Chu trình tổ chức cải tiến chất lượng liên tục "C-EPD" trong đảm bảo chất lượng cơ sở giáo dục

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Tác giả: Tiến Hùng Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại: 370 Education

Thông tin xuất bản: Khoa học giáo dục Việt Nam 2022

Mô tả vật lý: 45297

Bộ sưu tập: Metadata

ID: 406690

Thêm vào giỏ Liên kết toàn văn

Đảm bảo chất lượng cơ sở giáo dục đóng vai trò quan trọng trong nâng cao chất lượng đáp ứng nhu cầu đào tạo, nghiên cứu khoa học và phục vụ cộng đồng/xã hội, góp phần phát triển kinh tế - xã hội của quốc gia, địa phương. Hơn nữa, chu trình tổ chức cải tiến chất lượng liên tục luôn được coi là "cốt lõi" để đảm bảo chất lượng cơ sở giáo dục. Dựa trên PDCA, bài báo này trình bày và phân tích đề xuất chu trình tổ chức cải tiến chất lượng liên tục C-EPD (C - Checking là Giám sát/Kiểm tra
E - Evaluating là Đánh giá
P - Planning là Lập kế hoạch
D - Doing là Thực hiện kế hoạch) theo 03 giai đoạn và được chi tiết thành 08 bước có quan hệ chặt chẽ với nhau theo cách "Sản phẩm" của quá trình trước là "Đầu vào" của "Quá trình" sau, cụ thể: (Bước 1 và 2A, 2B) Quá trình tổ chức kiểm tra/giám sát, đánh giá thực trạng chất lượng để xác định vấn đề chất lượng cần cải tiến (C-E)
(Bước 3-5) Quá trình lập kế hoạch cải tiến chất lượng (P)
(Bước 6-7) Quá trình tổ chức, chỉ đạo thực hiện các chiến lược/giải pháp cải tiến chất lượng (D). Kết quả nghiên cứu góp phần nâng cao chất lượng hoạt động đảm bảo chất lượng cơ sở giáo dục trong thực tiễn., Tóm tắt tiếng anh, Quality assurance of educational institutions has been playing an important role in improving quality to meet the social demands of training, scientific research, and community services that contributes for developing the social - economy of the nation and local. In addition, a cycle of organizing continuing quality improvement always sees as a core component in the quality assurance of educational institutions. Based on PDCA, this researching article proposed a cycle of C-EPD (C - Checking
E - Evaluating
P - Planning
D - Doing) consisted of three stages divided into 08 steps which have closing relationship by the way that the product of this process is an input for the next one. The stages and steps were: (Steps 1 and 2A, 2B) A process of organization of checking, evaluating the quality's situation for identifying problems to improve
(C-E)
(Steps 3-5) A process of planning for improving quality (P)
and (Steps 6-7) A process of organizing and leading realization of strategies/solutions for improving quality (D). These researching results contribute for improving the quality of the quality assurance activities of educational institutions in practices

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