Quality Management as a Response to Educational Change.

This paper outlines the driving forces behind the restructuring movement in the United Kingdom and examines how quality-management approaches are being adopted by some schools as a response to this change. Key elements in the 1988 National Education Reform Act include a national curriculum, a national system of testing and assessment, formula funding of schools based on pupil numbers, site-based management, and limited school choice. Concepts that define quality are that it is defined by customer needs, defined in terms of fitness for purpose, achieved through continuous improvement, managed through prevention, and measurable. In the educational context, quality is holistic; stresses values, the customer, and continuous improvement; and use, a range of techniques for evaluation. The main areas of activity include mission, leadership, customer focus, and quality assurance. It is concluded that although some schools in United Kingdom are utilizing many of the components of total quality management (TQM), the traditional hierarchical definition of quality facilitates the possibility of failure. A complete paradigm shift to TQM is needed, rather than a limited and partial response. One figure is included. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * ***********************************************************************