SESQ is a system to evaluate the quality of school processes that operate at the school management level, whole-school level and class level. In other words, SESQ evaluates the processes of governance, leadership, teaching-learning and administration. SESQ is being offered to all those state governments and large private bodies running schools, which are desirous of assessing the quality of their schools, individually, district-wise, state-wise or zone-wise.
The four processes of governance, leadership, administration and teaching-learning are instrumental in ensuring good education. If the policies of the school management are good, but the process of leadership is weak, the desired quality may not be achieved. Similarly, if the leadership is excellent but the teaching-learning process is weak, the vision of the leader may not be realised. Thus, the successful interplay of the four processes is imperative to ensure quality.
The effectiveness of these processes can be understood only after assessment. The quality of the school can be then improved by strengthening these processes.but the process of leadership is weak, the desired quality may not be achieved. Similarly, if the leadership is excellent but the teaching-learning process is weak, the vision of the leader may not be realised. Thus, the successful interplay of the four processes is imperative to ensure quality.
The effectiveness of these processes can be understood only after assessment. The quality of the school can be then improved by strengthening these processes.
Moreover, schools are expected to enable holistic development of students. This cannot be evaluated by a mere examination of students’ marks.
Only training teachers is not enough; they will be able to practise what they have learnt only if they are supported by the management and the school head to bring about changes in the teaching-learning strategies, materials, and resources. In other words, the quality of the school will improve only when policies, working conditions, academic guidance and scope for self-development are also considered. Every stakeholder has a role in quality improvement and the roles are interdependent.
An SESQ school report details the performance level of every process and also suggests the actions to be taken to improve the effectiveness of processes. Schools can design development plans based on these concrete suggestions.
It’s not only the provision of infrastructure but the quality, adequacy, functionality and utility of infrastructure that determines the quality of a school. These aspects can only be achieved by the optimum utilisation of available resources, which is a process-oriented practice. There are many examples of schools that have above average availability of infrastructure, and yet the school outcomes are not above average. Conversely, there are schools that have minimum infrastructure and yet demonstrate good outcomes. This may be due to the fact that such schools are making the best of the available resources and have strengthened their processes.
SMF suggests that school assessment should be done every three years to track a school’s progress against the given action points.
SMF will share the SESQ report only with the school. However, school authorities are free to share the report with parents, donors and other stakeholders.
Yes, because the four processes of governance, leadership, teaching-learning and administration influence school outcomes regardless of the school-management category. The SESQ evaluation of process maturity is based on universal expectations of school education, and not on any one national or state model.
The consolidated report of assessment of all schools will help the management to take decisions related to policy-making, planning and allocation of resources school-wise, district-wise, state-wise or zone-wise.
SMF will offer its expertise to state governments or large private managements in the following areas:
- Ready to roll out assessment system – Assessment Framework with its methodology and tools for implementation, with scope for customisation
- Mentoring for project management
- Training to assessors
- Handholding in school assessments
- Software for report generation
- Programme Documentation