Research
Research in education

EQFI conducts research studies for schools through various methods, such as:

  • Quantitative & Qualitative research
  • Participatory research through Participatory Learning and Action (PLA) methods
  • Classroom observation for quality improvement in education issues
Excellence in schools – an EQFI study on quality

Education Quality Foundation of India researched and developed the criteria for performance excellence in education, placing primary focus on teaching and learning. A survey conducted across the country in six cities highlights the quality of school processes so that not only is there an alignment in school activities, but it also impacts all the teaching learning processes and helps in transforming individual learners in the desired direction.

Introduction

An important landmark of EQFI is the development of self-assessment quality assurance document. Keeping in line with the vision and mission, a research survey was conducted by Education Quality Foundation of India to assess how schools view the quality parameters. The way in which a school organises learning for students, fosters leadership and engages its staff has a tremendous impact on teaching and learning. The professional culture of a school must be characterised by reflective, thoughtful and constructive practices and decision making which support student learning.

Design and objectives

The survey conducted included a combination of government (60%) and private (40%) schools from three metropolitan cities i.e. Delhi, Chennai and Kolkata and three emerging cities i.e. Pune, Hyderabad and Chandigarh.

The objectives of this survey were to assess how schools across the country view and respond to the following quality parameters – leadership in terms of governance, responsibility and ethics, strategic planning process, stakeholder needs, knowledge management, workforce engagement, process management and resource utilisation. The survey also aimed to gather information on the strengths and effective teaching practices adopted by sample schools.

Based on these quality parameters, a questionnaire was developed for school heads. The questionnaire consisted of open-ended questions, multiple response questions and single response questions. The data were collated to draw inferences.

Process management

Almost 80% of the schools determine their core competencies by taking feedback from students whereas 43% of the schools do this by analysing their data.

Many schools are applying a positive approach to improve their system by sharing successful strategies with the staff and reviewing their activities.

The need to look at the changing dimensions of school education and quality in all spheres should become the focus of the school management. Quality needs to improve and all stakeholders should be catered to.

Research projects
  • Pilot implementation of Technology Aided Learning (TAL)
  • SCIMA Digital Enhancement project
  • Nspired Learning Solutions
  • Teacher appraisals and assessment for NGOs in education
Research studies that will be undertaken in future

These are some of the topics in which research study will be conducted:

  • Psychological traits of student teachers.
  • Age level suitable for starting learning teaching.
  • Personality traits of successful teachers.
  • Changes taking place in teachers’ pedagogy, attitude towards learners and self-concept with their growth in age and experience.
  • Classroom behaviour of students and teachers.
  • Difference in learning achievements between CCE and non CCE complying schools.
  • Adequacy of the content of modules and materials used in CCE.
  • Teachers’ perception of the CCE work plan.
  • Changes in teaching learning process and classroom practices post implementation of CCE.
  • Constraints and problems, if any, faced by teachers in implementation of CCE in classrooms.
  • Onsite and offsite support needed by teachers in implementation of CCE in classrooms.
  • Effective and cognitive characteristics of student teachers of teacher training institutions/ units/ departments.
  • Development of profile of student teachers of teacher training institutions/ departments/ units.
  • Attitudes of student teachers towards the teaching profession.
  • Characteristics of student teachers with respect to their predictive validity in becoming effective teachers.