Enabling Inputs The success of teaching and learning is likely to be strongly influenced by the resources made available to support the p...
Enabling Inputs The success of teaching and learning is likely to be strongly influenced by the resources made available to support the process and the direct ways in which these resources are managed. It is obvious that schools without teachers, textbooks or learning materials will not be able to do an effective job. In that sense resources are important for education quality – although how and to what extent this is so have not yet been fully determined. Inputs are enabling in that they undersign and are intrinsically interrelated to teaching and learning processes, which in turn affect the range and the type of inputs used and how effectively they are employed. The main input variables are material resources (textbooks, classrooms, libraries, school facilities and other non-human resources) and (human resources (managers, headteachers, teachers, supervisors, and support staff) with the management of these resources as an important additional dimension.
5. Indicators of Education Quality The literature so far suggests that quality is both a quantitative and a qualitative issue. Its indicators should therefore convey notions of quantity and quality (Dare (2005). Van den Berghe (1997) defines quality indicators of education as performance indicators that refer to a quality characteristic or objective, thus alluding to the broad context of performance evaluation in which the learners operate. It may also be understood in terms of a figure that describes quality characteristic or the achievement of quality objectives. In matters of 9 indicators therefore, concepts such as efficiency, relevance, importance and adequacy cannot be ignored. In his presentation at the Edqual National Consultative Workshop, Ankomah (2005) provides a continuum of three processes necessary for identifying indicators in educational quality: INPUT PROCESS OUTPUT/OUTCOMES • Teacher-pupil Intervention • Teacher regulating and punctuality • Intensity of school • Examination Results • Improved health habit • Effective participation In social activities etc. • Educational Personal • Instructional Content and materials
• Educational facilities • Educational Finance Fig 1 : Educational Quality Continuum INPUTS The nature and quality of these inputs significantly determine the outcome of educational provision. • Educational Personnel: These include teachers and the non-teaching staff. But teachers are the principal factor in educational provision and thus affect quality of education in a significant way. Attributes of concern include number of teachers available, pupils-teacher ratios, and the personal characteristics of the individual teachers. These personal characteristics include academic qualification, pedagogical training, content knowledge, ability or aptitude, years of service/experience. • Instructional Content and Materials The content of education is conical in determining learning outcomes. The type relevance and the volume are important. The materials that support teaching and learning, them type, quality and quantity impact significantly on the quality of education.
• Educational Facilities 10 These are about school space and equipment including classroom and other buildings, challenging boards, pupil and teacher furniture (tables and chairs), places of convenience water, etc. The standard of construction, the conditions of the facilities and the specialized rooms are all important areas to consider. • Educational Finance An important input that comes along all the other inputs is finance An important input that comes along all the alter inputs is finance which are categorized as capital and recurrent expenditures. Constructions of classroom buildings constitute are of the major capital expenditure of education. While salaries, particularly, of teachers represent the most important aspect of recurrent education expenditure. PROCESS The process component of the equality continuum relates to many aspects as teacherpupil interaction in class management and control and daily time-on-task with the class. It also concerns the regularity and punctuality of the teacher in the school for instructional activities. It also includes the intensity of operation which has to do with length of the school day and term, how many days are effectively available for school work in a term etc.
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