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| Educational practices in Teacher Education Institutions using Six Sigma Concept– An Assessment | ||||||||||||||||||||||
| Paper Id :
16360 Submission Date :
01/08/2022 Acceptance Date :
18/08/2022 Publication Date :
25/08/2022
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| Abstract | The term quality in education is no longer limited to students’ performance only; it covers all as pects of the functioning of the institute. Therefore, quality improvement, today, is not only limited to improvement in the results of examination but also an improvement in all as pact of the functioning of the institute. The institutional assessment, based on the philosophy of Total Quality Management, provides the base line data on the various as pects of the institution, on which, the developmental schemes can be built upon. With the Total Quality Management paradigm, based on systematic change, improvement of the institution becomes a carefully planned and managed process so that the goals can be achieved more effectively and efficiently. Objective of the study is to know the levels of the Total quality of Teacher Education Institutions in Faridabad District. The investigator has used Survey Method and Simple Random Sampling Technique. The sample selected from 5 Teacher Education Institution (B.Ed. colleges) for the study,100 Teacher Students and 50 Teacher Educators TQM as applied to education in general and educational institutions in particular, means management of quality of physical, intellectual, emotional and spiritual dimensions of institutional life. Only such comprehensive TQM of educational institution can lead to Total Quality Education.(Mukhopadhyay,2005). The investigator developed the tools with the purpose of assessing the quality of the Pre-service Elementary Teacher Education Institutes of Delhi. This study finds that none of the institutes under the study had any formal quality improvement and quality management mechanisms in place. All long term planning is done at the higher levels with not much participation by any of the majors take holders. The short-term planning is usually done at the level of the department or the institute as the case may be, but even in this planning some of the stake holders do not find any representation. | |||||||||||||||||||||
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| Keywords | Educational practices, Teacher Education, Six Sigma Concept, An Assessment. | |||||||||||||||||||||
| Introduction |
Youth is the prime resource of a country. The development of a country is dependent on the quality of its youth. The future of the youth, and hence the future of the country, is shaped in the classrooms. Thus, the quality of the youth is directly dependent on the quality of education.
The school education and teacher education are the two inseparable elements of any educational system. The quality of teacher education has a very profoundeffect on the quality of school education. The quality of teacher education in turn is dependent on the management of quality of the institutes of teacher education.
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| Aim of study | In order to provide solutions to the problems and to fulfil the demand of prime Educational problems, the objectives of the research were as follows: 1. To identify and investigate the Educational practices which leads to the quality of the Teacher Education Institutions in Faridabad District. 2. To study the levels of the Total quality of Teacher Education Institutions in Faridabad District. 3. To analyze the strengths, weaknesses, opportunities and threats for (SWOT) the Teacher Education Institutions. 4. To provide effective strategies to the Teacher Education Institutions by adapting six sigma concept for enhancing the Total Quality of Education. Research Questions- What are the main Problems and its causes which effects the Total Quality of Education among Top Teacher Education Institution in Faridabad District? What are the most effective strategies to improve the quality of Teacher education institutions by adaption of Six Sigma: 1. To identify and investigate the Educational practices which leads to the quality of the Teacher Education Institutions in Faridabad District. 2. To study the levels of the Total quality of Teacher Education Institutions in Faridabad District. 3. To analyze the strengths, weaknesses, opportunities and threats for (SWOT) the Teacher Education Institutions. 4. To provide effective strategies to the Teacher Education Institutions by adapting six sigma concept for enhancing the Total Quality of Education sigma concept | |||||||||||||||||||||
| Review of Literature | Literature studied about Six Sigma application in the field of education to improve the pass percentage of the students, their satisfaction and expectations to improve the overall goodwill of the institute. The main focus on the importance satisfaction model application in the higher education institutes of the different fields of Science colleges, commerce colleges and arts colleges. No literature found on the research done on the institutes of the mentioned above fields. From the literature point of view the researcher has been contributed the application of Six Sigma through the Importance Satisfaction Survey done on the undergraduate students of Faridabad city, Haryana. It has been found that Six Sigma mainly focus on the industrial production organization so it is an attempt to implement Six Sigma methodology in the field of education to improve the overall quality of education services provided to the students by the higher education institutes. |
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| Main Text | Teacher’s Education Teacher’s Education refers to all the activities and experiences which are designed to equip the teachers with the knowledge, attitudes, behaviors and skills that they require to perform their tasks effectively in the school and the classroom. The importance of teacher education cannot be sidelined, as no curriculum is teacher-proof. Organization of teacher education is often divided into- Initial Teacher Education- It is a pre-service course taken by the would-be teacher before he /she enters the classroom as a fully responsible teacher; Induction It is a process of providing training and support to a teacher during his/her initiation to the role of a teacher. It is carried out in the initial few days, months or year of the teacher in a particular school; Teacher development or continuing professional development: It is an in-service programme for the practicing teacher Pre-service Teacher Education is a course that is offered to the student- teachers before they join the teaching profession, and it leads to certification to make a person eligible to work as a teacher. Pre-service Teacher Education develops better understanding of children, builds confidence in the new teachers, make them familiarwith the methodology of teaching, builds positive attitudes towards teaching profession, develops aptitude and orients the student-teachers towards research and experimentation, creates social insights and teaches the teachers to live a community life, improves their standards of teaching and strengthen the democratic set up of the country by making themgood citizens of the country. Concept of Quality and Its Development Defining quality is far from easy. Quality, according to American Society for Quality (1990), “is the totality of features and characteristics of a product or service that bear on its ability to satisfy the stated or the implied needs”. Modern definition emphasizes that quality is meeting or exceeding customer expectations. Customer can either be external customers or internal customers. External customers are the recipients of an output but are not part of the organization supplying it, whereas internal customers are the recipients of another person’s or department’s output within an organization. According to Shejwalkar (1999), “Quality is essentially a product of intensive investment of capital, talent and hard work. Quality cannot be superficially achieved. Quality is not a chance, but a choice. Quality, again, is not an accident but a design. Quality is not a destination but a continuous journey.” Quality in Teacher’s Education There is no single generally accepted definition of quality of teacher education as the employers, institutions, managers, lecturers, accreditation bodies, students etc. differ in what to expect from teacher education, or what indeed constitutes the objectives of teacher education, its quality and how it can be measured. Quality of education is dependent on several factors such as school infrastructure, the curriculum, the activities, the teaching- learning material and the other facilities available but it is the teachers who are the most significant factor and thus, they should be central to all initiatives for school improvement. Teacher education is, therefore, key determinant in ensuring quality of education in the schools of the country. Total Quality Management in Pre-Service Teacher Education The quality of the learning experience is seen to have been assured with qualified personnel or increased funding, though it is not the case in reality. Unlessquality enhancement practices adopt a comprehensive approach to the educational process, ensuring high quality standards would always be incomplete. TQM could provide a sustainable answer to the perennial quality problems plaguing the Teacher Education Institutions in India. It is often fallaciously believed that the quality of the learning experienceis assured with the provision of qualified personnel or increased funding. Any endeavor to ensure high standards of quality in education would always be incomplete unless the quality enhancement mechanisms do not adopt a comprehensive approach to the educational process. Total Quality Management could provide a sustainable answer to the perennial quality problems plaguing the Teacher Education Institutions in India. Each institution comprises several sub-components that are interrelated and interdependent: infrastructure, instructional resources, personnel, programmes, activities, etc. Action in one area often results in a chain of reactions in other areas. For total quality management (TQM), it is necessary to develop holistic thinking about the institution; therefore, there is a need for looking at an institution as a complete organism.TQM as applied to education in general and educational institutions in particular, means management of quality of physical, intellectual, emotional and spiritual dimensions of institutional life. Only such comprehensive TQM of educational institution can lead to Total Quality Education. (Mukhopadhyay, 2005) In the 1980's, the quality initiative was at its peak in India, but after 1992, there is a downward slide. Today, in Indian organizations, efforts are on to revive this concept (Rao, 2000). TQM might prove effective in realizing quality enhancement in Indian Educational System, in general and in teacher education, in particular.
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| Sampling | The investigator has
used Survey Method and Simple Random Sampling Technique. The sample selected
from 5 Teacher Education Institution (B.ed colleges) for the study. 100 Teacher
Students and 50 Teacher Educators of various Teacher Education Institution
affiliated to Chaudhary Ranbir Singh University, Jind, Haryana would be asked
to fill questionnaire related to Quality Landmarks for Educational Practices
for assessing the efficiency for Total Quality in their Institutions.
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| Tools Used | The investigator has used Mukhopadhyay’s Institutional Assessment System (MIAS), as a tools of Investigation. For this study, the data was collected with the help of tools and techniques that were an adaptation of the Mukhopadhyay’s Institutional Assessment System (MIAS), keeping in mind the indicators of quality, as proposed by NAAC and NCTE. This assessment system includes qualitative methods of assessment. MAIS comprises of the following: 1. Principal’s Opinionnaire 2. Teacher’s Opinionnaire 3. Student’s Opinionnaire 4. Parent’s Opinionnaire 5. SWOT Analysis 6. The other sections are: 7. Personal Details This part consist of demographical personal information of the respondents like gender, name of the college, filed of the study, year and semester of the study and the type of the college which belong to the students. Importance Rating- This part consists of the importance level means the students have to rate for the quality according to their expectation for the attribute. The importance level ranged from 1 to 5 Likert scale means 1 represents extremely low importance and 5 represents extremely high impotence. Satisfaction Rating- This part consists of satisfaction level means the students have to rate for the quality according to their satisfaction given by the institute for the particular attribute. The satisfaction level ranged from 1 to 5 means 1 represents extremely dissatisfied and 5 represents highly satisfied. Techniques to be used- Analysis of data for the present investigation had been made in conformity with the objectives and research Questions as formulate by the investigator. Main purpose of the study was to assess the Educational practices in Teacher Education Institutions using Six Sigma Concept and its effectiveness in Providing Total Quality. Construction of the Tools- The investigator developed the tools with the purpose of assessing the quality of the Pre-service Elementary Teacher Education Institutes of Delhi. The tools were prepared to cater to both aspects of quality namely, the intangible aspect and the tangible aspect. To collect the data on the perception of the stakeholders about the quality of their institute, an opinionnaire was prepared each for the Principals or Teachers-in-charge, for the teacher-educators and for the student-teachers. Besides the above, a semi-structured interview schedule was prepared for the Principals or Teachers-in-charge and another was prepared for the teacher-educators. Furthermore, an Information Blank was prepared to gather tangible information regarding the institute. Development of the Items of the Tool- The investigator conducted an extensive literature review and felt that the MIAS suited the requirements of the objective of his study. However, the tools that constitutes the MIAS were for assessing the quality of the schools and therefore, the investigator had to amend the tools by adding certain dimensions and by changing or removing or adding the items of the tool, for which she again undertook an extensive literature review. The researcher also went to the field and interacted with the student-teachers and the teacher- educators which helped him immensely in framing items of tools of his study. All the items so developed were then categorized under their respective dimensions and those that were repetitive were removed. Throughout this process, the investigator continually updated the supervisor on the progress and sought her opinion, suggestions and feedback. Same procedure was followed for the Semi- structured Interview Schedule and for the Information Blank. Validity/Experts Review- The tools thus constructed were subjected to an expert review. The tools were given to my research guide and experts Dr. Anshu Radha Agarwal. However, some of the items were added, deleted or modified as per the suggestions and remarks of the experts After collection of data the score were put in to a tabular form to make the process of analysis easier. |
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| Analysis | The researcher, first of all, constructed the opinionnaires, the semi-structured interview schedules and the information blank for the assessment of the quality of the institutes of teacher education. He made appropriate amendments to the MIAS to make it more relevant for the assessment of the teacher training institutes. These amendments were based on the NAAC and NCTE proposed indicators of quality for teacher education institution. The researcher then collected from the institute, the factual information and data on the performance in academic and non-academic activities, resources and facilities, physical infrastructure, financial resources and the staff of the institute. This was done with the help of Information Blank that the investigator had prepared. Thereafter, the researcher administered the opinionnaires on the principal, teacher-educators and the student-teachers of the institute and also conducted the interviews with them. The principal, teacher-educators and the student-teachers were also asked to fill up a SWOT form. The opinionnaires and the SWOT forms were filled by the principals and the teacher-educators individually whereas the opinionnaire and the SWOT form were administered on the student- teachers in a group. The teacher-educators, and the student-teachers were selected randomly for the study. The data so collected were then tabulated and analyzed by the researcher. |
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| Findings | The analysis and interpretation of the data has resulted in the following findings which have been categorized in three parts: 1. To study the Principal’s or Teachers-in-Charge’s perception of the quality of their Institutions From the responses of the principals, it is evident that in their perception, Satisfaction with Quality, Customer Orientation, Client Education, and Innovation are the areas which are stronger whereas Participation, Community Involvement, Linkages and Staff are the areas which are weaker. 2. From the analysis of the interview carried out with the principals of five selected B.Ed. Colleges of Faridabad, Haryana. It was found that the principals consider the faculty, curriculum, library, infrastructure, opportunities for professional development, adequate space, relationships, commitment and punctuality of the staff and innovations as the important quality parameters in a Teacher Education Institute. 3. Principals told that no formal programme is dedicated to the improvement and management of quality in college and most of the efforts in this direction are informal and on a personal level. 4. Principals told that there is no formal mechanism is in place to take the feedback of the student-teachers, regarding the quality of the institute, but verbal feedbacks are taken from the student-teachers informally. 5. Principals told that there is no formal mechanism is in place to take the feedback of the teacher-educators, regarding the quality of the institute, but meetings are constantly held where they can voice their concerns and suggestions. Most of the principals are not satisfied with the quality of their institute. They were, however, satisfied that they are doing the best we can under the given condition. 6. The principals told that they do whatever is possible and feasible at the institute’s level to enhance the quality of their institutes. 7. The principals told that their endeavor is to produce capable and committed teachers and also to encourage good research work by the faculty and the institute. 8. The principals told more functional autonomy and training programs could improve the effectiveness of the Principals. 9. The principals told that lack of sufficient number of staff, of autonomy, of infrastructure, of funds, of space, of labs and of jobs are the most important problem being faced by the institute. Finding 2: 1. To study the Teacher-Educator’s perception of the quality of their Institutions From the responses of the teacher-educators, it is evident that in their perception, Objectives and Goals, Teaching, Teacher Quality, Co-curricular Activities, Relationships, School Experience Programme, Evaluation Process and Students are the areas which are stronger whereas Leadership, Office Management, Linkages, Management Process, Facilities and Material Resources, and Job Satisfaction are the areas which are weaker. 2. From the analysis of the interview carried out with the teacher-educators of theDIETs, it was found that the teacher-educators consider that the curriculum must be reviewed. 3. The teacher-educators told that the construction of the curriculum should be a collaborative effort which should consider the voices of the teacher-educators and the student-teachers along with that of the experts. 4. The teacher-educators feel that there should be more opportunities for professional development and more academic freedom at the same time people should also be held accountable. 5. The teacher-educators admitted that no induction training or orientation is ever given to make the teacher-educators aware of the objectives and goals of the institute but according to them, the permanent faculty know about it and the contractual try their best according to what is known or made known to them. 6. The teacher-educators told that qualifying the exam held for the selection of candidates as teacher-educators indicates that one is capable, however interviews are also necessary to gauge the communication skills and exposure to research. 7. The teacher-educators mentioned that only on rare occasion come an opportunity to participate in a professional development programme but only a selected few get the chance due to the widely prevalent biases in the system. 8. The teacher-educators pointed out that a lot of co-curricular activities takes place but they are disjoined with the objectives with which they were placed in the curriculum. 9. The teacher-educators told that school experience programme be made more effective by decreasing the distance to be travelled by the teacher-educators and also by widening the range of the experiences made available to the student-teachers. 10. The teacher-educators told that a lot of clerical job is done by the teacher-educators themselves and they feel that that situation could be improved by providing them with better training and by addressing their grievances and understanding their limitations. Finding 3:1. To study the student-teachers’ perception of the quality of their institutes. 2. From the responses of the student-teachers, it is evident that in their perception, Objectives and Goals, Relationships, School Experience Programme, Admission Procedure, Leadership, Office staff, Linkages, and Student-teachers are the areas which are stronger whereas Teaching-learning process, Co-curricular activities, School Experience Programme, Institute, Evaluation Process, Timetable, Management Process, and Facilities/Material Resources are the areas which are weaker. Finding 4: 1. To identification of Strengths Weaknesses Opportunities and Threats (SWOT) for the Teacher Educational Institutions. 2. From the SWOT analyses conducted on the principals, the strength of the institutes were found to be highly qualified and dedicated staff and the co-operation among the members of the institute, the bright and hardworking student-teachers of the institute and the prevalent democratic atmosphere of the institute along with some of the facilities available. The weakness of the institute in view of the principals are the inadequate infrastructure, funds, space, autonomy and proper work conditions for the staff, shortage of staff, inefficiency of the office staff, recruitment on contractual basis, and differently-abled unfriendly buildings of the DIETs. Opportunities for the institute are considered to be in improving the linkages, sharing of resources and experimentation with the Public-Private Partnership model. The major threats for the institute as outlined by the principals were lack of autonomy, staff and resources along with elaborate administrative hierarchy and its style of functioning and unfavorable working conditions for the staff, lack of good and quality research, inappropriate location of the institute, multiplicity of training programs and lack ofunderstanding of the objectives of B.Ed. Colleges. 3. From the SWOT analyses conducted on the teacher-educators, the strength of the institutes were found to be highly qualified staff and the relationship between them, the student-teachers, discipline, location of the institutes, co-curricular activities carried out in the institute. The weakness of the institute in view of the teacher-educators are the inadequate infrastructure, staff, research opportunities, proper work conditions, opportunities for faculty development, library, autonomy, opportunities to link with other educational institutes, its being government institute, the number of student- teachers and the negative atmosphere prevalent in the institute. The opportunities for the institute were found in the areas such as incorporation of the latest technology, developing linkages, limiting the work of teacher-educators, provision of research facilities to the teacher-educators, placement services for the student-teachers, improving the canteen, improving teaching and training, use ofinstitute as a resource centre, judicious use of the playground and provision of recreation for the student-teachers. The major threats for the institutes as outlined by the teacher-educators are the lack of infrastructure, maintenance, staff, resources, proper working conditions, the lack of academic environment, mushrooming of the private institutes, the student-teachers of the institute and the average age of the student-teachers of the course. 4. From the SWOT analyses conducted on the student-teachers, the strength of the institutes were found to be the principal, the faculty and the students and the co- operation amongst them, the discipline, teaching, use of technology, the School Experience Programme, the admission process, liberty to the student-teachers, the relationship between the members of the institute, the course and its fee, conduction of regular workshops and co-curricular activities, and the emphasis on the all-round development. However, some student-teachers insisted that there were no strengths of the institute worth mentioning. The weakness of the institute in view of the student- teachers are lack of infrastructure, of discipline, of staff, of cleanliness, of sports, of co- ordination, of maintenance, of space, of facilities, of resources, of teaching aids, of good canteen, of good library facilities, of sensitivity of the institute towards the student-teachers, of good relationship between the members of the institute, of practical aspect in the programme, of good and useful excursion and tours of the student- teachers, of adherence to time-table, of transparent evaluation procedure and of proper functioning labs, the politics in the institute, too much of co-curricular activities, unsafe building, enforcement of uniform, uninteresting and useless assignments, irregular teaching, wastage of time of the student-teachers, the method of teaching, the principal, very strict rules and regulations, inappropriate location of the institute, preventing the student-teachers to use computer lab, too much of co- curricular activities, lack of practical aspect in the curriculum transacted, teacher- educators, their lack of punctuality, their being partial and their using the student- teachers for their own work. 5. The opportunities for the institute were delineated by the student-teachers as incorporation of technology, of proper micro-teaching sessions and of workshops, and provision of placement services, of scholarships for the deserving student-teachers, of hostel facilities and of proper functioning labs, increased number of student-teachers and their involvement in the management of the institute, coaching for CTET, use of locally available resources, optimum and judicious use of available resources, online admission process, encouragement of innovative activities, fostering co-operation between the members of the institute, meaningful assignments, tours and evaluation, participation in state level events,creative utilization of the free time of the student- teachers, community interaction, making the programme a degree level programme, and improving the area and the building of the institute though local help. The major threats for the institutes, as outlined by the student-teachers are the teacher-educators being unpunctual, partial and not interested in teaching, the lack of discipline, of dedication on the part of student-teachers, of infrastructure, of maintenance, of staff, of resources, of space, of cleanliness, of time management, of job prospects and ineffective teaching, absence ofdisaster management cell, inappropriate location of the institute, more number of student-teachers, over emphasis on co-curricular activities, no emphasis on technology, relationships between the members of the institute and the mechanism of evaluation and admission. | |||||||||||||||||||||
| Conclusion | It is widely accepted that no education system can rise above the quality ofits teachers; therefore, it is imperative for the teacher education to not only have good quality but to make an endeavor to continuously improve quality. Quality assessment is the beginning of quality improvement of an institution. Quality assessment is a measure of overall personality of the institution. The findings of such an assessment are help the administrator to utilize and mobilize the physical, the human and the financial resourcesin the best possible way so as to realize the goal of qualitative improvement. The term quality in education is no longer limited to students’ performanceonly; it covers all aspects of the functioning of the institute. Therefore, quality improvement, today, is not only limited to improvement in the results of examination but also an improvement in all aspect of the functioning of the institute. The institutional assessment, based on the philosophy of Total Quality Management, provides the baseline data on the various aspects of the institution, on which, the developmental schemes can bebuilt upon. With the Total Quality Management paradigm, based on systematic change, improvement of the institution becomes a carefully planned and managed process so that the goals can be achieved more effectively and efficiently. This study finds that none of the institutes under the study had any formal quality improvement and quality management mechanisms in place. All long term planning is done at the higher levels with not much participation by any of the major stakeholders. The short- term planning is usually done at the level of the department or theinstitute as the case may be, but even in this planning some of the stakeholders do not findany representation. Ad hoc/contractual teacher-educators, who in some cases are more than fifty percent (50%) of the strength of the faculty, have either no or negligiblecontribution to the decision- making of the institute/department. No formal feedback is taken from the students who are one of the major stakeholders. In most of the institutes, the teacher-educators and the student-teachers were not happy with the style of theworking of the higher management who they feel are overtly authoritative and infringe onthe autonomy of the institute or the department. Most of the heads/principals/teachers-in- charge were concerned with the lack of autonomy of the institute/department and although they were aware of some of the impediments to improvement of the quality of the institute, they expressed their helplessness to do anything about it. They also felt that the administrative procedures to get things done must also be trimmed down so that a lot of wastage of effort and time could be prevented. It was also found that the teacher- educators were not able to ensure their participation in programs of continued professional development either due lack of opportunities or due to their work load. Noneof the institute arrange any induction training programs for the new faculty members (whether ad hoc/contractual or permanent) who have to learn most of what they do on the job by informal means. Absence or inadequacy of the support for the non-academic work of the department necessitated the teacher-educators to do them which increase their work load considerably and distracts them from their primary objective of conducting the teaching-learning process. There are hardly any incentives in place to promote excellence among the teacher-educators in fact some of the teacher-educators confided that theperson who does good work is given more work the next time. Most of the teacher- educators mentioned that most of the linkages with other institutions except that with the schools are informal and personal in nature. Laboratories, in most of the institutes under the study, were either non-existent or were rarely ever used which is worrisome considering the importance of concretization of the concepts for the students at elementary stage of their education. Some of the teacher-educators also feel that remaining in one institute throughout stagnates the teacher-educators which is why there should be an exchange of faculty between the teacher education institutes so that they are exposed to different types of practices in teacher-education. Student-teachers in all the institutes under the study were skeptical of the process of evaluation which they felt was not transparent creating conditions favorable for favoritism and biases to creep in. Lackof space, lack of infrastructure and lack of staff were the most frequently cited problems that the institute faces in all the institutes under study. As with all the other institutions, the government sponsored pre-service elementary teacher education institute of Delhi, too, have certain strengths, as enumeratedby the members of the institute, which need to be further strengthened and certainweaknesses, which need to be taken care of. These institutes also have certain opportunities which must be grabbed and utilized so that they can be converted into strengths; and it also faces certain threats and challenges, which require its immediate attention. These institutes have a good pool of talent, be it the well-qualified and experienced teacher- educators or the academically sound and energetic student-teachers. With good leadership, greater autonomy and little attention from the government, these institutes could transform themselves into total quality institutions and in the process, transform the very scene of elementary education in Delhi and in India, helping the nation realize the dream of providing quality education to each and every child. | |||||||||||||||||||||
| Suggestions for the future Study | 1. On the basis of findings, the following suggestions are proposed, 2. Quality improvement and quality management mechanisms must be introduced in the institutes of elementary teacher education. 3. Inputs must be formally sought from all the stakeholders while formulating plans, including those for quality enhancement. 4. The higher management must not be isolated from the major stakeholders and must consider the views and suggestions of all major stakeholders while formulating policies for the institute. 5. Authority must be delegated to the Principal or Teachers-in-charge so that they might solve problems of the institutes more effectively. 6. Administrative procedures that are the hallmark of a government institution must be trimmed to the bare necessary so that the wastage of a lot of time and effort could be prevented. 7. Linkages of the institutes with the community, with the universities, with the other teacher-education institutes and with the schools must be given due attention. 8. There should be an exchange of faculty between the various institutes of elementary teacher education institutes. 9. Workload of the staff must be lessened especially that of the non-academic nature. 10. Ad hoc/ contractual teacher-educators must also be involved in the decision-making process of the institute/department as they form a sizable part of the faculty. 11. Canteen facilities must be improved and health and hygiene must be given due importance and this might prove profitable for the contractor, too. 12. New faculty members (whether permanent or Ad hoc/Contractual) must be oriented towards the aim and objectives of the institute and the working of institute, before they start their tenure. Curriculum of the elementary teacher education programs must be reviewed and technological inputs must find their due space in it. 13. Teacher-educators must make sure that all the student-teachers take part in co- curricular and co-academic activities so that the shy and introverted student-teachers may also get confident of themselves. 14. Libraries must be provided sufficient funds to upgrade its reservoir of books and journals. Care must be taken to ensure availability of books in the languages in which the course is being offered. 15. Evaluation procedure must be transparent, especially the internal assessment. 16. Grants must be increased so as to keep pace with the rapid rise in enrolment and escalation of prices. Implementation of the Study- 1. Some of the studies that can be taken up in this area by the researchers are given below. 2. This study was conducted on government sponsored pre-service elementary teacher education institutes only, so another study of same type can be taken up to include private pre-service elementary teacher education institutes as well. 3. The same study could be extended to include the perceptions of the employers as well. 4. The same study could be conducted as a case study on each of the government sponsored pre-service elementary teacher education institutes as it would throw more light on the state of quality in each institute and the results obtained would be more reliable and valid. 5. The same study could also be extended to the pre-service elementary teacher education institutes of other states. 6. Comparative study could also be undertaken between the pre-service elementaryteacher education institutes of various states of the country. 7. The same study could be extended to compare the quality of the government sponsored pre-service elementary teacher education institutions with the quality of theprivate pre- service elementary teacher education institutes. 8. The same study could be extended to compare the quality of the various pre-service elementary teacher education programmes conducted by various bodies. 9. The same study could also be conducted on the other pre-service teacher education institutes. |
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| Limitation of the Study | The study was delimited to the students and Faculties of five selected Teacher Education Institutions of Faridabad District, Haryana which are affiliated to Chaudhary Ranbir Singh University, Jind, Haryana (India). The results of the efforts carried out in the descriptive study, which is carried in favor of the successful practical implementation of Six Sigma in five Teacher education Institutions. First, due to the paucity of time and cost only self-financing B.ed colleges have been considered for studying the applicability of six sigma methods. In India, apart from self- financing private B.ed colleges, there are other categories of Educational college namely Pre-primary teacher education, Primary teacher education, Secondary teacher education, Higher education programs, Vocational Teachers Training. The conduct of student’s feedback survey consumed an ample time for the application of further projects. Second, due to time constraint only a five six sigma projects like employment improvement and academic performance improvement are selected for consideration. The third limitation is that for a sustainable control and monitoring of six sigma success depends onhow the teacher’s colleges and affiliating Institutions. The fourth one is the financial justification of each six sigma project to be evaluated. Despite these debacles, it is envisaged that the findings and contribution of this research work would be helpful in the application of Six Sigma projects in self- financed, Private Educational colleges in India. |
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