Purpose and Problem
I am writing this memo to emphasize the need to establish good education regulation procedures to ensure quality education and improve students outcomes. Education malpractice due to poor regulations is a major problem, and the cause of poor performance noted in the institution. Negligence on the part of the institution is failing to meet the set targets and shows irresponsibility on the part of the institution management who have failed to create approaches and measures that can be used to improve the educational outcomes in the institution.
Education malpractice and unprofessionalism are to blame for the increasingly poor performance of the students. Besides, most of the administrators have been caught aiding students to steal the exams by exposing the question templates before the onset of the examinations. Such malpractices have destroyed the institution reputation and led to underperformance of a majority of students who expected the same malpractice in the last examinations (Legault et al., 2006). Negligence on the part of the institution staff and the malpractice of the teachers will not be tolerated in the institution anymore because it not only destroy the reputation of the school but also destroys the future of the students who have placed their trust in the institutions to help them achieve academic excellence. The college has the liability of the students who trust the school to help them achieve their academic goals. Most of the teachers have been noted to provide revision notes too late for the completion of the students individual learning which is to blame for the poor students performance in the final evaluation exams which has caused a majority of the students to retake classes to meet all the learning outcomes required (Mawdsley & Cumming, 2008).
The quality assurance seeks to create awareness of the irregularities and negligence on the part of the teachers and the curriculum developers lack understanding and also creation of measures to ensure that all the students attend lessons and they are regularly assessed to ensure that the all the students are exposed to the necessary educational materials to ensure all the students attain the set institution outcomes without cases of poor performance. There is the need for students education on the program opportunities as well as the educational needs of the student (Legault et al., 2006).
Education management today require observation of all the curriculum needs and providing the students with an earlier reporting system that can be used to assess the progress of the students before the exams which ensure that every student has met the required curriculum requirements. Another approach of ensuring that the students have performed well is the use of an individual based assessment program which ensures that the students are assessed individually, and it promotes individual quality performance than the current group based performance evaluation in which the performance of the students is measured as a group. Finally, educating all the teachers on the importance of carrying out students' knowledge assessment which can be used to identify the approach of teaching and examination that the organization can adapt to ensure better performance and value of the learners (Mawdsley & Cumming, 2008).
I would like to emphasize on the review of the entire education instruction approach to ensure that the institution is free from possible liability by exerting authority to ensure that all the students receive a quality education and the syllabus is completed in time to allow the students enough time to prepare for the evaluation test. In case of poor performance and persistent failure an education institution should be charged for any education malpractice to promote good education practices.
Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic motivation and the role of social support. Journal of educational psychology, 98(3), 567.
Mawdsley, R. D., & Cumming, J. J. (2008). Educational malpractice and setting damages for ineffective teaching: a comparison of legal principles in the USA, England, and Australia. Education and the Law, 20(1), 25-46.
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