Ramli Basri

Historical development of higher education and quality assurance in Southeast Asia

This paper reflects on the historical development of higher education and quality assurance in Southeast Asia with examples of some countries within, in broader view, while highlighting developments in Malaysia. It explains conflated and diverse models of education by visiting events in the colonial era and thrusting through the continuum to what exists today before explaining the historical underpinnings of quality assurance especially the rich and diverse models practiced by countries across the region. The narrative or comprehensive methodology chosen reveal that while activities that occurred during the colonial era played some part in influencing the current education models, the frail foundations of education left by the colonial legacy contributed to the trail of diverse models by the countries concerned. The quest for development guided by good practices has also played immeasurably into the choice of models of education being tried and most significantly investment in higher education as a springboard to national development.

Lifelong learning program's evaluation: a cost analysis study

This study aimed to compare cost of lifelong learning program particularly for Kluster Jahitan dan Pakaian at three community colleges from three different zone in Malaysia. This study only discusses the cost of programs run by community colleges from 2014 until 2016. The cost-effectiveness analysis methods were used to achieve the objectives of the study. The results found that community colleges spend 56% of the total cost in personnel costs, 43% on the cost of equipment and only 1% of the cost of materials. The financial analysis cost showed that there is a difference among community colleges.

Meaning and Experiences in Managing Primary Education Development Programme School Funds among Public Primary Schools Head Teachers in Tanzania

The main purpose of the study was to understand the meaning and experiences of primary schools head teachers in managing Primary Education Development Programme (PEDP) funds. The study was guided by two major research questions. The first question is; what meaning do head teachers construe regarding the management of Primary Education Development Programme (PEDP) funds? And the second is; how do head teachers manage Primary Education Development Programme funds? The study used the descriptive phenomenological as it was deemed relevant to examine head teachers‘ meaning and experiences about the phenomenon. Data was collected using semi-structured interviews with head teachers, observations and analysis of documents at public primary schools. Seven informants were selected from a number of schools based on educational attainment and experience serving as a head teacher. Interviews were recorded, transcribed verbatim and analyzed systematically. In addition, data from observations and documents analysis supported the data obtained from in-depth interviews. Four major themes that emerged from analysis of data are: allocation of funds, accountability, control of funds and competence and traits. The study revealed bureaucracy, insufficiency and inconsistency of funding and delays of disbursements as sub themes associated with allocation of funds. Accountability, as a theme in this study is associated with head teachers considering themselves responsible, challenging roles, adhering to ethics, and complying with instructions. It was also revealed in this study that, limited resources, selection of options, accepting duties and participatory decisions are sub themes associated with control of funds. Furthermore, the study revealed that personal aspiration, level of education, democratic leadership support from others and mindfulness of school funds as sub themes linked to competence and traits. Four major conclusions were drawn from this study. First, direct school funding has only offered limited solutions to resources acquisition in schools due to availability of insufficient funds in schools. Secondly, schools do not have full autonomy to use the allocated funds to fulfil locally determined school requirements. Thirdly, at school levels there is a state of confusion between participatory decision making and the issue of taking responsibilities. Fourthly, there is a need and urgency to build their capacities through continuous trainings. Based on these conclusions, the study recommends for systemic approach to understanding allocation of PEDP funds in order to improve quality of education in public primary schools in Tanzania. Finally, for head teachers and other stakeholders to act and facilitate effective implementation of educational programmes such as PEDP, there is a need and urgency to build their capacities to competently manage these educational programmes.

Quality Assurance Implementation Practices in Selected Malaysian Public Universities

The quest to improve and compete globally has prompted universities around the world to subscribe to quality assurance practices and the Malaysian public universities are no exception. This study was conducted with the aim of exploring the quality assurance practices in Malaysian public universities and the challenges faced by those entrusted to oversee the implementation processes. Utilizing qualitative approach, we examined in-depth the experiences and views of fourteen informants through interviews, who were entrusted with managing quality assurance practices in the selected universities. Four major themes emerged comprising commitment to addressing quality assurance, quality management system, understanding of quality assurance implementation, and challenge to nurture quality culture. Interestingly, the universities have well documented policies on quality assurance implementation and proper structures to oversee the quality assurance practices adhering to government policies and aspirations. However, there were differences in the interpretation and understanding of quality assurance practices among the two major groups of informants, the academics and the full time career administrators. Despite the efforts also, the universities faced with various challenges to nurture quality culture among the staff and much more are still needed if Malaysian universities are to be regarded as providing quality services within the framework of quality assurance practices.

Entrepreneurial Leadership Questionnaire: Confirmatory Factor Analysis Evidence from School Context

Objective: The main objective of the study is to ascertain the reliability of entrepreneurial leadership questionnaire (ELQ) among secondary schools in Zamfara State- Nigeria through teacher’s perspectives. Methodology: Structural equation modeling (SEM) AMOS using confirmatory factor analysis was adopted in this study. Total of 395 samples were chosen through multi stage random sampling technique as participants in the research. Data were collected through the administration of adopted instruments from previous researchers. Findings: The Data was analyzed using Structural Equation Modeling (SEM) with AMOS graphics. Preliminary and subsequent assessments of model fits were conducted which fell within the acceptable threshold, and indicates the data fits the model (762) = 1249.211, p=0.00, /DF=1.629, GFI=0.853; TLI=0.915, CFI=0.957; IFI=0.957, RMSEA= 0.042. Conclusion: The findings indicated that the ELQ was highly valid and reliable to measure entrepreneurial leadership practice among secondary school teachers in Zamfara state, Nigeria. by applying 2 t GML/ha combined with 0.25 t JITU−/ha for two seasons in long run.

The resistance to change in implementation of total quality management (TQM) in Iranian schools

Purpose – The purpose of this paper is to identify the level of resistance to change in implementation of total quality management (TQM) in Iranian schools and investigate the influence of principals’ and teachers’ gender and years of experience on resistance to change. Design/methodology/approach – This study presents the results of survey research carried out in Iran. The participants of this study are secondary school principals and teachers. The researchers employed descriptive analysis on data collected. Independent sample t-test was used to determine the difference in resistance to change based on teachers and principals gender, and one-way ANOVA and Kruskal-Wallis H-test were applied to determine the difference in resistance of teachers and principals based on years of experience. Findings – The researchers found that the level of resistance to change in Iranian schools is medium; the most important factor for resistance to change is confidence in the status quo. Gender has an effect on resistance ...

Educational Administrators’ Performance andOrganizational Health: Key Factors for SustainableDevelopment in High Schools

The term organizational health has been widely discussed by administrators, employers and academic institutions in the past fifty years. The present article is a part of a correlation research which was been carried out to study the relationship between the performance of the educational administrators and the organizational health to obtain Sustainable Development in Iranian high schools in Tehran, Iran. The sampling method was cluster sampling and the sample size was 180 teachers. The research instrumentation consists of two questionnaires: the school organizational health and the administrator performance. The research data was analyzed in the quantitative level by using inferential and descriptive statistics, and for describing the variables the Pearson correlation coefficient and coefficient of determination were used. Findings show that there is positive and significant relationship between organizational health and the performance of the principals. The results of the study also indicate that there is a relationship between organizational health with the principal performance in the areas of education and teaching programs, student and staff affairs.