Sheik Konaté goes up to the source and recalls us that the concept
quality is introduced initially into the entrepreneurial world to face wild competition and to satisfy the increasingly demanding customers, without however doing it parallel with the educational world whose object, the human, complex being from its nature, returns the task of the very difficult chief of
establishment .So it is necessary to place the bar very high and to try to make there
reach the maximum of pupils, with the maximum of knowledge and successes. To reach the chief of establishment that point assumes all his responsibilities and carries out all its functions of framing, of organization, evaluation, moderation, without omitting the social aspect which must be privileged in its mission. Quality is not offered and does not issue itself. It is built at the price of sacrifices of abnegation and devotion. It is a culture which is acquired long-term .and with Konaté to conclude: Give us a good chief of establishment, one guaranteed to you quality”.
Guy Prats halfway of a quality assurance in the College St Louis of Geneva wonders which role can play the chief of establishment to pass to a collective requirement for quality to the
service of the pupil. Three actions are in hand in this college within the framework of the step quality:
- Preparation of the establishment to certification ISO 9000
- Introduction of software of management
- Data-processing Seizure of the
notes.
The
comparison between the school and the company can be at the
level of the organization (scientific) of work: multiple aggregates and space of service of the services. There we are on the level of the quantifiable one, and it is there that the comparison stops, because, as soon as one passes at the analytical level we are in front of a being human alive, individual, single and singular by his feelings and his hopes. This level escapes any quantification or standardization.
The Chief of establishment intervenes on the first level by preparing the ground favorable with the builders of quality, by implementing his faculties of leadership, to instigate, mobilize, motivate and start again the partners as soon as he notes a certain discouragement or disinterest.
The major question that J.Praz is still posed: and the pupils, whom do benefit? We musqt cease to impose them in the name of quality a rigid and arbitrary system. The freedom of choice must be strictly respected.
More summaries about the synthetic reading of review EXCHANGES N° 3/2005(Second part)