This book explains what Students' Quality Circles (SQC) are, how they function, key constraints and issues in implementation, and possible solutions to make it a valuable co-curricular activity. It showcases how Quality Control Circle (QCC) is reengineered with the sole purpose of prosocial personality development of students at their early age. It is a research outcome which depicts the direction of the education system toward character building rather than only developing knowledge and skills. The logical sequence of presentation of the book is ‘why,’ ‘what,’ and toward the end, ‘how’ SQC in education. The book satisfies four hierarchical levels of readers. The first level is of educationists and national policy makers who may take up SQC as an important approach of the education system in their country for prosocial personality development of students and thereby targeting to produce quality citizens in the future. At the second level are chief executives or managers of educational institutes who may identify the potential of SQC approach for developing the positive personality of their students. Teachers and SQC facilitators are at the third level, and they can use the book to train and educate their students while initiating and promoting SQC activities at their institutes. And finally, at the fourth level obviously are students who may refer to this book from time to time and practice SQC on their own for self-development and empowerment.

It is an attempt to infuse the concept of quality circles in education. Among the many techniques of quality enhancement, Quality Circles are envisaged as a valuable one. The book explains in a simple manner the concept of Quality Circles in education. It is presented in two parts-the first part deals with conceptual understanding of Quality Circles and the second part with the hands on practical experience.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Using case studies from the full range of educational institutions, this book, originally published in 1994, provides an analytical overview of the quality debate in British education, illuminating the evolution of one of the most prevalent and forceful cultural phenomena in contemporary education at the time. Lessons are learned from quality improvement in industry and public service, and the case studies show how procedural approaches like TQM, IIP and BS 5750 are being adapted to the educational context. Directed towards all involved in educational management, the book is of particular value to those responsible for initiating and monitoring quality improvement in their institutions.

This book deals with an experiment towards excellence in education with a means to solve issues revolving around the teaching-learning process. It reflects a means to promote problem-solving issues as SIX SIGMA PROJECTS through the concept of TEAM MANAGEMENT through generation of ideas via BRAINSTORMING. The book highlights the importance of QUALITY as a habit towards getting fame for the school. The book is replete with ample lectures and case studies from participation at various Quality Conventions at Japan, China, Mauritius, Phillippines, Sri Lanka, as well as Nepal apart from various training sessions around the country.

This volume represents the proceedings of the Second International Conference on Innovation through Knowledge Transfer, InnovationKT’2010, organised jointly by KES International and the Institute of Knowledge Transfer, and taking place in Coventry, UK on 7&8 December 2010. Featuring world-class invited speakers and contributions from a range of backgrounds and countries, the conference provided an excellent opportunity to disseminate, share and discuss the impact of university-business interaction through knowledge transfer in all its forms. There were two main motivations in initiating the Innovation through Knowledge Transfer series. The first aim was to provide the chance for publication on a subject where few opportunities exist already. The second motivation was to foster the development of a community from the diverse range of individuals practicing knowledge transfer. It is becoming clear that the delegates of the conference are drawn from a diverse community of practice. InnovationKT’2010 has succeeded in bringing together contributions from both the academic and practitioner sections of the knowledge transfer community. The programme contained seven invited keynote talks, 40 oral presentations grouped into eight sessions, and one interactive workshop. The proceedings contain 29 chapters drawn from this material. There were 91 registered delegates drawn from 10 countries of the world. The field of knowledge transfer is still immature, but these proceedings demonstrate that InnovationKT conference is making a significant contribution to its academic development.