b3 boholano indices of quality education in asian countries

7/31/2019 B3 Boholano Indices of Quality Education in Asian Countries

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INDICES OF QUALITY

EDUCATION INASIAN COUNTRIES

Helen Boholano

Renan Elcullada

Nenita Lapingcao,

Bernardita Soledad andLydia Tingcang

Cebu Normal University



INTRODUCTION

• The vision and mission of any educational

institution is to provide quality education

for global competitiveness



INTRODUCTION

• Quality learners, quality content and

quality processes and quality

outcomes are expedient ingredients

to quality education(2010,unicef.org).

• International mix or the diversity on

campus is a sign of how global the

institution is.

• The ability of a university to attract

the very best staff from across the

world is the key to global success.

http://www.unicef.org/education







INTRODUCTION

• Industry income refers to

innovation as an institution’s

knowledge-transfer activity

which to a certain extent reflects

its reputation.

• Research as an index to quality

education permeates in all theother factors.



INTRODUCTION

• The importance of knowledge of

what has been done in the name of

quality education around the world

and what the outcomes have beenwill be useful background

information for program planning

(Sadig Rasheed, 2000) .

• In the same vein, results of thisstudy will be significant inputs for

policy directions towards

educational reforms.



OBJECTIVES

• To identify the

determinants of quality

education• To provide evidence of

attaining quality in

education



METHODOLOGY

• Data mining• refers to finding new and

useful regularities in largedata masses

• does not require assumptions

to be made about data• also known as knowledge

discovery in databases



THE MODEL OF DATA

MINING PROCESSES(Wang, 2005)• Data pre-processing phase

• Data transformation phase• Pattern discovery and

evaluation phase

• Explanation construction andevaluation phase

• Pattern presentation



DATA SOURCE AND DATARELIABILITY ISSUES

• The journal of United Kingdom

is the basic source of data

presented in this study which

were validated by the UNESCO(2010, times higher

education.co)

• The identification of the topranking institution is consistent

with the result based on Asian

Universities Ranking



DATA MINING PROCEDURE

• The study utilized the data

available from an international

survey of the top institutions in

Asia.

• An extensive literature review

led to identification of variables

that were identified and testedfor validity and reliability.



DATA MINING PROCEDURE

• Included in this study were 27

Asian institutions and were

ranked according to the overall

scores composing the four (4)variables namely: teaching,

international mix, industry

income and research.• Cluster analysis procedure was

used to determine the indicators

of quality education.



RESULTS AND DISCUSSIONS

• Determinants of quality education among

the 27 top performing Asian institutions are

presented in tabulated forms and

dendrogram.

• The 27 institutions were clustered into

three (3) based on the overall scores

substantiated with the four variables

namely: teaching, international mix,

industry income and research.

• Top Performing Institutions in Asia

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Top Performing Institutions inAsia

• The top performing institution

showed that quality teaching,

international mix, industry

income and research wereindicators to quality education.

• A strong and effective school

education system is integral toindividual success, progress,

and national prosperity.



• Cluster Analysis of Observations:overall score, teaching, international

mix, industry

• Internationally, a growing body of

research confirms teacher quality as

one of the most important school

factors influencing student

achievement (Darling-Hammond,

2000, 2003; Santiago, 2002).

• Quality in education cannot be seenfrom the output or student learning

achievement only, but from other

components as well.

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FINDINGS

• International mix for cluster 1

institution has the most powerful

effects on the quality of education.

• International mix or the diversity oncampus is a sign of how global the

institution is. The ability of a

university to attract the very best

staff from across the world is the keyto global success



FINDINGS

• Learning environment, international

mix, industry income and research

are determinants of quality

education.• These identified determinants are in

congruence with the factors

attributed to quality education as

specified by the following countriesWestern Europe, United States,

Canada and United Arab Emirates.



FINDINGS

• Generally, resource challenge

which is parallel to teaching ;knowledge of decentralization

and social inclusion which areparallel to international mix ;knowledge challenge which is

parallel to industry income andresearch have been identified

as attributes of quality

education.



FINDINGS

• Institutions belonging to cluster 2

and 3 ranked 2nd and 3rd in the

overall score respectively. The data

on teaching and research revealed acomparable trend as reflected in

cluster 1 institutions.

• Institutions in cluster 3 which have

high international mix but lowindustry income, research and

teaching which affected the overall

score.



CONCLUSIONS

• The Quality of Education among

Academic Institutions is

determined by the institutions

learning environment, globalcompetitiveness, innovations

and research.

• International mix is the powerfulindex of quality education.

b3 boholano indices of quality education in asian countries

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