Education Quality Control Based on System Dynamics and Evolutionary Computation

Today, virtually all strategic planning involves the identification of indicators that will be used to monitor progress and often the setting of quantitative targets. As part of a results based management approach, some reward or penalty can be attached to achieve the targets. However, rarely is there an attempt to link explicitly the policy actions with the results, tracing through exactly how a given set of policy actions is expected to lead to the final outcome. The ideas regarding what needs to be done and how to proceed are usually implicit and buried within the minds of policy makers. The quality management principles have varied greatly from the researchers’ point of view. According to (Harris & Baggett, 1992), they classified them into three main principles. The first of them focused on the customer by improving the service quality through improving and training workers. The second principle concentrates on the workers themselves through improving their contribution to increase the education effectiveness. The third principle deals with the contracted service and aims to achieve the standards agreed upon. That could be done through the main factors that can be measured in the education process. In (Williams, 1993), on the other hand, he stressed on the necessity to have quantitative measures for performance. That can help the organization to measure how far is the achieved progress by applying the quality management program from the point of view of the provided service compared to the service expected from customers. He believed that there are another two directions for the quality management. The first direction provides a tool for the management to increase the productivity and provide customer satisfaction while reducing the unnecessary expenses. The second direction provides a tool that can be used to improve the way we are doing our work. While in (Michael & Sower, 1997), they considered quality as the quality from the point of view of customers especially in higher education. As the product of the higher education institutes is not visible, the end product can’t be analyzed or checked against defects. Thus, when customers are happy with the service provided from the education institute, the quality is acceptable.