1、1Two-tier Quality Supervision Mechanism for Education of Military Academies Based on System and RelatAbstract: Quality Supervision for higher education is a frequently discussed topic, which makes it necessary in the new period to clarify the primary requirement, the function of college and universi
2、ty education quality supervision and its mechanism, and to make an attempt at a two-tier design based on system and relationship arrangement aimed at finding solutions to the problems in terms of military academy quality supervision in the new period. Key words: system, relation, education quality,
3、supervision 1 Connotation of College and University Education Quality It is true that we are in an Extensive Quality Era. It was thought that quality was intangible, indefinable, indistinct, and even that something had quality as long as it met some need or comply with some regularity, or that quali
4、ty ought to be of multi-dimension, which combined diversify, expansibility, and reproducibility. However, such interpretation of higher education is always a complex quality system including school 2education, social influence, management, and even service. Social influence quality includes both hig
5、her education institutions guidance to society and societys counteracting force on college and universities. Meanwhile, market feedbacks quality include both the approbation of human resource market to the products, students and teachers, of higher education and the market shares and valuation of su
6、ch products. It is clear that higher education quality is directly pointing at the quality and standard of the teaching, management and service of a higher education institution, which also implies the expectation and demand for the college or universitys management and service and its teachers teac
7、hing ability and standard. As some scholars say, “In terms of the Connotation, higher education quality comprises the quality of people, of things, of system, and of culture”, which is the kernel of higher education. So some scholars summarize higher education quality as two aspects. One is a genera
8、l requirement for quality and refers to that everything of higher education must be based on our nations education aim, to cultivate special talents who bear both humanistic quality scientific quality, and have innovative spirit and practical ability, which is the basic requirement of education; the
9、 other is specific talent 3qualified standard and refers to the quality requirement based on specific cultivation aims of various types of higher education, which is the quality standard to measure the qualification of their cultivated talents. Therefore, it is evident that such a summary accords wi
10、th most scholars research habit and academic identity, that the aim of education is the source of the fundamental standard of education quality and “No sense does it make to take quality separate from aim.” 2 The Mainstay of the Supervision of Higher Education Quality Generally speaking, the mainsta
11、y of higher education refers to both parties. One is the acceptance party of higher education, that is, employers, social institutions or education administrative departments; the other is the bearers of higher education, that is, educator and educatee, as well as educational institutions themselves
12、. For a long time, our supervision on higher education lies largely in part of its acceptance, education administrators, which regulates and guides higher education institutions on policy aspects, such as school orientation, cultivation objectives and the needs of social service. In a similar way, d
13、ue to administrative liability and reputation, higher educational institutions 4monitor their education quality spontaneously, which is more in the fact of attracting students and financial support. Despite this, present quality supervision is more selective than all-sided. Therefore, in terms of TQ
14、M, total quality management, internal spontaneous quality supervision cant meet the needs of quality supervision in higher education any longer, which is also true to mere administrative act from education administrative departments. So supervision and control over whole process of higher education
15、via independent third parties emerges, which must make differences from former results evaluation. 3 The Reasons for Establishing Supervision and Control System of Higher Education Quality Why supervision and control system of higher education quality must be established is self-evident. Since 1980s
16、, the word quality has increasingly attracted widespread attention within higher education. Especially since late 1990s, peoples question on higher education quality has been increasing, with the sharp extension and further adjustment of chinas higher education followed by education resources per st
17、udent and difficulty in employment market. In some eyes, declination of education quality hasnt gone with the expansions of colleges 5and universities, while in other eyes, not. So the core benefit of supervision and control system of higher education quality lies in making higher education satisfyi
18、ng the people and promoting the development of economy and society. On one side, supervision and control system of higher education quality is able to unify the opinions of all the stakeholders together in terms of quality, and make education quality really meeting peoples expectation. On the other
19、side, the dam of to ensure higher education quality should be constructed by means of system design and quality supervision. There is some “practical vacuum of non-equivalent substitution of identity” in present supervision standard of higher education quality. So it is thought that quality supervis
20、ion mechanism of higher education is created to avoid above practical vacuum. ISO9000 is regarded as quality assurance model for enterprises and organizations, aimed at to increase their social recognition. The aim of the introduction of quality supervision mechanism to colleges and universities is
21、to increase their recognition in competition, for which university ranking is one of the examples. 4 Weaknesses of Supervision and Control System of Education Quality in Military Academies 6In every military academy, specialized agencies are established for the examination and evaluation over educat
22、ion quality, but in terms of the function of such agencies, their help for the improvement of education quality is more in Administrative statistical level than in practice, and such agencies havent been at work fully in supervision, steer, evaluation and feedback. This lies in that teachers career
23、development is directly connected with technical title evaluating, rank promotion, teaching remuneration, instead of with supervision over education quality. Therefore, some departments intentionally sort those without urgent above needs in the last in order to protect and help those with needs. Con
24、sequently, the information we obtain from evaluation and supervision over teaching quality is inaccurate, even of fraud, which is less persuasive and results in misunderstanding and discontent on the education quality inside military academies. 4.1 The means of evaluation on education quality of mil
25、itary academies lacks in variation, which is always undertaken in the way of sampling and questionnaire. At present, in exterior aspect, supervisory system of education quality in military academies mainly adopts the form of questionnaire or survey, that is to say that direct 7supervision or that at
26、 the sport is scarce, while in interior aspect, supervision lies more on the evaluation of teachers teaching attitude, content, efficiency, means and methods, rather than the intact structure of some curriculum, and the degree of its correspondence to the basic standard of cadets cultivation goal. S
27、o the credibility and validity of the evaluation of education quality, and is essential indication are intact in fact. 4.2 Education process is out of control, because supervision on education quality lays too much emphasis on result. Present evaluation system in military academies is similar to tha
28、t in civilian college or universities, which is inclined to evaluate in the standard of a certain status of schooling and lacks in a systematic evaluation on the overall process of education, for example, every university ranking popular in present China regards matriculate quality which is represen
29、ted by the results of entrance examinations as well as related ranking and graduate quality which is presented by the passing rate of College English Test and other national or local tests and one-time employment rate as two most important evaluation elements. Apparently, such deficiency of attribut
30、ion 8further causes the fuzzy evaluation on educating or teaching quality and is apt to arouse peoples concern and care about the process of educating and teaching. 4.3 Deficiency in system design leads to insufficiency for detailed evaluation results to support each other. There is always an emerge
31、nce of volatile situation on current educating and teaching evaluation. 4.4 The vacancy of evaluation leads to distortion of supervision over educating and teaching quality. As was talked above, evaluation over educating and teaching quality in military academies is mostly undertaken by themselves,
32、and the feedback from military and civilian establishments on it is more than insufficient, so that it is difficult for military academies to improve their education quality pertinently in the way of taking satisfying achievement on education objectives, curriculums, majors and other aspects. 5 Two-
33、tier Based on System and Relationship Arrangement : a Theoretical redesign on Education Quality Supervision Mechanism in Military Academies System arrangement refers to motivating peoples activeness and adjusting various mechanisms reasonably, so that every social factor properly runs. During the co
34、urse of 9reestablishing quality supervision mechanism of military academies, it is necessary to take into account the social functions undertaken by military academies, which are also the mission of fostering military personnel of a new type who are high-quality both politically and professionally.
35、Military academy education must be directed by strengthening armed forces with science and technology, and with informationalization, whose start point and essential destination is improving country with education and peoples satisfaction. In order to make the start point of quality supervision in m
36、ilitary academies match and interact well with the mission undertaken by these academies, military academy education must dedicates itself to the serve military modernization and high-caliber military personnel cultivation in the mission of knowledge inheritance, building strong military through sci
37、ence and technology, national defense and serve local development. Relationship arrangement refers to put the whole process of education and teaching of military academies into the range of quality supervision, for the sake of a maximization of quality and benefit. Therefore, in our opinion, in orde
38、r to maximize the revenue of the education quality of military academies, it 10is a must to regard the objective of military academies as starting point and ultimate reality. To be exact, it means to combine the essential functions of military academies with the approach to and the benefit of realiz
39、ing those functions, and to combine the internal quality supervision mechanism of military academies with the external quality supervision mechanism including modernization of armed forces, the need of national defense and the superior department of military academies, and the credibility, validity
40、and controllability of military academies themselves is particularly important. So, education quality supervision becomes one of their internal need of military academies, and the important component of the reform and development of military academies. On this, our theoretical framework of education
41、 quality supervision of military academies is shown as below. It is supposed to say that the objective of higher education plays a central role in the whole of quality supervision system of higher education where the system design, work division, examination and evaluation of education quality are all based on the standard of expectation on their graduates and the orientation of their social functions. So, the dam of higher education quality is constructed with the joint efforts of the evaluation from
