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technology education and quality support services

  The various uses of technology are testimony to have developed student-centered academic environment in schools. For example, learning thr...


The various uses of technology are testimony to have developed student-centered academic environment in schools. For example, learning through the internet, video and tele-conferencing and televised educational talk which can be interactive and time saving may add significance to the quality of educational processes. Droste (2000) also says that internet technologies may be used as a substitute to other methods, an innovation that could be explored by many schools in developing countries. The president of Cisco Systems remarked: “There are two fundamental equalizers in life — the Internet and Education. E-learning eliminates barriers of time and distance, creating universal learning-on-demand opportunities for people, companies and countries” (Chambers, 2000).


Quality Support Services


Figure3.  The Third Part of TLS Model of Quality Education


Quality Leaders

The leadership and management skills of school leaders impacts on the attainment of quality education in a system. It takes a few positive words from a school principal to motivate teachers and learners, and a few negative words to de-motivate them.  The school head is looked upon as the most informed and powerful person in a school hierarchical system, it is crucial that the leader embodies what he/she tells and promises for the cause of the school. For example, a phrase like ‘I saw you going late to the morning assembly’ would only question the management and leadership credibility of the head. So, the school head should be mindful of his words and actions as their leadership and management styles can seriously affect the whole school system (Thinley, 2014, p 24).

There are certain things which a school leader must not neglect owing to the significant attribution each has on achievement of quality education in school:


First, there are curricular and extra-curricular activities in the school which if neglected could erode motivation of teachers and students which could adversely affect quality education. Establishing a tradition to uplift the dignity of students and teachers can be institutionalized in an accreditation system.  Sergiovanni, 2002 in Thinley, 2014 robustly says that things get done when there is a reward mechanism for every aspect of competition and initiative carried out by the school citizens. The objective of delivering a quality education to students would have a positive influence on the culture in a school.


Second, running a school doesn’t absolutely fall on the school head alone. It takes a collective and concerted effort of the principal, teachers and ancillary staff to deliver the quality education to students. Thus, empowerment of all staff with power and responsibilities is paramount as it promises measurable outcomes.


Finally, an effective head always strives hard for the benefit of all staff and students. The head ensures that a school is a homecoming for students and teachers. It is a matter of ethics and morality and there is no denying the fact that practices of harassment, bullying, and corporal punishment in a school is against the principles of good school culture (Thinley, 2014). Instead, values like honesty, authenticity, integrity and love, which stands for an acronym ‘HAIL’ must be greeted, claimed and encouraged enthusiastically for the development of wholesomeness in learners (Treasure, 2013, in Ted Talk, Scotland). The school is ultimately for the learners therefore, the vision, mission, aims and objectives of the school must be geared towards development of quality students. 

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