FROM EVALUATION TO IMPROVEMENT: ASSESSING QUALITY ASSURANCE FOLLOW-UP IN MADRASAHS

Abstract

Quality assurance evaluations in madrasahs are intended to identify institutional weaknesses and guide educational improvement. However, the implementation of follow-up activities does not necessarily demonstrate that the intended improvements have been achieved. This study examines forms of quality assurance follow-up, dimensions of effectiveness, and organizational conditions influencing the implementation and assessment of corrective actions in madrasahs. Using a narrative literature review, the study synthesizes research on internal quality assurance, academic supervision, evaluation influence, and evidence-informed school improvement. The synthesis identifies two interconnected categories of follow-up: professional and pedagogical actions, including coaching, supervision, and professional development; and organizational and managerial actions, including corrective planning, coordination, documentation, and monitoring. To distinguish activity completion from substantive educational change, the study proposes three analytical dimensions of effectiveness: administrative effectiveness, process effectiveness, and outcome effectiveness. Institutional leadership, stakeholder participation, professional competence, resource availability, and monitoring capacity are identified as contextual conditions that may support or constrain follow-up implementation.