INTERNAL QUALITY ASSURANCE AND DEVELOPMENT GUIDELINES BASED ON IDDHIPADA 4 IN CHARITY SCHOOLS OF BUDDHIST TEMPLES IN SURIN

Abstract

The objectives of this research were: 1) to study the quality assurance of Buddhist temple charity school in Suriname; 2) Compare the quality assurance of Buddhist temple charity schools in Suriname, and classify them according to gender, location and education level; 3) Put forward the development path of quality assurance in schools. In Surinam Buddhist Temple Charity School, 140 samples and 7 main providers were statistically analyzed by using mixed research methods, research tools, questionnaires and interviews. The quantitative data included percentage deviation, standard T test and F test, and the content data of qualitative research were analyzed.

The research results show that:

1) Results The overall quality assurance of education in Suriname Buddhist Temple Charity School was in a large degree, with an average of  ( =4.29, S.D.= 0.30) when considered separately, the first aspect  , and the educational standards of educational institutions are determined, which is found to be average to a great extent ( =4.49, S.D.=0.42) the second aspect, compiling the educational management development plan of educational institutions, which is found to be average to a great  ( =4.11, S.D.= 0.42 )  In the third , the  found that there is an average value  ( =4.49, S.D.= 0.42) the four aspect, Monitoring, evaluating and inspecting the quality of education in educational institutions   ( =4.32, S.D.= 0.40 In the fifth aspect, the follow-up actions taken to develop the quality of educational facilities according to educational standards found that there was an average value   ( =4.13, S.D.=0.35) In the SIX aspect, compiling the self-evaluation report of educational institutions ( =4.41,S.D.=0.40) In the seventh aspect, educational institutions constantly improve their quality and find that it is at a very average level  ( = 4.24,S.D.= 0.33)

2) The comparative results of educational quality assurance in Surinam Buddhist Temple Charity School are classified by gender, position and educational institution, and there is no significant difference in overall situation and department level. 05

3) Guidelines for the development of quality assurance within educational institutions. According to Impact Principle 4, there are 7 guidelines in 19 aspects in Surinam Buddhist Temple Charity School, as follows: (1) There are 3 guidelines for the standardization of education in educational institutions, namely: 1) Educational institutions should convene the school management committee of educational institutions to achieve national standards; (2) Educational institutions should cooperate with each other to formulate educational standards; Set a successful value goal; (3) Educational institutions should exert their influence and take it as a spiritual bond to realize love, satisfaction, determination, patience and determination; (2) There are three guidelines for formulating management development plans of educational institutions, among which one educational institution must appoint two educational institutions to formulate guidelines for quality development plans. In the implementation of the education management development plan, there are three criteria: the first criterion: educational institutions should formulate education management plans by appointing working groups every year, emphasizing participation in management; The second criterion: educational institutions should assign personnel according to their abilities, and everyone has face and is responsible for their work; Rule 3: Educational institutions should exert their influence; Rule 3: Raise awareness of the importance of standards of educational institutions; (4) In evaluating and monitoring the quality of education, there are three internal guidelines for educational institutions: first, educational institutions adopt PDCA quality process when evaluating, monitoring projects and monitoring internally; Second, educational institutions must raise awareness of the importance of evaluation; The role of appraisers; Develop knowledge and skills related to assessment; Third, educational institutions should exert their influence and exert their influence; Fourth, the detailed contents of various criteria such as love, satisfaction, seriousness and patience; Third, educational institutions should monitor the results according to the objectives of different methods; Fifth, in terms of monitoring, in order to improve the quality of educational institutions, three criteria are adopted: first, educational institutions must clarify through meetings and establish a common consciousness; Second, determine the path of sustainability. There are two ways to continuously improve the quality of education, namely: first, educational institutions should involve local communities, institutions or organizations in school development and encourage and support the quality of education; Second, educational institutions should play a leading role, and play the roles of love, satisfaction, diligence, patience, determination and introspection in practical work, so as to establish networks and active participants and effectively improve the quality of education. These seven aspects can all play an influential role.