Total Quality Management – Basic Elements

Total Quality Management – Basic Elements

Early Childhood Education has enlisted 10 (ten) essential elements of Total Quality Management education. Each of these elements, given in the following paras, is very important for fully realizing the potential of Total Quality Management in education.

  1. Awareness and Commitment for Everyone: The various talents of a student will not be developed to their fullest potential unless every member of a teaching-learning partnership promotes the highest possible quality at each step in the development process. It requires a transformation from “good-enough” to ‘excellence’ in every area of education. An excellent way to begin is with a mutual exchange of views, between teachers, parents and institution management members participating. The meeting can provide:
  • A dynamic overview of Total Quality Management elements and potential by one or more presenters who have experienced bath, and
  • A clear commitment from the school board, teachers, and principal that they will fully support Total Quality Management efforts and that they do not expect (to use the language of W. Edward Deming) “instant pudding”results.
  1. A Clear Mission:Working for Total Quality Management is working for a mission. If a TQM steering committee is formed in a school or a college, it should determine a answer to this question—Does the college lave a clear, customer-focused mission statement for continuous movement towards achieving, progressively; higher standards of quality in academics ? These standards should emphasize developing students’ abilities to solve real-Fife problems rather than just memorizing subject matter.
  2. A Systems Planning Approach: Traditional education has become excessively compartmentalized. Teacher X provides an English courses; science teacher might focus heavily on a student’s knowledge of scientific principles without paying much attention to developing that student’s ability to use English principles in writing a technical report. Subconsciously, the student begins to view English as a “course” instead of the skills to be used. “If higher levels of student competence are to be developed, there must be higher levels of student competence are to be developed, there must be higher levels of system-wide and cross-department planning for instructional improvement in schools/colleges.
  3. Teaming Replacing Hierarchy:According to Pre Primary Teacher Training the hierarchical system of organisation of yesterday should be replaced by cross-sectional departmental teams. Such to can and do promote stronger improvement if given a clear mission, a stronger authority and adequate supports. In fact, support is a major factor in the success or failure of Total Quality Management.
  4. Enablement and Empowerment Replacing Fear: Traditional do it to them evaluation systems by themselves generate fear and lack of initiative. Staffmembers focus on doing whatever is enough to keep the boss happy. However, if volunteer members of empowered improvement teams are given opportunities to become experts and/or to use experts, that enablement generates excitement and dedication. Teams function best if team members are given the background and authority to make informed decisions.
  5. Development of Student Total Quality Management Skills:In addition to using Total Quality Management to improve learning in general, every school/college should specifically equip its students to understand and use Total Quality Management. It is important that students do and not just study about Total Quality Management.