contrast schooling from education and explain the concept of quality assurance in schools as well as various ways in which quality assurance manifest itself in schools in the third republic

Question

Instructions:
Write as in text citation
Minimum of six references not earlier than 2014
APA style

Answer 1

Schooling and Education Contrast

Schooling and education are two distinct concepts, although they are often used interchangeably. Schooling refers to the formal process of attending school, receiving instruction, and acquiring knowledge and skills. Education, on the other hand, refers to a broader and lifelong process of learning, encompassing both formal and informal learning experiences. While schooling is a component of education, education goes beyond the confines of schooling and extends into various aspects of life, such as family, community, and work (Brighouse & Swift, 2014).

Quality Assurance in Schools

Quality assurance in schools is a system of processes and activities designed to ensure that the education provided meets specific standards of quality. It involves continuous monitoring, evaluation, and improvement of the teaching and learning process and various aspects of school operations. Quality assurance aims to ensure that students receive an excellent education and acquire the knowledge, skills, and competencies needed to succeed in their personal lives and contribute to society (Sahlberg, 2018).

Manifestations of Quality Assurance in Schools in the Third Republic

1. National Curriculum: In the third republic, quality assurance manifested itself through the development and implementation of a national curriculum. The curriculum provided guidelines and standards for what students should learn at different stages of their education (MoE, 2017).

2. Teacher Training and Development: Quality assurance also focused on improving teacher training and professional development programs. This included providing pre-service and in-service training, conducting regular evaluations of teachers' performance, and implementing support programs to enhance teaching and learning (Duncombe et al., 2014).

3. Assessment and Evaluation: Quality assurance involved the use of standardized assessments and evaluations to measure students' knowledge and skills. The results of these assessments were used to identify areas of improvement and inform instructional strategies (Lawton et al., 2016).

4. School Inspections: To ensure quality, school inspections were conducted regularly by government officials or external agencies. Inspections focused on evaluating the overall quality of teaching and learning, school leadership, resources, and compliance with set standards and policies (Cahill, 2018).

5. Parent and Student Involvement: Quality assurance aimed to involve parents and students in decision-making processes and feedback mechanisms. This included conducting surveys, holding parent-teacher conferences, and providing opportunities for students to voice their opinions on the quality of education (Gillard, 2017).

6. Quality Standards and Accreditation: Quality assurance in schools also involved the development and implementation of quality standards and accreditation processes. Schools were assessed against these standards to ensure they met the required level of quality (OECD, 2018).

In conclusion, schooling and education are distinct concepts where schooling refers to the formal process of attending school, and education encompasses both formal and informal learning experiences. Quality assurance in schools involves processes and activities aimed at ensuring the education provided meets specific standards of quality. In the third republic, quality assurance manifested itself through the implementation of a national curriculum, teacher training and development programs, assessment and evaluation practices, school inspections, parent and student involvement, and the establishment of quality standards and accreditation processes.

References:

Brighouse, H., & Swift, A. (2014). School choice and social justice. Oxford: Oxford University Press.

Cahill, G. (2018). Introducing school leadership development and evaluation in Ireland. School Leadership & Management, 38(1), 66-86.

Duncombe, E., Fiala, E., & Jelleyman, T. (2014). Teacher professional learning in Australia: Where do we stand in 2014? Melbourne: Australian Council for Educational Research.

Gillard, D. (2017). School inspection: Politics, pressure, policy. London: Routledge.

Lawton, D., Gordon, R., & Newlands, F. (2016). Scottish education. Edinburgh: Edinburgh University Press.

Ministry of Education (MoE). (2017). Zambia national policy on child-friendly schools. Lusaka: Author.

OECD. (2018). Quality work in schools. Paris: Author.

Sahlberg, P. (2018). Finnish lessons 2.0: What can the world learn from educational change in Finland? New York: Teachers College Press.