20.500.12556/ReVIS-8094 Kazalniki kakovosti v procesu nenehnega izboljševanja dela v osnovni šoli diplomska naloga Tako kot na celotnem področju družbenega življenja se tudi na področju vzgoje in izobraževanja zanimanje za kakovost povečuje. V šolah to pomeni predvsem premik od zunanjega kontroliranja k notranjemu zagotavljanju in izboljševanju kakovosti. Pri modelu vodenja TQM, modelu odličnosti EFQM in modelu obvladovanja sprememb se pojavljajo ista področja delovanja oziroma dejavniki. V vseh modelih prepoznamo skupne gradnike: pomen in vpliv okolja, prepoznavanje in zadovoljevanje potreb uporabnikov, motiviranje in spodbujanje posameznikov, ustvarjanje ugodne klime in v kakovost usmerjene kulture, usmerjenost v rezultate ter poudarjen pomen voditeljstva. Tudi področja samoevalvacije v šolah se v ključnih vidikih prekrivajo s temeljnimi gradniki vodenja celovite kakovosti. Šole se same odločijo za metodo, način in obseg samoevalvacije, kar prinaša s seboj tudi nekaj pasti. Zgoraj opisana področja, ki so pomembna za izboljševanje kakovosti, smo zajeli v modelu kazalnikov kakovosti. Pripravili smo model, po katerem lahko šola redno spremlja, ocenjuje in evalvira področja svojega delovanja. Izdelan je ob upoštevanju izhodišč modela odličnosti in sistema uravnoteženih kazalnikov ter naslonitvi na rezultate projekta Modro oko. Pripravili smo osem kazalnikov, ki prikazujejo rezultate s področja uporabnikov, zaposlenih, družbe in vodenja. Za podporna orodja smo pripravili anketne vprašalnike. Za uvedbo in spremljanje kakovosti smo pripravili pristop, ki temelji na Demingovem PDCA ciklu. Just as in the entire sphere of our social life, the interest in quality is growing in the field of education as well. In schools, this primarily means shift from an external control to an internal quality assurance and improvement. In Total Quality Management, EFQM Excellence Model and Change Control Model, the occurrence of the same fields of operation or the same factors is noted. Common elements can be recognized in all of the above mentioned models: the importance and the influence of the environment, recognizing and meeting the needs of users, motivating and stimulating individuals, creating favorable atmosphere and quality-oriented culture, orientation towards results, and emphasized importance of leadership. Likewise, the fields of self-evaluation in schools overlap with basic elements of Total Quality Management in their key viewpoints. Schools select their own method, manner, and scope of self-evaluation, which brings about certain pitfalls. The above-described fields, which are essential for quality improvement, have been included into the Quality Indicators Model. A model that enables schools to regularly monitor, assess and evaluate the fields of their operation was prepared. The model was created by taking into account the basic premises of the Excellence Model and the Balanced Scorecard, as well as by building upon the results of the Modro oko (Blue Eye) project. We prepared eight indicators, which present the results from the fields of users, employees, society, and leadership. For support tools, survey questionnaires have been prepared. For the implementation and monitoring of quality, we prepared an approach based on Deming’s PDCA cycle. kazalniki kakovosti kontroliranje kakovosti zagotavljanje kakovosti izboljševanje kakovosti model poslovne odličnosti EFQM celovito obvladovanje kakovosti obvladovanje sprememb quality indicators quality control quality assurance quality improvement EFQM Business Exellece Model Total Quality Management change control true true false [N. Pahor Bizjak] Slovenski jezik Angleški jezik Diplomsko delo/naloga 2021-07-29 10:47:19 2021-07-29 10:47:19 2024-06-12 16:58:33 0000-00-00 00:00:00 2009 0 Nova Gorica 2009 Nova Gorica Na ov.: Diplomska naloga : visokošolskega univerzitetnega študijskega programa prve stopnje; 72 str., [11] f. pril. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.014.6:005.6 1024078657 RAZ_Pahor_Bizjak_Nadja_i2009.pdf RAZ_Pahor_Bizjak_Nadja_i2009.pdf 1 F78DAF6E1C32BE1CCA6B8E22C00CBC19 501e131ecc8a1b491dda9b9c04c868e12bb5888941754a9bc5f283a8834ad9a0 faf50129-2898-11ef-9c9e-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=8499 Fakulteta za uporabne družbene študije 0 0 0