ONESQA Quality Assurance in Education Journal

Quality Assurance for Lifelong Education: A Comprehensive Review

Natchanok Jansawang — 2024-09-26

The review on "Quality Assurance for Lifelong Education: A Comprehensive Review" contextualizes itself within the dynamic landscape of 21st-century education, marked by technological advancements, evolving workforce needs, and a growing emphasis on lifelong learning. By delving into the core concepts of this comprehensive examination, the review underscores the imperative of understanding education as a continuous journey and the vital role of quality assurance in ensuring its relevance and effectiveness. Navigating through the historical evolution of quality assurance, global frameworks, and emerging trends, the review provides a holistic perspective on the multifaceted nature of quality assurance for lifelong education. As stakeholders are called to collaborate for continuous improvement and advocate for lifelong learning as a global priority, the review serves as a valuable resource, offering insights and recommendations to shape an educational future that is adaptable, inclusive, and responsive to the diverse needs of learners throughout their lifelong journey.

Developing Educational Quality in Basic Education in Thailand: Guidelines for Internal Quality Assurance in Schools and Preparation for External Quality Assurance

Apinant Sirirattanchit — 2024-09-26

This article examines the development of educational quality in Thailand's Basic Education Sector, focusing on Internal Quality Assurance (IQA) approaches and preparations for External Quality Assurance (EQA). Rooted in the National Education Act of 1999 and its amendments, the study highlights the critical role of quality assurance in enhancing educational standards to meet 21st-century demands. Despite legislative frameworks, significant challenges hinder effective implementation, affecting overall educational quality. The analysis identifies strengths and weaknesses within the current quality assurance system and offers actionable recommendations to improve IQA mechanisms and better prepare schools for EQA, ultimately aiming to elevate educational outcomes in Thailand.

Development of External Educational Quality Assurance to Reduce Educational Inequality and Address Developmental and Learning Issues in Early Childhood Development Centers

Rungchatchadaporn Wehachart — 2024-09-26

This academic article highlights the critical importance of early childhood education as a foundational stage for children's development, emphasizing its impact on brain growth, emotional well-being, social skills, and future success. The COVID-19 pandemic has disrupted traditional learning environments, particularly for kindergarten students, leading to significant developmental regression due to the lack of play-based, interactive experiences. The Office of the Basic Education Commission recognizes the urgency of assessing early childhood readiness and the need for effective evaluation tools. The shift to online and hybrid learning has further complicated developmental progress, necessitating collaborative efforts among stakeholders—school administrators, teachers, educational supervisors, and parents—to develop and implement strategies that address these challenges. By focusing on holistic development, these strategies aim to mitigate the adverse effects of the pandemic and enhance equal learning opportunities and academic achievement outcomes for young children.

Feedbacking techniques for the external assessors lead to effective practice for vocational schools

Parinya Meesuk — 2024-09-26

This research aims to 1) synthesize effective and efficient feedback techniques (Best Practices) from external quality assessments of vocational education institutions over a 10-year period, and 2) identify necessary practices and techniques for providing appropriate and feasible feedback in external quality assessments of vocational education institutions in the digital age.

In the first phase of the research, feedback from external assessors was analyzed from 200 external quality assessment reports over the past 10 years. Data was also collected through an online questionnaire from 400 government and private vocational education institutions. The second phase involved synthesizing the findings from phase one to identify practices and techniques necessary for providing appropriate and feasible feedback in the digital age.

The research findings indicate that while external assessments offer various types of feedback, effective and efficient feedback must be clear and positive. This includes writing and communicating feedback comprehensively, with each point clearly separated by standards, presenting feedback as individual points or as essays with clear topics, providing additional suggestions, having a systematic presentation of feedback, offering examples, and referencing institutional data.

Furthermore, the synthesis of practices and techniques for providing appropriate feedback in the digital age revealed five key actions for assessors: 1) Using empirical data from the institution as an introduction to feedback; 2) Providing feedback in a point-by-point format covering all standards; 3) Offering feedback with adequate informational detail; 4) Ensuring feedback aligns with the institution’s goals, educational context, and potential; and 5) Making feedback specific and including examples to maximize its utility for improving vocational education management.