Study on Performance Appraisal Method of Vocational Education Teachers using PROMETHEE II

Evaluating vocational education teachers’ performance is an important link of teaching management and an important guarantee of improving teaching quality. In conducting teaching, research and community service, vocational education teachers should weight more on quality than quantity. In this context, individual habit reacts to the demanded jobs which are influenced by his/her knowledge, attitude, and skill. Teacher’s performance evaluation is nothing but a Multi Criteria Decision Making Problem (MCDM). There are several quality attributes that influence the efficiency of a potential vocational education teacher while guiding his/her students towards a positive and value added academic outcome. However, the importance of quality attributes may differ from individuals’ perspective. In other words, different attributes may have different weightage according to their priority of significance while evaluating quality/performance level of a vocational education teacher. This paper makes the vocational education teachers’ performance appraisal quantitative and determines the evaluation index based on academic performance. Criteria for performance are: teaching load, publication, research, conferencing, consultancy, services, teaching attitude, teaching content, teaching method, and teaching effect. The Analytic Hierarchy Process (AHP) and PROMETHEE (Preference Ranking Organisation METHod for Enrichment Evaluations) II analysis were used in performance appraisal. Application feasibility of this method approach and guidelines in solving such a multi-attribute decision making problem has been described illustratively in this paper. It is also observed that this MCDM approach is a viable tool in solving the teacher selection decision problems. It allows the decision maker to rank the candidate alternatives more efficiently and easily. Keywords: performance, teaching, Analytic Hierarchy Process, PROMETHEE II

Application of Total Quality Management in Islamic Education: a Case Study of Madrasah Aliyah (Ma) Al-hikmah, Karangmojo, Gunung Kidul, YOGYAKARTA

This paper examines how Total Quality Management in Islamic School can fulfill market demands of quality graduates using Madrasah Aliyah (MA) Al-Hikmah Karangmojo Gunung Kidul Yogyakarta as a case study. Based on the research's findings, it will show that: (1) in terms of service management, MA al-Hikmah provides service to the customers –the students- by not charging them any fees for educational operational costs, accommodation, health assurance, and educational facilities such as books and courses; (2) in terms of educational process management, MA Al-Hikmah's teachers teach students using various teaching methods and strategies. Teaching processes are conducted both indoor and outdoor. MA Al-Hikmah also has a teaching team to handle the 12th graders in extra classes so that they can pass the national examination; (3) in terms of product management, MA Al-Hikmah continuously improves its educational quality through a variety of ways. MA Al-Hikmah also has a special team to maintain students' achievements morally and academically. MA Al-Hikmah also makes some efforts to provide its graduates with opportunities to get scholarships in the higher education and job vacancies to meet the market needs of quality graduates

A Curriculum for Excellence: a review of approaches to recognising wider achievement

The is the report of work undertaken by the Quality in Education Centre of the University of Strathclyde on behalf of Learning and Teaching Scotland into Recognising WiderAchievements of young people both in and out of school.Desk research and empirical research were undertaken in January and February 2007. This short timescale inevitably limited the extent of the work undertaken. The views ofstakeholders were sought through interviews and questionnaires. Definitions of wider achievement have been emerging in the UK since four key areaswere identified by the DfES (DfES, 1984). These were recognised in 'National Records of Achievement' and included recognition of achievement (exams and other activities), motivation and personal development, curriculum organisation, and a document of recordthat is 'recognised and valued'. Further policy development in the 1990s and into this century raised further issues including the range of activities and variation in types oflearning, equity of access to opportunities, and challenges of assessment

Teachers and teaching in upper secondary education: a comparison of systems in place across secondary and FE sectors

The training of teachers in upper secondary education varies considerably dependent on whether training is undertaken as a secondary school teacher or as a teacher within the Further Education (FE) system. Indeed, until the late 1990s, the training of teachers in FE had been the focus of little regulation by Government. Differences also occur across the UK with different pathways in place in the home countries. Regardless of the pathway taken to teaching in upper secondary education there are concerns that the teaching in schools and FE is still not good enough. The Coalition Government has proposed many reforms to the training of teachers in schools and a consultation exercise has been undertaken on the training of teachers in the FE sector. This article will review current approaches to the training of teachers in the home countries of the UK. Attention will be given to the proposed reforms in order to consider how these might contribute to raising the standard of teacher training and hence the quality of teaching in schools and FE. © 2011 Institute of Education, University of London

Improving further education provision for learners from minority ethnic groups: a review of the evidence

This paper summarises the findings from a review carried out by the National Research and Development Centre for adult literacy and numeracy (NRDC) for the Quality Improvement Agency (QIA) between April and September 2007. The study sought to summarise what is known about the participation of those from minority ethnic groups in Further Education (FE) and to identify effective practice in helping them to achieve

Responding to challenges: the training and educating of the information professional for the next millenium

“… in most fields the issue of the professional competence and qualification of individuals is viewed as an integral part of the quality assurance of organisations and the services that they provide.” This view has long been embraced within the librarianship profession. Librarians and information professionals have a strong culture of responding to new opportunities in professional development to ensure that their skills meet the continually changing environments in which they work. This is illustrated by initiatives such as the Library Associations programme of Continuing Professional Development (CPD), Masters programmes for librarians entering management positions, increased availability of qualifications and training for paraprofessional staff and the adoption of the government instituted system of National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications (SNVQs). Two further initiatives have been undertaken as a response to concern about the pace of change and the importance of sustaining an adequately skilled professional workforce. Firstly, the Library and Information Studies Training and Education Network (LISTEN), is working with employers, the profession and educational institutions to identify, CPD and post-qualification competencies required when staff have been in post for several or more years. Secondly, the Electronic Libraries Programme (eLib) which aims to accelerate the development and uptake of the ‘electronic library’ has recognised the need for CPD and has funded a number of training and awareness projects including EduLib. This paper will examine the role, education and training of information professionals from two distinct points of view. First the paper will concentrate on initial undergraduate training which students receive at an established Department of Library and Information Studies — with particular regard to the training and education of business information in order to prepare students for the global business world. The second part of the paper will deal with an aspect of continuing professional development for which there is an increasing demand in academic libraries — teaching skills for librarians. The paper will focus on EduLib — a development project which aims to provide a nationally recognised and accredited network of trainers in academic libraries

Modern requirements to preparation of professional and pedagogical personnel

The relevance of the researched problem is caused by the need of providing the educational organizations of the system of professional education with specialists in projecting and implementation of educational programs of training of workers and specialists of a middle link, and formation of a personnel resource for innovative productions. The purpose of the presented article consists in consideration of the discrepancies arising while introduction of the professional standard "Teacher of Vocational Training, Vocational Education and Further Vocational Education" and changes revelation of a pedagogical personnel which are necessary for improvement of preparation quality. The leading approach to the research of this problem is the system-based approach which allows us to reveal the discrepancies arising by the comparison of the professional standard and educational programs that are developed taking into account requirements of the educational standard for the direction of preparation Vocational Training (branch-wise). According to the analysis results, the option of adjustment of educational programs for the direction of preparation Vocational Training (branch-wise) is offered; it promotes improvement of preparation quality of pedagogical personnel for the system of professional education and further vocational education, and also the corporate educational organizations and innovative productions. The materials of the publication can be useful to heads of educational organizations while forming the personnel potential in educational institutions. © 2016 Zyryanova et al

Vocational Education and Training Workforce

This Productivity Commission research report was released on 5 May 2011. This report, the first of a suite of three on the education and training workforce, focusses on the Vocational Education and Training workforce. Other reports will follow on the Early Childhood Development and Schools workforces, respectively. Education and training are essential to generate the skills and knowledge required for a productive economy. They also facilitate social inclusion and civic participation. COAG’s reform agenda seeks to raise the educational attainment of the population in general, and of Indigenous Australians in particular. The performance of the education and training workforce has a fundamental role to play in this. A diverse range of public and private VET providers meets many of the expectations of students and significant segments of industry. However, some industry sectors, such as aged care, disability care and early childhood development, have expressed concerns about the skills of VET workers assessed as competent by some Registered Training Organisations. The Commission identified a number of areas where the VET sector and its workforce could operate more effectively. These include being more responsive to the needs of Indigenous Australians, improving managerial and leadership skills and making greater use of informationand communications technologies. The report notes that existing industrial relations arrangements in TAFE make it difficult for individual institutions to respond flexibly to emerging demand pressures, such as in the resources sector and in human services. The Commission recommends that individual TAFEs be allowed to recruit, pay and manage their staff in ways that meet their particular business goals.vocational education and training; VET workforce; vocational workforce; vocational education; training workforce; human capital; workforce planning; workforce capability; workforce skills; coag framework; dual professional

Quality Educational Services in University: Self-Evaluation Using Quality Indicators

This paper seeks to help us answer following aspects: The University could be able to offer good educational services? Are these services at higher standards? It suggests how we can identify strengths and areas for improvement, report on standards and quality and draw up plans for action. All those involved in the provision of services may have a role to play: the staff as a whole, the “head teacher”, senior managers, individual teams, departments or stages, parents and others with a stake in our schools, the education authority.educational services; university self-evaluation; higher education management; quality indicators.

The quality and relevance of staff training to deliver adult basic education (ABE) and English for speakers of other languages (ESOL)

"This report is published in response to a request in the annual Ministerial remit to Estyn for 2009-2010 to evaluate the quality and relevance of staff training to deliver ABE and ESOL... Evidence is taken from questionnaires, inspection reports, interviews with teachers and trainers and meetings with providers of national training initiatives." - introduction