SESQ covers school processes in areas of governance, administration, leadership, and teaching-learning.
Every process area has been further divided into three process parameters which contribute to school performance within the respective areas. Together all these parameters contribute to school quality.
For every parameter a set of verifiable and measurable indicators are identified, which are the lens through which the assessment of every process area is conducted. These indicators are based on well-defined standards for the four broad process areas of governance, school administration, leadership and teaching-learning.
SMF SESQ standards are influenced by nationally and globally recognized norms, guidelines and principles such as:
- World Declaration on Education for All and Dakar Framework for Action
- RTE standards, SSA Framework, RMSA, CBSE bye-Laws, National Curriculum Framework, CCE
- Widely-accepted principles of Educational Psychology
- International Workgroup Agreement 2:2007 (Guidelines for ISO 9001:2000 in Education)
- Quality management principles, Deming Cycle (PDCA/PDSA), Total Quality Management, ISO, and Process Maturity Models
The assessment decision, which is an affirmation of school quality, is, therefore, more dependent on the successful interplay between school profile and processes than on the richness of its resources.
THE COMPONENTS OF THE FRAMEWORK ARE REPRESENTED IN THE SCHEMATIC BELOW:
Four school-level contributors to quality, namely, Governance, Administration, Leadership, and Teaching-Learning have been selected as the major assessment areas. Representative parameters for these four areas are based on the following guiding aspects:
- Core traits of operational/working areas and responsibilities
- Quality impacting activities
- Factors within internal control for continuous improvement
While there can be several dimensions and indicators for assessment, the SESQ indicators are the most objective and observable aspects of each area. The indicators are measurable and verifiable.