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It is a formidable task for any country to ensure the quality of its faculty, teachers and instructors, especially when they have been corrupted by inaccurate and misdirected problem definitions as well as their own low education quality. Coupled with their low salaries and therefore the need to have more than one jobs to survive, quality is therefore not a primary consideration for either the teacher or his/her superior.

Transforming quality in this case is therefore challenging.

The Grayson Model (Figure 1) on Implementation and Evaluation provides some avenue. External Advisory Board, External Examiners, Stakeholders’ (industry) feedback and outcomes assessments all directly support the fitness for purpose or quality. The catch of course is that all these must be operational in order that the quality of the teacher is assured. In the same way, the teachers’ professional development follow on directly from the various assessments by identifying the shortfalls of the teachers in their performances predicated on the outcomes and results desired.

Teaching and Learning Methodology

As an element of the quality of education, teaching and learning must maintain a high quality as well. Again the basic fitness for purpose can be sold to developing countries rather than quality in order to improve and maintain quality teaching and learning.

A smarter way of teaching and learning is required for developing countries that wish to leapfrog and catch up with the rest of the world. The fitness for purpose in this case is directed more towards the smarter way that will help save the time of the teachers and at the same time improve learning through students’ empowerment. In higher education, five levels of empowerment have been identified (Idrus, 1999) and all five have to be implemented in order to make the system work. Empowerment is one of those concepts that developing countries are averse to, caused mainly by the political system although this is changing around the world.

N IDRUS  TRANSFORMING QUALITY FOR DEVELOPMENT KEYNOTE PAPER 7QHES, 29-31 OCTOBER 2002, MELBOURNE, AUSTRALIA

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