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مدخل الجودة ومؤشرات اوسع لتقويم جودة العملية التعليمية دراسة تطبيقية في جامعة بغداد
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المستخلص

يهدف هذا البحث إلى تصميم ومكننة نظام متطور لتقويم جودة العملية التعليمية للجامعات العراقية، باعتماد مدخل الجودة، ومكننة نظام معلومات قادر على توفير البيانات بالخصائص المطلوبة التي يمكن الاستناد إليه في اجراء عملية التقويم على وفق النظام المقترح.

اعتمد البحث على أسلوبيّ دراسة الحالة والدراسة التطبيقية، للوصول إلى النتائج المطلوبة. فقد تم تطبيق النظام المقترح على عينة من جامعات القطر وهي جامعة بغداد، وتطلب ذلك اجراء مقابلات عدة مع المسؤولين عن تقويم الأداء في جهاز الإشراف والتقويم العلمي/قسم تقويم الأداء في وزارة التعليم العالي والبحث العلمي، ومع مجموعة من التدريسيين فـي مختلف الكليات وبشكل مستمر، للتعرف على تفصيلات العمل والحصول على البيانات منها.

توصل البحث إلى مجموعة من الاستنتاجات النظرية والتطبيقية كان أهمها:

  1. 1. ان تقويم الجودة لا يعني الثناء فقط ولا النقد وحده، وإنما هو فحص دقيق لواقع الحال يبين للمهتمين به أين أجادت تلك الجامعة، ولماذا؟ وأين أخفقت، وكيف يكون العلاج؟.. وإن اعتماد مدخل الجودة في التقويم يقدم الفرصة لتشكيل سلسلة منتظمة من المقاييس التي تترجم رسالة خلق المعرفة والمشاركة، والاستفادة منها في اطار حركي شامل ومتماسك.
  2. 2. إن النظام المقترح يقدم وصفاً لواقع العملية التعليمية بصورة مفصلة، مع تأشير الجوانب الايجابية والسلبية من خلال التحليل الدقيق والجداول التي يعرضها النظام، كما أنه يقدم مدخلاً للقياس الكلي لجودة العملية التعليمية إذ يتم قياس جميع الابعاد بشكل اجمالي، ويقدم مدخلاً آخر للقياس الجزئي،مثلا قياس اداء التدريسي،الطالب،المناهج والنظام الدراسي او الادارة الجامعية.
  3. 5. مكننة النظام على الحاسوب، جعلت بالامكان استعمال مجموعة من النوافذ التي تتسم بقابلية متميزة في ربط اكثر من قاعدة فرعية للمعلومات أو استرجاع محتويات القاعدة وعرضها على الشاشة بشكل مباشر؛ لغرض إضافة أو حذف بعض البيانات، وهذا يسهل من عملية ادخال البيانات، ويقلل من احتمالات الخطأ في الادخال.

 

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مشكلة البحث واهميته:

نتيجة لما يشهده قطاع التربية من تغير كبير وتطور سريع, فقد اتجه تخطيط السياسة التعليمية في القطر نحو تحديد كفاءة النظام التعليمي بمختلف مراحله كونها اجزاء متداخلة في تركيب تنظيمي واحد(9: 3 ) . وذلك من اجل استمرار تطويره, وتوجيهه بما يتفق واحداث المرحلة ومتطلباتها, على اساس ان مخرجات كل مرحلة تعليمية من مراحله المتتابعة تمثل المدخلات الجديدة لمرحلة تعليمية لاحقة.

وقد حظي التعلي

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