Quality in Education is one of the most difficult to measure. According to authorities quality is conformance to vision, mission specifications and social achievements with in publicity accepted standards of accountability and interity.

            Some colleges have gone to the extent of raising their fees not so much because of financial needs as in response to the belief that students and their parents equate price with quality. Others equate quality as in material products that have “fitness for use”, “reliability”, “conformance” (extent to which graduates meet a certain established specifiaction or standard) serviceability, aesthetics – appeal, pereived quality.

            The dimensions of quality in education are numerous and complex as there varieties of excellence in both individual and institutional performance as can be shown in an array of quality indicator as follows

• Accreditation as a test of mission fulfillment
• Students and alumni opinions and satisfation indeces
• Reputional and ranking studies.
• Student performance profile on entrance and exit tests
• Professional licensure result
• Faculty research and publication productivity
• Faculty members’ pedagogical and scholarly abilities
• Human resources as a whole that pursue their roles in relation to the goals of the school
• External productivity (how graduates funtion over time in their respective community.)

 

But quality is also measured in the kind of service experienced by the

students while they are still in school. If the students constantly do not receive the approriate attention they deserve from the institution where they belong, it might lead to a loss of sense of community for this is a second home where the well being of each other is supposed to be sensitively supported

By: Alicia B. Reyes | Teacher III | Limay Elementary School | Limay, Bataan