DEVELOPMENT PLAN FOR TANAUAN CITY COLLEGE

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is a critical tool for the transformation of the individual and the

society and the role of Higher Educational Institutions in re-orienting the curricula

for sustainable development which aims at preparing a holistic and value-

oriented individual for useful living within the society cannot be over-emphasized.

The idea of sustainable development is conceived to help create healthy

societies that can sustain the present generation as well as those that follow

through the judicious use of economic, environmental and cultural resources. It

emphasizes the ideas of directing, maintaining, and defining a suitable

framework for a desired development that will involve the least risk and loss of

humanity. In the 21st century, institutions of higher education hold one of the

most important roles in shaping the future of our society. Research indicates that

a strong system of higher education is a significant contributor to the country’s

ability to compete in the global marketplace and is critical to our economic

strength, social well-being, and position as a world leader. Colleges and

universities are complex organizations facing difficult and multifaceted

challenges.

In the Philippines, three government agencies handle the implementation

of the educational system. These are the Department of Education (DepEd), the

Commission on Higher Education (CHED), and the Technical Education and

Skills Development Authority (TESDA). These agencies share a common

mission of providing quality education that is equitably accessible to all founded

on lifelong learning and service for the common good. Their respective vision

stipulates the development of highly competent, civic-spirited life-skilled, and

God-loving Filipino youth who will actively participate in and contribute towards

the building of a humane, healthy, and productive society. In spite of the very

ideal mission of the three agencies in charge of the educational system,

education in the Philippines is still facing several issues that need to be

addressed in order to improve the delivery of education to the most number of

the population. One of these issues is the quality of education to its takers.

When the Commission on Higher Education was created in 1994, Filipinos

were hopeful for a positive change particularly in the tertiary level. However, it did

/not guarantee a marked improvement in the delivery of quality education in the

tertiary level. With its mandate of regulating the higher education institutions

including State and Local Universities and Colleges, except institutions which are

granted Autonomous status, still its impact was not significant. The CHED’s

mandates include the giving of permits to schools in offering programs, the

closing of programs which do not meet the requirements and monitoring of all
higher education institutions. Sadly, CHED, in spite of all its efforts failed to

regulate the opening of programs. This resulted to a mismatch of the educational

system to the needs of the society. Universities and colleges produce graduates

who cannot be absorbed by the labor market in the Philippines. These situations

bring the concerned school authorities to look into the different issues and

concerns faced by the Philippine educational system (Asian Journal of Social

Sciences and Humanities, 2012).

In the end of CHED, providing quality tertiary education is a mandate; that

is assisting tertiary educational institutions to become strong, viable, and

competitive. And this is made possible through participation in accreditation to

ensure that the above-mentioned qualities of tertiary educational institutions are

attained.

One mechanism utilized to ensure quality assurance is embodied in CHED

Memorandum Order No.01 series of 2005. This CMO otherwise known as

Revised Policies and Guidelines on Voluntary Accreditation in Aid of Quality and

Excellence in Higher Education defined Accreditation as a process for assessing

and upgrading the educational quality of higher education institutions and

programs through self- evaluation and peer judgment. It leads to the

accreditation status by an accrediting agency and provides public recognition and

information on educational quality. It is CHED policy to encourage and assist

HEIs which desire to attain standards of quality over and above the minimum

required. The minimum requirements are defined in the Policies, Standards and

Guidelines (PSG) issued by CHED per curricular program.

 In recent years, schools started giving more thought to how the planning

and management of change need to be taken more into account and carefully

planned. Over the years, the education scene in Philippines has likewise

witnessed a paradigm shift from an essentially centralized system to one that

encourages self-government. One of the most effective implications of this shift is

that of a systematic and whole school approach to development planning

enhancing freedom allowing institutions to shape the possibilities provided by

greater autonomy. Moreover, Bush and Coleman, (2006) argue that, placed in a

competitive environment; self-managing schools have to meet the students’

needs efficiently if they are to achieve survival and success. While increasing

autonomy, self-managing schools are encouraged to shoulder more

responsibilities and promote their own identity and character.

As the demand for quality education increases, there is a growing demand

for quality assurance for international universities where there is increased

mobility of students, faculty, programs, and higher education institutions in global

networks. Quality assurance can be a driver for institutions to achieve excellence

in higher education. However, ensuring that the quality of educational programs

meets local and international standards simultaneously has , become a great

challenge in many countries.

In response to these, transformations of the Philippines education,

referring to changes in the educational system, program structure and staff

profiling become essential. Educators and learners must be continuously

engaged in a process of finding ways for improving the teaching-learning

process. With this, concerns that the education system cannot adequately

prepare learner for life and working in the 21 st century have prompted people

across the world to explore ways of redesigning education systems, and one of

the most important developments in schools in the last twenty years is the drive

for quality assurance both in basic and higher education.

In order to address this emerging need, a common framework for a quality

assurance model would provide consistent assessment of learning design,

content, and pedagogy (Puzziferro & Shelton, 2018). The literature contains

many different definitions of quality assurance in higher education. In examining

definitions of quality, Schindler, Puls-Elvidge, Welzant, and Crawford (2015)

noted two main strategies for formulating definitions in the literature. Some

authors construct a broad definition that targets one central goal or outcome

(Schindler et al, 2015) On the other hand, other definitions “identify specific

indicators that reflect desired inputs. Although Schindler et al. (2015) identified

four broad conceptualizations of quality in higher education, there is no

agreement on a definition of quality. Probably, the main obstacle in developing a

common framework is how different regions address the matter, since

accreditation and quality assurance are no longer purely national undertakings,

and different jurisdictions take different approaches to quality assurance and

program accreditation. For instance, while some accrediting bodies in different

jurisdictions establish mutual recognition of their standards through private

agreements, there are other instances where such recognition depends on a

governmental or nongovernmental body or agency that provides standing to the

5
accrediting agencies in their respective jurisdictions (Green, Marmolejo, & Egron-

Polak, 2012).

Quality Assurance has become an essential part of institutional

management and planning. Tertiary education is changing, and quality

assurance processes must change with it, or become irrelevant. It is a process

that takes time. It must be done with HEIs, learning to trust them and to help

them improve themselves. Higher education institutions (HEIs) in the Philippines

are either colleges or universities, and are generally classified as public or

private. Private colleges and universities may either be “sectarian” or “non-

sectarian” entities. Public HEIs are all non-sectarian entities, and are further

classified as State University and College (SUC) or Local College and University

(LCU). SUCs are fully funded by the national government as determined by the

Philippine Congress. LCUs, on the other hand, are run by local government unit.

As a local college, Tanauan City College carries and promotes its

philosophy, mission, vision, objectives and core values. TCC is proud of its

existence and envisions continuing its delivery of quality education to its learners.

The administration, faculty and staff exert more effort to come up with a worthy

aspiration of realizing its vision and mission.

TCC has 44 teaching personnel and 21 non - teaching personnel.

Expectedly it should have a pool of competent teachers and staff coupled with

talents and skills. In addition, the institution should have several comprehensive,

accurate and up-to-date instructional materials present in the school to give

platforms to the students to foray into a well- designed and sound education

process.

The Tanauan City Government recognizes the facts that education is the

greatest equalizer for the less fortunate members of the community to avail equal

opportunities to improve their economic/life conditions. Furthermore, the city

government is fully aware that in spite of the concentration of educational

establishment in the peripheral area, the indigent members of the city’s

constituents are deprived because of the lack of money to emolument the offered

education.

The Tanauan City College (TCC) aims to “making education for all

Tanaueños a reality”. This is in recognition of the parents’ financial burden that

constrains by circumstance to sending their children to college, thus, the TCC

ambitions to provide relevant and quality education for free. It envisions itself

that in 2030, the Tanauan City College will be globally competitive self-sustaining

technological-vocational college of the constituents of Tanauan, Batangas which

produces Filipino professionals who are patriotic and nationalistic in character,

productively contributing to society, highly skilled and technology-driven. In

implementing its vision, the TCC endeavors to provide relevant educational

opportunities geared towards local and global demands of an emerging agro-

industrial and industrial-tourist-commercial community at reasonable price for

constituents of Tanauan, Batangas and its adjacent municipalities and cities in

Luzon; to provide quality education through excellence in training and instruction

in technology and sciences, and excellence in languages, humanities and the

arts; to provide advanced studies, applied research and extension services, and

experimentation in the field of agri-business, commerce and tourism, technology,

and social sciences; and finally, it aims to model the patriotism and nationalism of

its visionary leaders in Philippine History: Apolinario M. Mabini and Jose P.

Laurel.

As an academic institution, the Tanauan City College has to operate in the

new knowledge-based information environment that is characterized by radical

and discontinuous changes. This carries a new mandate for knowledge creation

and implementation in order to get benefits that are at the core of its education

mission. These days the world has become very intellectual in all fields of

business, especially higher education has become very competitive. To meet this

competition, higher education process requires best quality education. Thus the

higher education universities and colleges like Tanauan City College should be

like center point of science, arts, technology and research, continuous learning

and life- long learning is taking places. The nation’s productivity and prosperity

can be measured through the quality of higher education. As a whole the

environment of nation such as social, political, technology and economic

modernization and reforms are possible only through quality of higher education.

HEIs are expected to set up quality assurance system for institutional

performance and make themselves more relevant to both society and economy

(Jung, Wong & Belawati, 2013). HEIs like manufacturing companies have

already established quality assurance mechanisms to monitor their products in

terms of the competitiveness of their graduates as major outputs. The external

quality assurance system can be characterized through government’s and non-

government’s supervision and monitoring of policy guidelines and evaluations of

universities (Li, 2010). Within the framework of QA system consists of internal

processes such as peer review of course materials to appraise inputs, processes

and learning outcomes, incorporation of learner feedback, annual reviews and

periodic internal and external academic audits, ensuring the involvement and

ownership of the faculty (Jung et al., 2013) as being required.

The purpose of this study is to put forward a proposed Development

Program that would serve as an effective tool to enhance appraisal and

collegiality among the teaching staff and to promote improvement among the

learners. After conducting a case study through qualitative and quantitative

research, an analysis will emerge, based on a questionnaire distributed to the

stakeholders. The Development Plan will be developed with respect to what can

be done in order to evaluate, maintain and/or change what has been done during

the past five years. This study is deemed essential as a sound Development

Program shall propel the school community to develop a clear vision of what the

school is about and where it is going, a shared sense of purpose, a common set

of goals and consensus on the means of achieving them. It shall characterize the

school as a learning organization that focuses on meeting the professional needs

of teachers and staff in order to meet the educational needs of the students.

The researcher being the dean of the college believes that the output of

this study will provide a blueprint in preparing the school in its goal of applying for

other programs and eventually institutional accreditation leading to successful

change and improvement which involves developing a clear, strong and

collectively held educational vision and institutional mission.

Conceptual Framework

This study is hinged on the following educational management and

educational planning theories which the researcher deemed relevant as bases.

The study is also anchored on total quality management theory which is

generally acknowledged as an approach to organizational management, which

brings about enhanced performance.

Quality and quality management systems have been most imperative

buzzword in the industry. When quality is the strategic to a company’s

accomplishment, quality management systems permit organizations to keep up

with and meet existing quality altitudes, meet the consumer’s necessity for

quality, recollect employees through competitive compensation programs, and

keep up with the modern tools. Total Quality Management is all-encompassing

culture change energies to position a company for better customer satisfaction,

cost-effectiveness and affordability. Total quality is about conformance quality,

not features. A basic characterization of total quality management (TQM) defines

a management methodology in any organization for continuous improvement in

quality and success for long term. All members of an organization take part in

improving quality in TQM methodology. Total quality management is a much

larger theory than just directing the quality of the product itself. Total quality

management is the synchronization of purposes directed towards customer

satisfaction, employee participation, and facilitating an organizational for

continuous improvement in quality. TQM is a technique of thinking about

organizations and how individuals should relate and work in them. TQM is not

just a system, but a philosophy anchored in the belief that long‐term

accomplishment be determined by on a constant assurance to quality in all

segments of an association.

In comparing an educational system, as in the case of Tanuan City

College with an industry, the utilization of a systems approach is the first

similarity detected. Quality management is a systems approach to achieving

quality requirements. Education is also a process-based system with a desired

output. It appears that education could apply quality management as industrial

production does to obtain improved results. Certain features maybe similar with

industry and schools in a systems framework. In this comparison, it is obvious

that an education system is similar to a production system in industry. Moreover,

since one of the important issues in a TQM implementation is to define the

customers of the products or services, to determine the customers of education

is another way to think about the possibility of transfer. It could be noted that

education is a service other than a production and defined the customers of

education. Although the products or services in the education settings are

complex, the concept of customer-driven quality in education is also very

important.

Contributions by practitioners, such as Deming, Juran, Crosby, and

Ishikawa (2010), served to project the practices of quality management ahead of

the theoretical development and understanding of models by which the quality

management process can be explained. Furthermore, quality management was

not developed by academics, nor was it program tested prior to adoption by the

business community. Research aimed at identifying the school dimensions or

constructs underlying quality management that has flourished in recent years.

Bureaucratic School Management Theory as proposed by Weber

identified the essential characteristics of his ideal bureaucracy to clearly define

responsibility and authority; increase individual expertise, accountability and

organizational efficiency; improve communications, reward merit and increase

fairness and rationality. He developed the concept of bureaucracy as a formal

system of organization and administration designed to ensure efficiency and

effectiveness. He was interested in how management could be more consistent

and he believed that bureaucratic structures can help eliminate the variability in

managers having different skills, experience and goals. He believed that there

was a need for strictly defined hierarchies in organizations which will be clearly

governed by defined regulations and lines of authority, especially for goal-

oriented organizations with many employees. He further noted that the definition

of tasks and responsibilities within the structure of management gave rise to a

stable administration and standardization of work procedures in spite of changes

to the actual office-holders. He knew the development of bureaucracies will be a

means of introducing order and judiciousness in organizations.

This is related to the present study since it main features of are continuous

organization of functions bound by rules, specified spheres of competence, that

is, appointment based on competence and hierarchical arrangement of offices,

as in the case of organizational structure of this college. This further describes

the appointment to offices that are made on grounds of technical competence,

separation of officials from the ownership of the organization and official positions

that exist in their own right.

On the other hand, according to Ruperti’s Theory of Educational Planning

(2009) the educational system planners should understand and sympathize with

their cultural group, people or work environment. They should also know the

motivations of the people they are planning for. It therefore stands to reason that

those who plan who do not identify themselves with the working environment

cannot normatively plan for that setting . He further underscored that the

educational system planner should be the one who knows and understands the

religious ground motif of the people, the number and distribution of the

population, the economic strength of the country, the climate of the country, the

culture and the history of the people, the language and the religion of the people

he is planning for. Planning a system of education is not something to be

regarded as a mere academic exercise. This venture must therefore be regarded

as an act of intention. Educational system planning is based on scientific

research. Therefore, the necessities of educational system planning should be

considered.

Necessarily, education should have long-term, medium term and short-

term goals. Education planning per se does not lay down the education

institutions’ policy and does not even take decision on that. It is, of course, an
integral part of the administration of education and must naturally communicate

with the process of decision formulation and the execution thereof. It helps those

who should take decisions, as in this case, the administrators of Tanauan City

College to be more enlightened and to analyze the specific objectives much more

clearly.

Similarly, Coombs (2005) in his theory of educational planning proposes

the following in educational system planning. Basically, he underscored that

educational system planning should have a longer range view. The planning of

the educational system should be comprehensive. It should try to extend its

vision to important types of non-formal education and training to ensure their

effective integration with formal education and with the priority needs and goals

of society. The plans of broader economic and social development should be

integrated with educational system planning. If education is to contribute most

effectively to individual and national development, and to make use of scarce

resources, it cannot go its own way, ignoring the realities of the world around it.

Therefore, educational management should be an integral part of higher

educational institutions planning. To be effective the planning process must be

closely tied to the process of decision making and operations. Educational

system planning must be concerned with the qualitative aspects of educational

development, not with quantitative expansions. He further emphasized that

wasteful imbalances in the educational system planning, costs rising faster than

revenues, non-financial bottlenecks and few jobs for the educated people are

some factors that need considerations when planning for education.

 Finally, he cited that the system of education must prepare people for

jobs. It becomes very frustrating for people to spend some time in HEIs only to

find that at the end of their courses there is no work for them. Not only are the

services of these persons lost to the nation, but so is also the money spent on

educating them. It is on this tenet that people in Tanauan City College who are

responsible for drafting and preparing development or strategic plan should

therefore make sure that the products of their system of education will be

absorbed in the economy.

Bereday, in his Formal Planning Theory (1987) maintains that the

following elements are evident in educational system planning; a set of decision;

and the process of preparing. Planning is substantially and in most cases, also

formally and logically a process of preparing a set of decisions to be approved

and executed by some other organs. Even if the same unit combines planning

functions with authority to approve and execute, these are distinct, though

interdependent processes which must be kept analytically separate. Planning is

the process of preparing a set of decisions for actions in the future. The overall

planning of education is a continuous, systematic process. involving the

application and co-ordination of social research methods and of principles and

techniques of education, administration economics and finance, with the

participation and support of the general public in education for the people, with

definite aims and in well-defined stages, and to providing everyone with an

opportunity of developing his potentialities and making the most effective

contribution to the social, cultural and economic development of the country.

 Consequently, it posited the following which are the most important

requirements of educational system planning: personal whims should not be

allowed to divert educational system planning from its essential planning;

application of scientific methods should be introduced in studying the

educational, cultural, social and economic realities of the country; and an

objective appraisal of the needs and of the choice between short, medium and

long term solutions.

To utilize these concepts in this study, the realistic appraisal of the

possibilities in terms of the human and financial resources necessary for effective

application of the proposed solutions the continuity in order to ensure systematic

pursuit of the objectives, flexibility to cater for adaptations of the plan to

unforeseen or unforeseeable situations and teamwork, to ensure efficient and

coordinated effort as part of the requirements are considered. Lastly, internal

co-ordination between the educational services themselves and between these

and the other government services, at all levels of public administration; and

periodic reappraisal of the college plans and their constant adaptation to new

needs and circumstances are also necessary.

Figure 1 presents the research paradigm used in this study. The first box

shows the interrelationship among the variables used in this study. The major

concept of this study focused the areas of school development. The school

profile was also included since they are factors to be considered in developing

any plans. Furthermore, issues on the quality assurance measures have also

been considered.
 The second box contains processes or research tools that are to be used

in the data analysis. To increase the credibility and reliability of findings, research

triangulation was used. These include survey questionnaire, interview and

documentary analysis.

The third box is the output of the study which is the development plan for

Tanauan City College. This plan includes the ten areas for school development.

Profile of Tanauan City

College Questionnaire

Interview Development Plan

for
Tanauan City
School Survey Areas Documentary College
Analysis

Challenges of Quality
Assurance
 Figure 1
Research Paradigm

Statement of the Problem

The study aimed to propose a Development Plan for Tanauan City

College.

Specifically, this study sought answers to the following research

questions:

1. What is the profile of Tanauan City College in terms of

1.1. enrollment size;

1.2. faculty and staff;

1.3. programs offered

1.4. organizational structure?

2. As assessed by faculty, staff, administrators and students, what is the

extent of agreement/ disagreement on the provisions by areas?

2.1 Institutional Vision, Mission, Goals and Objectives;

2.2 Faculty;
 2.3 Instruction;

2.4 Administration;

2.5 Extension Services;

2.6 Laboratory;

2.7 Library;

2.8 Student Services;

2.9 Equipment and Facilities; and

2.10 Research?

3. How do the assessments by the three groups of respondents compare?

Are there significant differences?

4. What challenges of quality assurance have been identified?

5. Based on the analysis, what development plan may be proposed?

Hypothesis

This hypothesis was tested in this study.

There is no significant difference on the assessments by the three groups

of

respondents on the school survey areas.

Scope, Delimitation and Limitation

This study focused on Development Plan for Tanauan City College. It also

assessed the profile of the college in terms of enrollment size, faculty and staff,

programs offered and organizational structure. This further assessed the extent

of agreement/ disagreement on the provisions by areas such as Institutional

Vision, Mission, Goals and Objectives; Faculty; Instruction; Administration;

Extension Services; Laboratory; Library; Student Services; Equipment and

Facilities; and Research.

It covered only the assessments of the administrators, teachers, staff and

purposively sampled students of Tanauan City College. Through their responses

on the research-made questionnaire, the quality assurance practices were also

assessed. Other stakeholders such as parents’ and alumni’s assessments were

not part of the study.

Data gathering was conducted between the months January and February

of School year 2018- 2019. The assessment is limited to internal assessments

only, hence external stakeholders become part of its limitation.

Significance of the Study

This study is significant and beneficial to individual or group whom this is

intended such as students, teachers, parents, the community, the school owners

and administrators, and the future researchers.

School Owner and Administrators. With the findings of the study, they

will be provided with baseline information from which future directions could be

based as regards improving organizational performance and outcome. This will

also help them improve and enhance the educational aspect of the community

considering that providing quality education is a part of basic rights of the

constituency. This will be useful in designing their development plans that propel

their school development policies affecting the organizational desired outcomes.

Teachers. This study is also beneficial to the teachers for they will

effectively understand their roles and functions in the school system particularly
in quality assurance. This will also help them make aware of their significant

contributions in the attainment of the college mission and objectives by carrying

out their specific duties and responsibilities. The results can be used to

understand deeper and more comprehensively every aspect of school survey

area as well as their strengths and weaknesses.

Students. This study will benefit the students for they are the ultimate end

of the improvements made on the education process. All school areas in the

development plan are centered on the services where students are the prime

beneficiaries.

Parents and the Community. Parents and the community will benefit

from this study as they will be affirmed by the character of the institution to which

they entrust their children and youth. This study will serve as guide for all the

parents to help them realize their children’s educational needs, give support and

accept their children’s abilities, capabilities and weaknesses which will contribute

in assuring the quality education of their children.

The researcher. The result will be of significance in her capacity as head

of the school. By knowing the salient feature of the school’s organizational

structure and school survey areas, she will be able to do her job more effectively

along the fields of management, supervision and quality assurance. Through the

findings, she will be able to come up with clearer picture of the school

development.

Future Researchers. The future researchers will be benefitting from this

study by providing them a material which they can replicate in their own locale.
The recommendations of this study will help them decide to conduct a similar

study in the future.

Definition of Terms

The following terms are theoretically and operationally defined to provide a

better understanding of the problem at hand.

Accountability. It is the requirement, when undertaking an activity, to

expressly address the concerns, requirements or perspectives of others (Harvey,

2004). In this study, this refers to shared responsibility for the activities related to

quality assurance.

Administration. This refers to a body that administers the executive

part of government the persons collectively who are entrusted with the execution

of laws and the superintendence of public affairs. (Veig 2014) In this study, it

refers to a group of people who manage or direct an institution.

Curriculum. It is the totality of learning experiences provided to

students so that they can attain general skills and knowledge at a variety of

learning sites (Marsh 2009). In this study, it refers to the academic plan that

focuses and guides classroom instruction and assessment.

Development Plan.  It is an ongoing process that helps schools as

complex communities to meet the dual challenge of enhancing quality and

managing change (DES, 1999). It is the expected output of the study which shall

be based on the analysis done as regards the different areas of quality

assurance in the City College. It includes the 10 survey areas such as

Institutional Vision, Mission, Goals and Objectives; Faculty; Instruction;

Administration; Extension Services; Laboratory; Library; Student Services;

Equipment and Facilities; and Research.

Extension Services. It deals with the community involvement of the

institution to relate itself to national, regional and local imperatives of

development through building community awareness and producing quality

graduates in the professions and vocations that can contribute to welfare

development. (Conchada & Tiongco, 2015). In this study, it refers to the school’s

programs, structures and resources responsive to the needs of the community.

Faculty. It refers to means any person hired by the College to conduct

classroom and/or research activities. (Marsh 2009) In this study, it essentially

means the members of the academic staff comprising of  teachers, lecturers,

instructors or professors in Tanauan City College.

Innovation. It refers the application of better solutions that meet new

requirements, unarticulated needs, or existing market needs (Hogan 2018). For

this particular study, this refers to the use of new idea, method or device to meet

the demands for quality assurance in schools.

Library. It is a place in which books, manuscripts, or other literary, or

artistic materials are kept (Marsh 2009)). In this study, it refers to a facility in

school which provides sources of information necessary for faculty members,

students, staff, as well as local community.

 Network. It means an interconnected or interrelated chain, group, or

system ((Marsh 2009). In this study, this pertains to interconnected group or

association of persons working to support school development.

Quality Assurance. It is a way of preventing mistakes and defects in

manufactured products and avoiding problems when delivering solutions or

services to customers (Williams, 2016); which ISO 9000 defines as part

of quality management focused on providing confidence

that quality requirements will be fulfilled. In this study, this refers to the an

ongoing, continuous process of evaluating, assessing, monitoring, guaranteeing,

maintaining, and improving the quality of a higher educational institutions.

Research. It is a pursuit of trust with the help of study, observation,

comparison and experiment, the search for knowledge through objective and

systematic method of finding solutions to a problem (Kothari2006). In this study,

it refers to different studies conducted which provide information and knowledge

needed for problem solving and making decisions.

School Development. This refers to the act or process of creating

something over a period of time and the state of being created or made more

advanced (Smith, 2018). For this study, it is the intended end in the quality

management plan that aims to improve the educational experience of the

students.

Stakeholder. This refers to a person such as an employee, customer,

or citizen who is  involved with organization, society, and therefore has 

responsibilities towards it and an interest in its success (Brown 2018). For this

study, this points to the different members of the school community like

administrators, staff, teachers, students, their parents and partner agencies.

Student Services. It is the department or division of services and support

for student success at institutions of higher education to enhance student growth

and development (Mclnnis2004). In this study, it refers to different services

intended to prepare students for active participation in society; among

the services available to students, the most important are those which meet their

academic, personal development and emotional needs.