Essay on Singapore's No Child Left Behind Quality Assurance Program

1143 Words 5 Pages
Quality Control & Assurance

Introduction
In identifying the strategic goals of improving student achievement, the school environment, partnership of the community and school staff effectiveness, the “no-child-left-behind” initiative launched by the Ministry of Education (MoE) in Singapore has necessitated the aggregate collection of disparate data from hundreds of primary, secondary and tertiary institutions across the country. The quality of the data obtained from these myriad sources will determine the effectiveness of the initiative and hence demands a rigorous approach by the government of Singapore in collaboration with educational institutions, students, parents, academics and administrators towards policymaking and developing a
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A final concern related to the domain of assuring quality of data is the transformation of qualitative information such as text based feedback from parents, instructors and students into a form that is suitable for analysis and reporting that can be used by all relevant stakeholders.

A Framework
A representative diagram outlining the steps of the proposed quality assurance framework for the initiative is provided in Figure 1. A program of this nature should designed with a view to mitigate as far an extent as possible the issues identified in the previous section as well as provide for the automated collection of accurate data, which is the most important dimension of quality. Figure 1 A quality assurance framework for “no-child-left-behind”
Planning for quality
The process of quality assurance must necessarily begin with a comprehensive dialog between institutions that are affiliated with the various stakeholders. The MoE must institute governing and regulatory bodies for advisory, technical standards and data quality assurance oversight. It should then proceed identify the data fields that are relevant for collection in each stakeholder category.
For an initiative of this scale, it is imperative that the MoE define benchmarks which can govern the eligibility of institutions that are members of the “no-child-left-behind” initiative based on their information

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