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Educational Quality and Continuous Improvement.

1. Synthesis
2.Introduction.
3.Quality as a goal
4.Quality Cellular Activity
5.Bibliography

Synthesis
Consider educational quality as a goal to be achieved by educational institutions.
Superior is an effort of all the elements that make up the social and economic sphere.
productive, educational, governmental, etc. Carry out all joint efforts to achieve
this objective is what is analyzed, the answer to questions such as What part is important for
achieve this quality educational policy? What practical elements can be used to
achieve significant milestones in the quality process? From the above, it follows that
presentation of the concepts of educational quality, comparison of proposals and experiences
suitable for moving towards the achievement of quality objectives based on the
presentation of the quality cellular activity, which gives the contribution that each area or agent
participant of the model, who must contribute to the successful achievement of the plans presented by
the educational institution and the important participation in the presentation of specific proposals
such as the application of continuous improvement concepts for achieving assurance of
quality and raise its level. The presentation of each quality model presented, the discussion of
each of these elements and the proposal presented for the instrumentation and control area,
with a practical approach aimed at covering and integrating the accreditation of study programs,
service certification as inclusive elements using the standards of ISO9000:2000, and
a follow-up on the institution's quality policy introduces us to the participation of the
higher education institutions within the process of globalization where education is formed
an important part in the development of current society.

Introduction.
In the last decade, quality has become a concept cited by the main
public institutions and services have become a goal that is sought in a way
complete, since it has been commonly considered that what has 'quality' covers with the
customer expectations, quality in general encompasses all the qualities of which a
product or a service, when its tangible and intangible characteristics satisfy the
user needs (Cantú, 2001) these concepts were initially used in the area
in the economy and industrial sector, nowadays competitiveness is increasingly present in the
companies, and in this way be at the level of international quality standards, this
the concept is mentioned each time by the institutions dedicated to education, within the Program
National Education 2001-2006 the Mexican federal government emphasizes the need to advance in
the consolidation of education at all levels, proposing the creation of the Institute
National Evaluation of Education, which considers the evaluation of learning as a
important element, with education considered the "backbone" of the actions of
the government is to make education a great national project, considering that this would achieve
expand so that citizens achieve better levels of quality of life.
Education should be regarded as an element that serves as a lever for the country's change, and
as the main means for job creation, in addition to a greater participation
equitable economy, federalism and support for regional development (Loria, 2002).
Within the postulates of ANUIES (2001) of the third chapter cited by Eduardo Loria is
considered the quality of a dynamic form this determines that it must be in continuous change,
but these are based on actions aimed at having sufficient elements to determine
levels or changes caused in our educational processes with the members that develop
such functions, students, teachers, and administrators.
The application of the concept of quality, combined with the development of development programs
Institutional under long-term planning allows the benefit of these plans to reach
each of the elements that make up the educational institution,
This work presents the application of the quality concept oriented towards a set of actions to
follow such as improvement plans, accreditation, and certification to reach and maintain levels
optimal in specific areas of the institution where students, teachers, and administrators interact
taking advantage of its infrastructure.

QUALITY AS A GOAL
If quality is considered the goal of the process in education, it must be
consider each of the elements that comprise it and innovative, among the multiple and varied
meanings of the concept of quality should note the criterion of quality as effectiveness, understood
as the achievement of the objectives set by the educational system itself (Quality Program and
equity in education, 2001-2002), today the concern is focused on the design of the
strategies that articulate the external and internal elements of the school system in order to
create more and better learning opportunities addressing the diversity of the population.
There are several paradigms as models that seek to fully obtain the
total or integral education (Seibold, 2000) where the former is related to four characteristics
fundamentals, the first of which emphasizes the satisfaction of the 'customer' that can be achieved
to be discovered or satisfied, the second the process of 'continuous improvement' of management as
of the process, along with this a 'participation' of all the agents involved and finally it
it requires the existence of a level of 'interpellation' that from the educational point of view with a
linkage to the productive and educational sector between universities. The second one is incorporated into the
equity, which is a value as an element that would be difficult to measure, therefore it is not easy to
evaluate therefore new forms of evaluation and self-evaluation must be appealed to that guarantee
In form and substance, the measures taken and executed are achieving the expected results.
Since the interest in quality in education and educational services is associated with
concern about carrying out appropriate learning activities for all students.
Given that evaluation, as well as educational quality, is a complex reality
(Bertoni, 1997), depends on a large number of factors and cannot be limited by a single
indicator that gives a result, given that the evaluation is related to 'a performance of
accounts" this allows to be used by educational authorities as the means to determine
the support provided and allows for the analysis of each of the actions taken, aimed at a
dynamic integral education, evaluation must stop being an instrument that is used to
to control the educational level of the student population, it is necessary for these instruments
educational institutions should be transformed into a means that the institutions themselves use to improve their
educational quality, since teaching in the conditions of real practice or in service must
prepare professionals capable of working collectively to face the accelerated changes that
occur in the context of the entire society. Considering the growing implementation of systems
for the control, assurance, improvement, or planning of quality occurring in
the companies, as well as the renewed treatment that they underwent in the last few years
quality concepts, evidence that it has become a 'competitive weapon' of a
importance not only in modern organizations (Cañedo, 1996) but also in the
educational institutions. However, López Ruperez (1997) states that in the field of
Education, the client is the citizen-collectivity, being this through public opinion and the
different social organizations, with a vision of the country's productive challenges. It is required to
people creating, contributing ideas that exercise leadership, since true education of
Quality means more than following a certain course of studies. It is broad, including development.
harmonious of all physical and mental faculties. (White, 1971).
Since evaluation is key to the improvement process, its design must be very
creative and well-analyzed; and at the same time can be supported by a good implementation strategy
subject to reality. The models may be subject to modifications and carry out an adaptation of
the institution or rather, to design a custom model based on each of the elements that
They are part of education. There are different models where this highlights some element.
in particular, whether it is the institution, the teacher, the socioeconomic environment, or the student, the
approaches that are represented as a foundation for the quality of higher education implies a
relationship of coherence between each of the components of the system. Within the models
related to the quality of higher education, the role of the teacher can be taken
from different points, in the systemic approach it implies a relationship of coherence or union between
each of the components that make up the system.
Figure No.1 University Quality Model

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Alarcón and Méndez (2002) mention that the model allows overcoming the isolated consideration of
the specific characteristics of the different elements or components and focus attention on
the relationships between the elements of higher education institutions
concrete, integrated into a system.
Quality in this perspective appears as a scalar continuum, with a combination
of functionality, effectiveness, and efficiency, related to each other. The highest degree or excellence,
it assumes an optimal level of union among all the main components represented in the
systemic model. (De la Orden, 1997).
We have another model which is the European Quality Management Model in Education, this
it is presented normatively, where its point is self-assessment based on the
detailed analysis of the organization's management, using its criteria as a guide.
 Figure 2 Description of the European Quality Management Model

The essence of this model adapted to educational centers is contained in the statement
next issued by the Ministry of Education and Culture of Spain mentioned by Alarcón and
Méndez (2002), "The satisfaction of users of the public education service, of the
teachers and non-teaching staff and the impact on society are achieved through a
leadership that drives the planning and strategy of the educational center, the management of its
personal, of its resources and its processes towards the achievement of the permanent improvement of its
results.
This approach provides an organized structure for quality management that allows for
educational institution, learning through comparison herself and helps him in the
planning, in the definition of strategies, in the monitoring of the processes obtained and the
correction of the errors made or of those deficiencies found.
The development of each of the models allows us to make comparisons and evaluate the
contribution made to the process and define whether the proposed improvement resulted in an advantage or
current benefit in relation to the previous situation, that is, that the process is really
given the opportunity to keep updating them according to the elements that it
they conform.
For this, Álvarez and Topete (1997) mention that it is important to identify the substantive functions.
of higher education, the strategic elements related to quality management,
elements of the process that leads to the improvement of the quality of higher education. In the
the diagram presents these functions.
DIAGRAM 1
Assessment of the Quality of a Higher Education Program
Integral Analysis of Systems

Background Criteria and

indicators
I. Nature and purposes I. Organization and 1.1 Model of
of education organization structure.
superior
1.2 Clarity of the mission.
1.3 Distribution of
functions.
1.4 Exercise of the
authority.
1.5 Academic Leadership.
1.6 Status of the fields
collegiate.
1.7 Culture and values.
II. Relationships with 2.1 Relationships with the
the context and with institutions of the context
II. Type of program
other programs or (families, companies,
institutions community).
2.2 Academic Exchange
and collaboration
interinstitutional.
2.3 External service and
linkage.2.4
Follow-up of
graduates.
2.4 Monitoring of
graduates.
III. Environment 3.1 Communication and
internal human relationships.
3.2 Respect for freedom
academic.
3.3 Climate of openness and
plurality.
3.4 Shared Spaces
to think and take
decisions.
3.5 Interest in study and
the research.
II. Concept of
4.1 Experience and level
quality of a IV. Inputs or
academic of the
program of resources
teachers.
higher education
4.2 General Preparation of
the students.
4.3 Pedagogical Materials
and assistive technology.
4.4 Library, workshops and
information centers.
4.5 Conditions of the
physical plant.
V. Processes 5.1 Educational model and
training curriculum model
5.2 Models of
teaching.
5.3 Teamwork and
performance of bodies
collegiate.
5.4 Teaching linkage-
 research-service.
level of achievement
VI. Products or
of the graduation profiles and
results
graduate performance.
6.2 Relevance and
relevance: contribution to
human development
sociocultural, scientific and
technological.
6.3 Cultural and promotional
values.

SOURCE: Álvarez, Isaías - Topete, Carlos (1996).

The vision presented denotes a broad coverage of the elements that make up the system.
educational institutional. In addition, we can integrate the activities included within the
continuous improvement established in the area to work.

CELLULAR QUALITY ACTIVITY

If the components that make up an entire educational system are subject to the same vision
for improvement, each of them can perform a part of the whole, in this way this action
it will allow the participation of teachers and students in a more practical way and that it does not just stay in
good intentions or quality policies at the management level.
The presentation on how quality can sensitize the entire institution and in this way
to actively participate in the goal of achieving a quality comprehensive education is presented in
the implementation of various actions aimed at providing the necessary elements for this purpose. The
Cellular Quality activity is proposed as a segmented work covering a small
number of elements that make up the area in question. Within the educational model this is
relatively difficult since it has very particular characteristics and sometimes it is not possible
generalize the method.
The assimilation of continuous improvement concepts applied in established areas, in
a set with evaluative and certification elements presents us the opportunity to achieve
high levels in achieving set objectives. The profile of an institution oriented towards
continuous improvement is immersed in an increasingly competitive area, it has a great need to
increase response speed and flexibility with a high probability of shifting towards
different structures and work processes.
Although competitiveness is present in all areas of daily life Deming (1993)
it mentions that we should cast aside the idea that competition is a necessary form.
to live. Instead of competition, we need cooperation.
Continuous improvement is a process that very well describes what the essence of it is.
quality and reflects what institutions need to do if they want to be efficient throughout
time
Activities of the continuous improvement process.
Quality will never be the result of improvisation, but will be obtained as
consequence of planning the objective to be achieved. The process concerns everything
personal and all areas of the institution, although the particularities will have to be taken into account
of each one.
1. Information, awareness and motivation.
Continuous improvement incorporates management principles that imply a change in the
behaviors of all the people who make up the institution. What we propose is that the
people start to modify their behaviors through a training action, just at
start of the process, with the following objectives:
Information about: - The principles that will guide the management - The details of the designed process
to be implemented in the institution. Raising awareness about the need to participate actively in
the process and contribute to achieving the objectives. Motivation to change skills and
behaviors reducing resistance to change by adopting a personal commitment to the
principles of Quality.
2. Identify the potential for improvement.
Now it is about finding the specific field of application of Continuous Improvement. In contrast to this
In reality, two stances can be adopted: ignore it, but knowing that it doesn't stop because of them.
to exist, or to equip oneself with the analytical tools for its identification, which involves accepting
internally the constructive criticism.
3. Measurement of customer satisfaction.
Another field of application of Continuous Improvement is located outside the institution, in the
satisfaction or dissatisfaction perceived by social and productive means. The perception of the
satisfaction of their genuine need conditions their loyalty. This is the reason why we
it is interesting to know her to detect the existing dissatisfaction and, again, to see it positively, to be able to
turn it into improvement opportunities.
4. Internal diagnosis.
The optimization of the identified improvement potentials within a reasonable timeframe involves
for the active participation of a large group of staff. The question is: is there a
What are the necessary conditions for the Continuous Improvement process to succeed? This is answered.
with the implementation of three self-assessments. Management and leadership style. Institutional culture,
Barriers to participation
5. Commitment of the management.
At this point in the process, management has reports of the self-assessments conducted.
about the possibility that the detected opportunities can be leveraged through
participatory management mechanisms. If the conditions were met, it is time to reaffirm the
commitment of the institution to Quality through the formulation and dissemination of Policies
of Quality and Human Resources corresponding.
6. Objectives.
The available information meets all the conditions that the objectives must fulfill, so
these can be established through dialogue and participation:
Concreción: se sabe dónde hay que actuar (actividades). Cuantificación: las oportunidades están
all quantified. Accessibility: the internal potential was identified through self-diagnoses of
The responsible parties for each process. Evaluation: through new activity analyses and measurement.
of perceived satisfaction.
Obviously, the objectives set for the Continuous Improvement Process must be consistent with the
institution strategy.
7. Direct action plans.
Different objectives require different actions to achieve them. Logically, with
with traditional actions we will achieve traditional, continuist objectives. If available, the
necessary information to develop tactical action plans and schedule the actions
relevant. As a guide for the development of the plan with the proposed directive actions, we suggest:
Confirm what mission and institutional strategy support the development of the Improvement Process.
Continues. A visible leadership consistent with the principles of Quality. A communication
permanent supported by a pre-established plan. Identify the critical processes for management of
the institution. Develop the skills necessary to manage change. Reduce the size
from obstacles to participation. Design participation mechanisms adapted to the
reality of the institution.
8. Personal competency development plans.
A relevant part of the Continuous Improvement Process is the development of competencies.
usually through the implementation of training actions for individuals called to be
protagonists of the process. We see this development with a double dimension:
Personal skills: Interpersonal communication and teamwork skills and 'Capabilities'
techniques: Knowledge of the operational methodology of Continuous Improvement and management of the
tools for analysis and problem solving.
9. Action plan: continuous improvement teams.
The most important part of the process we have been describing consists of the teams of
continuous improvement. Respecting the established methodology and using the analysis tools and
team problem-solving results in developing action plans to eliminate the causes
roots.
They work to make the principle of 'cause - effect' a reality, that is:
Identifying and quantifying the effect: problem, objective, potential for improvement, etc. Guiding the
analytical action towards identifying all possible causes, proposing actions
concrete measures to prevent its recurrence.
When the members of these teams are managers and executives, this is a mechanism to make
reality one of its main functions: planning, understood as the development of plans
with improvement actions.
10. Implementation, evaluation, and monitoring.
We have defined Continuous Improvement as a process and not as a program. The difference is not
irrelevant: both have a specific starting point, but the process, unlike the
program, does not have a known endpoint.
Due to its long duration, it requires a coordination and evaluation mechanism.
(control) and monitoring. Clearly, neither this formal mechanism nor perhaps the Improvement Process
They are not an end in themselves, but are in the service of higher-level objectives.
institution. The importance of this technique lies in the fact that its application can contribute to
improve the weaknesses and strengthen the strengths of the institution.

Figure 3 Continuous improvement

Source:

Office of Quality Promotion. PNECU

IES (UABC)
Within higher education institutions, development plans have been established.
institutions that propose the vision and mission of these, within the established policies
Autonomous University of Baja California (UABC, 1999) regarding quality proposes the development of
its tasks taking effective, efficient, equitable, and relevant actions that this requires
same as the sectors that make up the institutional environment. This policy has driven the
The institution seeks quality through standardization processes, accreditation of plans
study and certification of processes to provide excellent service.
Within the continuous improvement process of the area, it is proposed through a distribution
functions but mainly focusing specifically on the Area of Instrumentation and
Control where the planning shown below was carried out based on the proposal and
needs of the Electronics Degree.
The quality process of the Faculty of Chemical Sciences and Engineering (FCQI) is continuous and
it reverberates in all areas of work within it, this is the reason why
Monitoring is constantly carried out on industrial sectors, dependencies, and the
graduates to determine what the weakest points are and thus be able to address them.
The Instrumentation and Control area as a terminal stage of specialization in the career.
The Electronics Engineer has experienced sustained growth under specific planning.
defining a model for achieving continuous improvement will allow for further increasing opportunities
for students promoting in them a comprehensive education that considers theoretical elements,
practical, ethical, and social responsibility to foster attitudes of leadership, perseverance, and
entrepreneurial spirit, in addition to providing them with methodological tools that allow them to
permanent learning. In the applied process, both accreditation by
organizations like CIEES (Inter-institutional Committee for the Evaluation of Higher Education)
curriculum for Electronics Engineering where the area of Instrumentation and Control is part
as well as the certification in the laboratories (ISO 9000:2000) based on the service provided. The
Figure 5 shows how the process has been carried out and who it is aimed at.
Figure 5. Planning Area

UABC QUALITY POLICY

INSTITUTIONAL.

QUALITY POLICY
FCQI FCQI

ACCREDITATION ENGINEERING
CACEI
STUDY PLAN ELECTRONICS
SOCIOECONOMIC ENVIRONMENT

AREA
INSTRUMENTATION
AND CONTROL

CERTIFICATION
ISO9000:2000
LABORATORY 113

SERVICE
O
INTERNAL EXTERNAL

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Advice for Teachers

Educational quality. Continuous improvement. Evaluation. Application.

Ing. Julio César Gómez Franco

[email protected]
Coordinator of the Instrumentation and Control Area. Electronics Engineering
Autonomous University of Baja California. Faculty of Chemical Sciences and Engineering