Suchergebnisse

ABSTRACTAlthough role‐plays can be effective teaching tools for buyer‐supplier negotiation, learning can be somewhat limited because typically novices are negotiating with each other. We describe how we collaborated with a corporate partner, CACI International, to develop and implement a repeatable sourcing and negotiation role‐play that helps to address this limitation. The role play, used in a dual listed undergraduate/MBA strategic sourcing course, covers the sourcing process from strategy development, solicitation, bidding, negotiation, and supplier selection for security services. The unique aspect of the role play is that CACI supply managers assume the role of suppliers throughout the activity including during phone negotiations with student teams. Content analysis of student reflections and a student survey show that the highest degree of perceived learning from the role‐play was in the negotiation. Ways to modify the role‐play approach when you do not have strong corporate partnerships are discussed.

Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O'Keefe (University of Prince Edward Island)Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children's learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators' and preschool teachers' professional identities and practice. For example, critical and supported reflection (Thomas & Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, & Raes, 2016), collaborative and empowering practice (Helterbran & Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.While there appears to be consensus in the literature around what needs to be done, and even around how it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, & Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:How can professional learning be conceptualised?How do we build and maintain effective partnerships to foster professional learning?What strategies for transformative community mobilization might be shared?How can innovative strategies be applied on a wider scale?How might taken-for-granted professional learning and evaluation practice be disrupted?What story about professional learning do you need (or want) to tell?How has your community been transformed through a particular activity, event, or practice?How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?Where might we be in 5, 10, or 15 years through such endeavours?We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. Submissions are due August 1, 2017 and should be submitted as per Journal of Childhood Studies submission guidelines. ReferencesCampbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, & K. Steffensen (2016). The state of educators' professional learning in Canada. Oxford, OH: Learning Forward.Canadian Child Care Foundation [CCCF], (2016). An Early Learning and Child Care Framework for Canada's Children. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdfColmer, K., Waniganayake, M. & Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders?, Australasian Journal of Early Childhood, 39(4), 103-113.Helterbran, V.R. & Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. Early Childhood Education Journal, 31(4), 267-271.Lazarri, A., Picchio, M., & Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners' professionalization in the Italian context. Early Years: An International Research Journal, 33(2), 133-145.Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). Research on ratios, group size, and staff qualifications and training in early years and childcare settings. London: University of London.Penn, H. (2009). Early childhood education and care: Key lessons from research for policy makers. Brussels: Nesse.Prochner, L., Cleghorn, A., Kirova, A., & Massing, C. (2016). Teacher education in diverse settings: Making space for intersecting worldviews. Rotterdam, The Netherlands: Sense Publishers.Thomas, S., & Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. International Journal of Early Childhood Special Education, 5(1), 1-14.Vandenbroeck, M., Peeters, J., Urban, M. & Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban & J. Peeters (Eds.) Pathways to Professionalism in Early Childhood Education and Care, (pp. 1-14). London: Routledge.Vangrieken, K., Dochy, F., & Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal Of Psychology Of Education - EJPE (Springer Science & Business Media B.V.), 31(3), 275-298. doi:10.1007/s10212-015-0279-0

Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O'Keefe (University of Prince Edward Island)Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children's learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators' and preschool teachers' professional identities and practice. For example, critical and supported reflection (Thomas & Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, & Raes, 2016), collaborative and empowering practice (Helterbran & Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.While there appears to be consensus in the literature around what needs to be done, and even around how it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, & Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:How can professional learning be conceptualised?How do we build and maintain effective partnerships to foster professional learning?What strategies for transformative community mobilization might be shared?How can innovative strategies be applied on a wider scale?How might taken-for-granted professional learning and evaluation practice be disrupted?What story about professional learning do you need (or want) to tell?How has your community been transformed through a particular activity, event, or practice?How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?Where might we be in 5, 10, or 15 years through such endeavours?We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. Submissions are due August 1, 2017 and should be submitted as per Journal of Childhood Studies submission guidelines. ReferencesCampbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, & K. Steffensen (2016). The state of educators' professional learning in Canada. Oxford, OH: Learning Forward.Canadian Child Care Foundation [CCCF], (2016). An Early Learning and Child Care Framework for Canada's Children. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdfColmer, K., Waniganayake, M. & Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders?, Australasian Journal of Early Childhood, 39(4), 103-113.Helterbran, V.R. & Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. Early Childhood Education Journal, 31(4), 267-271.Lazarri, A., Picchio, M., & Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners' professionalization in the Italian context. Early Years: An International Research Journal, 33(2), 133-145.Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). Research on ratios, group size, and staff qualifications and training in early years and childcare settings. London: University of London.Penn, H. (2009). Early childhood education and care: Key lessons from research for policy makers. Brussels: Nesse.Prochner, L., Cleghorn, A., Kirova, A., & Massing, C. (2016). Teacher education in diverse settings: Making space for intersecting worldviews. Rotterdam, The Netherlands: Sense Publishers.Thomas, S., & Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. International Journal of Early Childhood Special Education, 5(1), 1-14.Vandenbroeck, M., Peeters, J., Urban, M. & Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban & J. Peeters (Eds.) Pathways to Professionalism in Early Childhood Education and Care, (pp. 1-14). London: Routledge.Vangrieken, K., Dochy, F., & Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal Of Psychology Of Education - EJPE (Springer Science & Business Media B.V.), 31(3), 275-298. doi:10.1007/s10212-015-0279-0

Schools of architecture have recently converted the former Final Degree Project into a one-year 'enabling' master's degree. This is a collateral effect of adapting Spanish university studies to the European legislative framework. Faced with this challenge, the Escola Tècnica Superior d'Arquitectura del Vallès (ETSAV) proposed the implementation of a teaching model that would allow students to learn based on the experience of interaction with 'the people' and construction experimentation. On a methodological level, the article reviews the theoretical basis related to this model based on the condition of an open process, physical experimentation and social return. It also makes a critical approach of the three first years of the master's degree to identify and review the teaching tools implemented, the subjects being researched and the contradictions that emerge. It concludes by evaluating the results obtained and identifying the need to balance learning between psychosocial competences and construction and technological competences, representing the main challenge and potential complexity of the service-learning projects conducted by the ETSAV's 'enabling' master's degree. ; Las escuelas de arquitectura han convertido recientemente el antiguo Proyecto Final de Carrera en un Máster 'habilitante' de un año de duración; un efecto colateral de la adecuación de los estudios universitarios españoles al marco legislativo europeo. Ante este reto, la Escuela Técnica Superior de Arquitectura del Vallés (ETSAV) planteó implementar un modelo docente que permitiera un aprendizaje desde la experiencia de la interacción con 'la gente' y la experimentación constructiva. A nivel metodológico, el artículo revisa la base teórica relacionada con este modelo basado en la condición de proceso abierto, de experimentación física y de retorno social. Además desarrolla un recorrido crítico por los tres primeros años de funcionamiento para identificar y revisar las herramientas docentes implementadas, los temas objeto de investigación y las propias contradicciones emergentes. Se concluye evaluando los resultados conseguidos e identificando la necesidad de equilibrar los aprendizajes entre competencias psicosociales y competencias constructivo-tecnológicas, principal reto y complejidad potencial de los proyectos de aprendizaje-servicio conducidos por el máster 'habilitante' de la ETSAV.

AbstractThis paper discusses how innovations in public sector AI-based services must comply with the Artificial Intelligence Act (AI Act) regulatory frameworks while enabling experimentation and participation of diverse stakeholders throughout the Artificial Intelligence (AI) lifecycle. The paper examines the implications of the emerging regulation, AI regulatory sandboxes and Machine Learning Operations (MLOps) as tools that facilitate compliance while enabling co-learning and active participation of multiple stakeholders. We propose a framework that fosters experimentation with automation pipelines and continuous monitoring for the deployment of future public sector AI-based services in a regulatory-compliant and technically innovative manner. AI regulatory sandboxes can be beneficial as a space for contained experimentation that goes beyond regulatory considerations to specific experimentation with the implementation of ML frameworks. While the paper presents a framework based on emerging regulations, tools and practices pertaining to the responsible use of AI, this must be validated through pilot experimentation with public and private stakeholders and regulators in different areas of high-risk AI-based services.

Foreign language learning situations are vulnerable to anxiety arousal and 'speaking' is reported to be one of the most anxiety-provoking skills. Keeping in line with this, the present study attempts to examine the level of speaking anxiety experienced by in-service English teachers in their role as students of MPhil/Ph.D. The study also aims at demystifying the major anxiety-evoking factors and the effect of some demographic features on FLSA. To this end, a small-scale survey from 30 in-service English teachers from two districts (Lahore & Multan) of Punjab was undertaken. Data were analyzed using SPSS 23. The findings of descriptive statistics revealed that most of the participants faced a medium level of speaking anxiety with their belief to speak better English at this stage which contributed to arouse their speaking apprehension, followed by fear of presenting in front of the class and finally fear of making mistakes. The results of the Independent sample t-test and Pearson rank correlation coefficient indicated that FLSA had a negative correlation with gender and district whereas a positive correlation was found with teaching experience. Based on the findings, the researcher recommends that to alleviate the debilitating effect of speaking anxiety both teachers and students should be made cognizant of the priority of speaking skill which in turn can guarantee better learning outcomes.

Customers are a knowledge resource outside of the firm that can be utilized for new service success by involving them in the design process. However, existing research on the impact of customer involvement (CI) is inconclusive. Knowledge about customers' needs and on how best to serve these needs (articulated in the service concept) is best obtained from customers themselves. However, codesign runs the risk of losing control of the service concept. This research argues that of the processes of external knowledge, acquisition (via CI), customer knowledge assimilation, and concept transformation form a capability that enables the firm to exploit customer knowledge in the form of a successful new service. Data from a survey of 126 new service projects show that the impact of CI on new service success is fully mediated by customer knowledge assimilation (the deep understanding of customers' latent needs) and concept transformation (the modification of the service concept due to customer insights). However, its impact is more nuanced. CI exhibits an "∩"-shaped relationship with transformation, indicating there is a limit to the beneficial effect of CI. Its relationship with assimilation is "U" shaped, suggesting a problem with cognitive inertia where initial learnings are ignored. Customer knowledge assimilation directly impacts success, while concept transformation only helps success in the presence of resource slack. An evolving new service design is only beneficial if the firm has the flexibility to adapt to change.

AbstractA large component of development aid in the past has been in the form of scholarships for officials and managers to attend short and long training programmes in the west. However, it has increasingly been felt that the impact of such programmes is limited, and hence the donor community is placing increased emphasis on 'projectized' training programmes, i.e. training that is geared to specific development projects in a particular country. This shift has implications for the nature of the training, the learning processes involved and the roles of trainers. This article explores these issues, firstly reviewing the debate between 'open' and 'projectized' training, and then going on to report on a case study involving a 'projectized' learning event run for the Nigerian Civil Service as part of its Civil Service reform programme. The case study explores the main differences between 'open' and 'projectized' training, demonstrates some of the potential problems with 'projectized' learning and, where appropriate, suggests solutions and offers a number of practical suggestions for trainers to consider for operating in an increasingly 'projectized' training scene.

In this project I explore the literature on newcomer families' experiences and perceptions in raising children with developmental delays in Canada. In addition, I examine the aspects many newcomers to Canada experience related to immigration which may present as barriers to accessing services, including language and belief systems. Theoretical frameworks that guide this project include socio-cultural theory, ecological systems theory and social learning theory. I also draw on communities of practice framework (CoP) that is grounded on social learning theory. This project explores the extant literature that examines newcomer families' perceptions, values, and beliefs about their children with developmental delays. Additionally, I draw on the extant literature on health literacy—people who possess the ability to read and comprehend health promotion information. Likewise, I draw on the notion of cultural competency—service providers who practice cultural competency possess the ability to value others' views of the world. Included in the literature review is an examination of strategies that work for newcomers when seeking-services. Therefore, I point to how early intervention services, education, and government agencies need to become aware of newcomers' unique perspectives and experiences in order to facilitate and encourage families in seeking early intervention for their children. To address these potential barriers, I propose ways to practice culturally sensitive services at a community level. I include recommendations that early intervention, education and social services adopt the findings from health literacy literature as an approach to address barriers associated with newcomers seeking-services. ; Education, Faculty of ; Reviewed ; Graduate

The Government of Indonesia has introduced many reforms to improve the quality of education but learning outcomes have continued to lag. Improving the quality of education has been especially challenging in rural and remote areas. Starting in 2016, the World Bank supported the Government of Indonesia's efforts to promote social accountability to improve teacher performance in remote areas through KIAT Guru. This report provides qualitative insights on how an innovative social accountability model resulted in significant improvements in learning outcomes. The study finds social accountability is more effective when it is linked with a strong and objective enforcement mechanism. KIAT Guru combined a social accountability mechanism (SAM) with a pay-for-performance mechanism (PPM) to improve teacher presence, teacher service performance, and student learning outcomes in remote schools. This report focuses on the results of the qualitative study of the nine case study schools. The nine schools were in three of the five pilot districts: Ketapang, Landak, and Manggarai Barat. The qualitative data collected through the case studies of the nine schools complements the quantitative measurements of the impact of KIAT Guru. The data collected by the qualitative researchers indicate that implementation of the KIAT Guru project had a strong and pervasive impact on the nine schools included in the study. The researchers concluded that in all nine locations, the quality of teaching and school-community relations improved over the course of the project. The researchers concluded that the positive outcomes of KIAT Guru outweighed the challenges that surfaced in the communities they studied. The results from the qualitative study of KIAT Guru indicate that social accountability linked to pay based on teacher presence (SAM+Cam) shows the greatest potential for leveraging change in teacher behavior.

PurposeThe goal of this research is first to investigate the outsourcing needs of small and medium enterprises (SMEs) in each of the following HR sub‐processes: recruiting, training, HR administration, payroll, and benefit processes. Then, the outsourcing needs are analyzed against the characteristics of the companies such as company size, operating environment, culture and information technology maturity. Lastly, integrated business process outsourcing (BPO) service models are developed according to the characteristics of the company.Design/methodology/approachTo fulfil the objective of this research, the questionnaire is used to assess the outsourcing needs of the companies. The data collected by questionnaire are analyzed against the characteristics of the companies. Then integrated BPO service models are developed based on the analysis of the questionnaire data and the interviews with HR managers. This study used both quantitative and qualitative methodologies.FindingsThis study suggests BPO service industry with two different service models: partially integrated model where e‐recruiting and e‐learning are integrated and fully integrated model where all of the HR‐subprocesses are integrated.Originality/valueAs BPO is expected to be booming in the next few years, this study helps BPO service industry to better serve SMEs in the area of human resource management.

This book maps person to person peacebuilding as it intersects with, and is embedded in, intercultural communication. It foregrounds the voices and discourses of participants in an intercultural online service-learning project focused on peace through education in Afghanistan, primarily through synchronous English language tutoring.

In Sub-Saharan Africa, a knowledge void still exists on two contextual questions of university-community outreach: 1) how social demographics differences are related to farmer learning behaviour towards student outreach, and 2) how student outreach models compare with public and non-public extension services. A cross-section survey was used to obtain data from a sample of 283 respondents purposively selected from previous hosts of student outreach of Gulu University in Uganda. Results from Kruskal-Wallis method revealed that there were significant differences among host-farmers with respect to farmstead distance to the university for knowledge sharing (?2 (2) = 8.5; P < 0.05) and giving feedback (?2 (2) = 7.6; P < 0.05). Regarding the experience of participating in outreach program, significant differences among host-farmers were found in seeking information (?2 (2) = 12.3; P < 0.01); knowledge sharing (?2 (2) = 10.4; P < 0.01); seeking feedback (?2 (2) = 16.4; P < 0.01) and giving feedback (?2 (2) = 8.1; P < 0.05). Further, Friedman test results showed that host-farmers perceived the university-student outreach to be superior and significantly different from public and non-public agricultural extension. We conclude that university outreach is a useful service to farmer. However, its success in facilitating farmer learning is dependent on farmstead distance to the university and farmers' level of experience of participating in university activities. We recommend more logistical support from governments to university outreach programs so that outreach services can efficiently complement public and non-public interventions in delivering community-based training and learning approaches.

Low levels of foundational literacy and numeracy skills in Kosovo limit the ability of young adults to develop the skills required for the labor market and to lead full and productive lives. It is well documented that early childhood development (ECD)in the first 1,000 days of life lays the foundation for a lifetime of positive outcomes in health, education, wellbeing, and labor market productivity. This period is proven to be sensitive for brain development and strengthening of the immune system. The brain grows faster during this period than any other time. Children missing appropriate health and nutrition, education, and nurturing care supports in these critical years may encounter long-term difficulties in learning and life outcomes. Evidence finds that those who fall behind early struggle to catch up, losing out on valuable higher education and human capital potential. Research confirms that efforts and investments to improve human capital outcomes must start in the earliest years and employ a multisectoral approach to help children survive and thrive. The aim of this situational analysis is to support the government of Kosovo in developing a comprehensive strategy and enabling environment that support the equitable expansion of quality ECD services. This report analyzes multi-sectoral services supporting ECD in Kosovo by taking a child growth and development approach from pregnancy to entry to primary school, around six years old.

Six sigma is a philosophy and quality tool or initiative to improve the quality of products or services by improving the system and processes involved. It is a measure of goodness involving the application of statistical methods to business processes to improve operating efficiency, reduce variation and waste, and avoid defects (Onyewuenyi, 2008). Six sigma was originally developed by Motorola in 1981. As of 2010, it enjoys wide sprea application in many sectors of industry, although its application are not without controversy. Each six sigma project carried out within an organisation follows a defined sequence of steps and has quantified targets. These targets contribute to financial cost reduction or project increase) or whatever is critical to the process (cycle time, safety, delivery etc). The term "six sigma' comes from a field of statistics known as process capacity studies. Originally it is referred to the ability of manufacturing processes to produce a very high proportion of output within specification – six sigma implication goals is to improve all processes to that level of quality. // In the education industry the customers' specification expected to be met, includes the expectations of students, staff, and parents, government and employers) Six sigma projects follow two project methodologies in inspired by Deming's Plan-Do-Check-Act cycle. These methodologies comprising five phases each bear the acronyms DMAIC and DMADV. DMAIC is used for projects aimed to improving an existing business processes while DMADV is used for projects aimed at creating new products or process design. For the purpose of this paper, the DMAIC would be more relevant. // DMAIC methodology has five phases Ø Define the problems, the voice of the customers and project goals, specifically Ø Measure key aspects of the current processes and collect relevant data Ø Analyse the data to investigate and verify causes- and- effect relationship. Determine what the relationship are and attempt to ensure that all factors have been considered seek out root causes of the defect under investigation Ø Improve or optimise the current process based upon data analysed using techniques such as design of experiments, poka yoke or mistake proofing and standard work to create a new future state processes set up runs to establish process capacity Ø Control the future state process to ensure that any deviations from the target are corrected before the result in defect. Control systems are implemented such as statistical processes control. Production boards and visual workplace control. Production boards and visual workplaces and the process is continuously monitored.