Role of total quality management in technical and vocational education in yemen

Abstract

This study aimed to identify the reality of knowledge and application of Total newlineQuality Management standards in technical education and vocational training newlineinstitutions in Yemen, as seen by faculty members and students. newlineThe study problem can be stated in the following main question newlineTo what extent the application of Total Quality Management standards in newlinetechnical education and vocational training institutions in Yemen, as seen by faculty newlinemembers and students? newlineThe researcher has conducted a practical study that targeted two key elements in newlinethe educational system, that is, teachers and students. The researcher formulated two newlinequestionnaires sent to each of the teachers and students. The questionnaires focused newlineon five main aspects of the total quality from the educational perspective. These newlineaspects are quality of management, quality of students, quality of teachers, quality of newlinethe curriculum, and quality of infrastructure. newline220 forms have been distributed to the teachers with the relevant mean values newlinewhere they were fully recovered with 87% response rate. newline370 forms have been distributed to students with the relevant mean values where newlinethey were fully recovered with 97% response rate. newlineTo make sure that the veracity of the tool and the persistence of statistical and newlineeducational ways are appropriate, as the value of stability of the total score Cronbach newlinealpha coefficient according to the equation for the degree of knowledge (0.90) for newlineteachers and coefficient of reliability of the total score according to the equation newlineCronbach alpha degree of knowledge for students (0.92) a high value. Data were newlineanalyzed mediated (SPSS) computer using the Statistical Package for the Social newlineSciences in the light of the results that the study has reached: newline1. The degree of application of Total Quality Management standards in technical newlineeducation and vocational training institutions in Yemen, as seen by faculty newlinemembers in all areas, it has come at an average of (2.54) and with the newlinepercentage of (50.8%). This indicates that the