed action plan will achieve the improvement of quality of the provided organization services through the suggestions given and through, saving human and financial resources, thus succeeding school improvement. References Cohen, L.& Manion, L. (1994). Research methods in Education, London: Routledge. Devos, G. (1998). Conditions and caveats for self-evaluation: The case of secondary schools. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA (ERIC Document Reproduction Service No ED421493). EFQM (2003). EFQM Self-Assessment Workbook: Commitment to Excellence. EFQM: Brussels. European Commission (2004). Evaluation of Schools providing Compulsory Education in Europe. Brussels: Eurydice. Fullan, M. (1997). Successful school improvement, Bristol: Open University Press Hargreaves, H. D. (2001). A capital theory of school effectiveness and improvement British Educational Research Journal, vol. 27, no 4 Hopkins, D. (2001) School improvement for real, London: Routledge Hopkins, D., Ainscow M,. & West, M. (1994) School improvement in an Era of Change. New York: Teachers College Press Newman, W. L., (2006). Social Research Methods: Qualitative and Quantitative Approaches. Boston: Pearson Allyn and Bacon. Wrigley, T. (2003). Is school effectiveness anti-democratic? British Journal of Educational Studies, vol. 51, no 2, p. 89-112 Pashiardis, P& Pasiardi, G.(2000) Effective schools: reality or utopia, Athens: Τypothyto - 17 -