The Necessary Indicators to achieve a Parallel Education Programs Quality in the College of Education at the University of King Khalid
Abstract:
This research aimed at: Identifying the reality of the indicators of quality for the parallel education programs (input, process and output) from the viewpoint of the faculty staff and postgraduate students in the Faculty of Education at King Khalid University in Abha. The research adopted the descriptive methodology and questionnaire as a tool for data collection. The research sample included (293) staff members and students of King Khalid University. The questionnaire was applied as a search tool which included the following three indicators, (input quality, process indicator quality, and output indicator quality). The research result was as follows: The staff members and students did not give an appropriate estimate for all the proposed indicators. However, some of the indicators reached their maximum level that was set by the researcher (3.4) out of (5). As for the students of the parallel education program at the Faculty of Education’s responses on (Quality of physical elements, learning outcomes, regulations and policies qualities, administrative and organizational processes, and teaching processes), they were moderate. While most of the responses came from the staff members. In addition, There were some differences in students’ responses due to the differences in their majors. The researcher recommended to establish a special unit for teaching programs
in Parallel Education at the Faculty of Education at King Khalid University, which will allow to activate research results as feedback of the output of the system and the holding of regular meetings between the planners of the parallel education programs and various community organizations. As well as forming a team at the University to improve the quality of postgraduate programs.
Keywords:Quality, parallel education, King Khalid University.
الملخص
الكلمات المفتاحية: الجودة، التعليم الموازى، جامعة الملك خالد
الباحثة /
عبير صالح الصقر
جامعة الملك خالد || المملكة العربية السعودية