Quality Assessment for School Under the CONNEXT ED Foundation Aligned to the Digital Age Concept That Responds to Global Change
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Abstract
This qualitative research aims to evaluate the quality of schools under the CONNEXT ED Foundation, using Key Performance Indicators (KPIs) and the CONNEXT ED School's 360-degree framework, both developed based on the Digital Age Concept that responds to global changes. A purposive sampling method was applied, targeting ten schools that met the specific criteria of being small-sized and supported by educational resources from partners who established the CONNEXT ED Foundation. Data was collected through checklists, semi-structured interviews, and focus groups of 220 participants, including students, community members, parents, school committees, teachers, and school directors.
According to the quality assessment of schools under the CONNEXT ED Foundation based on the Digital Age Concept that responds to global changes, the research results revealed six indicators. First, students have made significant strides in their academic performance, particularly in future skills and sustainable development. However, further development is needed in English, typing, and safe technology use. Second, community involvement is evident between the government and private sector, especially in promoting local cultural identity-related skills. However, there is a pressing need for improved communication to enhance collaboration and ensure efforts are aligned and effective. Third, teachers effectively utilize resources for active and action-based learning. However, more support staff, such as ICT talent officers, and professional development is crucial. Fourth, school directors effectively manage and utilize resources but need to develop digital-era competencies, particularly flexible administration. Fifth, curriculum and teaching have been purposefully designed to promote digital age learning through local curricula and activities, but there should be a greater focus on the effective integration of ICT. Sixth, the infrastructure of most schools has sufficient resources but must improve their ICT skills in administration and learning.
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