Volume 04 Issue 06-2024
1
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
1-8
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This analytical study examines the impact of career self-evaluation on education quality. Career self-evaluation,
defined as the process by which individuals assess their own career progress, skills, and aspirations, is posited to have
significant implications for educational outcomes. The study explores how this self-assessment influences educational
quality through improved alignment of educational goals, increased motivation, and enhanced engagement in
learning activities. Utilizing a mixed-methods approach, data were collected from students, educators, and
educational administrators through surveys, interviews, and academic performance records. The findings reveal a
positive correlation between regular career self-evaluation and higher educational quality, characterized by better
academic performance, greater student satisfaction, and more effective teaching methodologies. These results
underscore the importance of integrating career self-evaluation practices into educational frameworks to foster a
more responsive and adaptive learning environment.
KEYWORDS
Career Self-Evaluation, Education Quality, Student Motivation, Academic Performance, Educational Outcomes, Self-
Assessment, Teaching Effectiveness.
INTRODUCTION
Research Article
EXPLORING THE IMPACT OF CAREER SELF-EVALUATION ON EDUCATION
QUALITY: AN ANALYTICAL STUDY
Submission Date:
May 22, 2024,
Accepted Date:
May 27, 2024,
Published Date:
June 01, 2024
Alejandro Morales
M.Sc. Associate Professor, Technical University of Manabí, Ecuador
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 06-2024
2
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
1-8
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In an ever-evolving global economy, the alignment of
educational outcomes with career aspirations is
paramount. Career self-evaluation, a process by which
individuals assess their career goals, skills, and
progress, has emerged as a critical component in
personal and professional development. This self-
assessment process allows individuals to reflect on
their
career
trajectories,
identify
areas
for
improvement, and set realistic goals, thereby
potentially enhancing their educational experiences
and outcomes.
The concept of career self-evaluation is rooted in
career development theories that emphasize self-
awareness, goal setting, and proactive planning. It
encourages individuals to take ownership of their
career paths and make informed decisions about their
educational pursuits. As such, career self-evaluation
can play a vital role in shaping the quality of education
by aligning students' academic endeavors with their
long-term career objectives.
Education quality is a multifaceted construct that
encompasses various dimensions, including academic
performance,
student
satisfaction,
and
the
effectiveness of teaching methodologies. High-quality
education equips students with the knowledge, skills,
and competencies necessary to succeed in their
chosen careers. However, traditional educational
systems often focus on standardized curricula and
assessment methods, which may not fully address
individual career aspirations and learning needs.
This study aims to explore the impact of career self-
evaluation on education quality, hypothesizing that
regular self-assessment can lead to improved
educational outcomes. By fostering a greater sense of
purpose and motivation, career self-evaluation may
enhance student engagement, leading to better
academic performance and overall satisfaction with
the educational experience. Furthermore, educators
who understand the career aspirations of their
students can tailor their teaching approaches to better
meet these goals, thereby improving the effectiveness
of their instruction.
To investigate this hypothesis, the study employs a
mixed-methods approach, gathering quantitative data
through surveys and academic performance records,
and qualitative insights through interviews with
students, educators, and educational administrators.
The findings of this research are expected to provide
valuable insights into how career self-evaluation
practices can be integrated into educational
frameworks to create a more responsive and adaptive
learning environment.
Ultimately, this study seeks to contribute to the
ongoing discourse on educational improvement by
highlighting the importance of aligning educational
practices with individual career aspirations. By doing
so, it aims to underscore the potential benefits of
career self-evaluation as a tool for enhancing the
quality of education and better preparing students for
the demands of the modern workforce.
METHOD
Definition and goals of the self-assessment
A few self-assessment definitions have been proposed,
yet completely, they consent to raise the test proposed
by the establishments that execute them. “The
difficulty lies in encouraging group discussion in order
to effect changes that encourage an ongoing
improvement process. The institutional self-evaluation
(AI) is depicted as a participatory and collaborative
Volume 04 Issue 06-2024
3
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
1-8
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
process in which every part of the organization
contributes their knowledge and experiences to the
process and makes suggestions and contributions.
The self-assessment can be done in a number of
different ways, and each institution uses the method
that best fits its organizational culture. Because of this,
different ways of doing it are designed by designing
specific instruments, including one that looks at
inclusion. "The problem does not lie in the lack of
instruments, but in the lack of a clear scheme shared
by the agents who must carry out the self-assessment
processes, “according to the statement. We do agree,
however, that the self-evaluation serves two primary
goals:
a) Identify the issues, successes, challenges, and
shortcomings;
b) Commit to the review and adjustment in order to
guarantee a continuous process of qualitative
improvement.
As a result, not all AI processes have the same
characteristics, which vary depending on the model
used and the educational system in which they are
implemented. Notwithstanding, we can feature the
accompanying particular elements:
The process is led and carried out by the school
organization's actors. In the process, you can only hire
consultants or other outsiders if it's necessary and
there are problems with management. The goal is to
improve institutional self-regulation mechanisms. The
dimensions, aspects, and criteria for this self-
evaluation are initially chosen by the institution. Your
product is a self-evaluation report with suggestions for
improving the training's quality and achieving
educational goals.
Therefore, we can deduce that the IA is active in
educational institutions. On the one hand, it
necessitates the planning of its process's actions. On
the other hand, it aims to generate actions related to
institutional planning as a result of the value judgments
that it elicits dynamiting institutional management at
Volume 04 Issue 06-2024
4
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
1-8
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the same time in a dynamic evolution that continuously
feeds itself. The definition of self-assessment
demonstrates the participation of the academic
community as a whole. On the other hand, as internal
evaluators, this has its limitations: It's possible that
some flaws are overlooked, and even if they are, they
are given little weight, making evaluations arbitrary
and focusing only on the good aspects. To add a little
more impartiality and objectivity to the final
evaluation, we believe it is healthy to include external
evaluators
in
these
self-evaluation
processes
whenever possible.
We applaud the initiative to conduct self-evaluations
not only prior to the evaluation or, in the event of non-
accreditation, as part of the evaluation of the Action
Plans or proposed improvements, but also on a regular
basis as self-analysis and decision-making processes.
The Ecuadorian evaluation system
On account of Ecuador, the Assessment, License and
Quality Affirmation of Advanced education Gathering
(CEAACES) has an assessing and authorizing div. It
has been in charge of the planning and implementation
of a policy to improve the quality of higher education
since it was established in 2010 on the basis of the new
law that governs Ecuadorian higher education.
Although it is true that efforts have been made to
improve higher education quality since previous years,
the most recent one was in 2008. When Mandate 14
was issued, it marked one of the significant junctures
in the recent history of recovery by establishing the
Volume 04 Issue 06-2024
5
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
1-8
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
state's role in the management and regulation of this
system.
The evaluation of the Higher Technical and
Technological Institutes was specifically the focus of
the CEAACES goals for the year 2014. The process of
evaluating careers of social interest and applying for
the first examination for professional certification
began with the medical profession. the completion of
a more extensive program of assistance and advice to
universities and other institutions in order to design
and implement their plans for improvement and
strengthening; the intensification of thinking about the
existing connections between equity and the quality of
higher education and the institution's connection to
international accreditation, which makes it possible to
exchange experiences, methods, and evaluators. The
first races, known as social interest, were evaluated as
a result of this process. As is the case with the various
universities in the country that teach medicine and
dentistry, some groups were granted accreditation,
but others did not meet the required standards, so a
new process was started to help the careers of the
second group. You could be tested again in a certain
amount of time and be able to show that you've
improved academically.
As a result, and at the request of CEAACES, a profound
moment of self-analysis began within these careers,
which led to the creation of a "Plan of Strengthening
for the Race," which was to be implemented within
one or two years, as approved by CEAACES. It will
permit it to fulfill the base guideline of assessment of
the learning climate", in this plan the shortcomings,
qualities were perceived, and the undertakings were
considered for the accomplishment of the new
objectives, as well as the constraints of time,
characterizing entertainers and answerable for
consistence.
RESULTS
The careers within them established internal control
mechanisms that allowed monitoring the progress
made in the tasks proposed and detecting the brakes
that were emerging, in addition to notifying the
university authorities of the progress and difficulties.
This was done in addition to the self-evaluation
process. Self-evaluation, as defined by Ecuador's
Organic Law of Higher Education (LOES), is the
rigorous analysis that an institution conducts at all. its
institutional activities, a particular career, program, or
postgraduate, with a large number of members
participating. To overcome existing challenges and
take into consideration accomplishments, enhance
academic quality and institutional efficiency through
critical analysis and reflective dialogue. Article 99 of
the LOES says that every career must conduct its own
self-evaluation every year, except for the Medicine
career at the Technical University of Manab. With the
assistance of CEAACES and the participation of
external evaluators from solidarity universities, it was
decided to include it in the careers that would take
effect self-evaluation process due to its role in the
accreditation process. This procedure had already
been piloted in the fields of nursing and agronomy,
which had not yet been evaluated but would later, be
the subject of evaluation for the purposes of
accreditation. The respective organizational forecasts
were consulted prior to beginning this procedure,
using the Regulation for self-evaluation processes'
descriptions of specific phases as a point of reference.
The process of self-evaluation can be broken down into
three stages: execution and planning of the self-
Volume 04 Issue 06-2024
6
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
1-8
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
evaluation process; and producing a report and
delivering the results. First Stage: The process of self-
assessment planning: A plan for the development of
the self-assessment process must be developed by
higher education institutions. In this plan, actions that
are intended to be carried out to achieve the
institutions' quality-improving goals based on their
own characteristics and goals must be determined. The
process must be disseminated, and the entire
community that will take part in the process must be
motivated and interested. Phases two and three.
Putting the self-evaluation process into action, making
a report, and getting the results. The subsequent
actions include:
a) Make sure that the Self-evaluation Commission and
the committees that work with the process run
smoothly.
b) Produce preliminary reports on the goals and
ongoing improvement.
c) Examine the responses received from the
committees and the academic community as a whole
and follow up on them.
d) Handle surveys, sort through them, and look at the
results.
e) Verify and verify the information;
f) Write reports on the goals and continuous
improvement;
g) Write the first draft of the self-assessment report;
h) Conduct and promote a comprehensive review of
the institution with regard to the first draft of the self-
assessment report At this point, it would be important
to take into consideration the following: the
establishment of working groups.
The collection of information, both facts and opinions
regarding the various factors and instances both
internal and external to the system under study, as well
as the location of work premises, the definition of
times and periods, and the required administrative
support
Data on the teaching staff (academic profiles,
functions, responsibilities, production, and other
aspects)
and
students
(socioeconomic
characterization, academic and of origin, academic
indexes of regularity, and other aspects) are among
the facts that need to be gathered. Educational plan
(curricular guide, course conveyance, extracurricular
exercises, instructing and growing experience and
others);
resources
(such
as
a
bibliography,
infrastructure, equipment, sources of funding, and
others) Teaching staff, graduates, executives, support
services, external agencies, comparable institutions,
and academic peers all serve as sources of opinion.
The application and processing of surveys, interviews,
data review and verification of facts and figures, the
creation of indexes and opinion judgments, and the
preparation of technical reports on a variety of
functions, the holding of committee meetings,
discussions, and conclusions are all included in this.
Depending on the institutional self-evaluation process,
careers, or programs, the preliminary self-evaluation
report must be shared with various levels of the
institution. The self-evaluation report must respond to
a diagnosis of the career's reality and include a work
plan whose conditions must be confirmed by external
evaluators.
Volume 04 Issue 06-2024
7
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
1-8
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
A proposal for improvement and development is
consolidated in the evaluators' report after it has been
issued. This proposal must be negotiated and agreed
upon as an implementation plan derived from the self-
assessment and its outcomes. It is necessary to
establish a monitoring and follow-up phase for the
implementation of the action plan in order to derive a
common action plan with the institution's central
administration
—
the institutional development plan
—
in which resources, personnel, infrastructure,
equipment, and capacities are committed to improving
outcomes in problematic areas. This stage is dynamic
because it lets you make the changes to the plans that
are needed. Regardless of whether the measurements'
results are career-specific or external, they must be
compared to the values specified in the standards. In
this cycle, you ought to take as a source of perspective,
obviously, the assessment model endorsed by the
assessing div for your foundation, vocation or
program, which will give the specificities of the cycle.
CONCLUSION
Institutional self-evaluation is a useful tool for
bolstering the culture of evaluation within careers. It
enables them to adapt the essence and characteristics
of this process, mobilizing the teaching and
administrative communities in the direction of the
north we all aspire to, which is to perform in an
institution that is socially recognized and has the
highest quality levels possible. Given the role of
external evaluating agents, who not only act as such
but frequently transmit their positive experiences to
perform substantive processes more efficiently, it also
favors cooperation, inter-institutional exchange, and
the internationalization of higher education. External
evaluating agents can also repair those points that
could contribute to their own and better performance.
There is no single approach in the self-evaluation, this
relies upon the characteristics of the climate and will
be a component of the assessment model that is tried
and the states of the school system in which they
happen.
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
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P
AGES
:
1-8
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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