TEACHING FOR QUALITY LEARNING; QUALITY ASSURANCE THROUGH QUALITY ENHANCEMENT: AN EXPERIENCE
This paper elaborates measures for college/university level classroom improvement by observing quality assurance through quality improvement in the teaching learning environment. The paper explains as to how a quality institute satisfies the demand of its learners which are transforming knowledge useful for their practical life, producing more productive graduates with less resources, bringing financial sustainability by adopting long term strategy, involvement in research publications, having maximum faculty with high ratio of PhDs and a strategic plan making institute a self funded entity.
The object of this research paper is to explore as to how classroom teaching for quality learning can be achieved at university. In the process, two kinds of quality assurance have been discussed, first is retrospective quality assurance which assures quality by requiring conformity to externally imposed standards and the second is prospective assurance means continuously improving learning in the institute. Few contrasting attributes of both quality assurances have been spotted. Different quality methodologies and theories are consulted at various stages of the paper. 250 students of different degree programmes of Edwardes College Peshawar were taken as samples. Quantitative Analysis was conducted through filling up of questionnaires by the students.
The results indicated that teaching/learning environment can be improved provided teaching in an institution is tuned to the objectives/outcomes set for the institution, university infrastructure is prioritized user friendly and towards best practices in learning. Study also suggests that teaching/learning takes place effectively in an expert/supportive academic environment. Study also suggested that Quality feasibility plays a significance role through which some of the factors which spoils the institutional climate and are deleterious to learning and good teaching be removed