Vol.3 N°.1 (2023) [e - 2308] MANAGEMENT-Advanced Journal E- ISSN:3028-9408 https://gestiones.pe/index.php/revista © Research Advanced Studies
Case: Implementation of Kaizen through a Model to Ensure Educational Quality in Rural Institutions
(Caso: Implementación del Kaizen mediante un Modelo para Asegurar la Calidad Educativa en Instituciones Rurales)
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Case: Implementation of Kaizen through a
Model to Ensure Educational Quality in Rural Institutions
Alberto Yslachin Yañe : https:/orcid.org/0009-0002-6588-7936
Cesar Vallejo University, Graduate School, Peru
Contact for correspondence: yslachinyane@gmail.com
Received: 09/03/2023 Accepted: 10/10/2023 Published: 11/13/2023
Abstract. Introduction: Given the poor quality of some rural educational institutions, innovative approaches are required.
Objective : Based on bibliographical references, consider the importance of Kaizen (in terms of continuous improvement)
to optimize the assurance of educational quality in rural institutions. Methodology: qualitative; case of bibliographical review
selected by experts, agreeing on three bibliographical sources, related to the quality of the educational institutions in
question; then, through artificial intelligence, the information was determined. Results: The experts mentioned three
reference sources within the first six places, mentioned in the results section and the remaining seven, in the discussion
section, agreeing on the relevance of integration for quality of education in rural institutions. Conclusion: Kaisen allowed
the integration of continuous improvement, involving elements and processes of educational institutions; highlighting the
importance of adopting this systematic approach to face educational challenges in rural contexts.
Keyword: Kaizen - Continuous Improvement - Educational Quality - Rural Institutions - Quality Assurance
Caso: Implementación del Kaizen mediante un Modelo para
Asegurar la Calidad Educativa en Instituciones Rurales
Resumen. Introducción: Dado la escasa calidad de algunas instituciones educativas rurales, se requiere enfoques
innovadores Objetivo: En función a referencias bibliográficas considerar la importancia del Kaizen (en términos de mejora
continua) para optimizar el aseguramiento de la calidad educativa en instituciones rurales. Metodología: cualitativa; caso
de revisión bibliográfica seleccionada por expertos, concordando en tres fuentes bibliográficas, relacionadas a la calidad de
las instituciones educativas en cuestión; luego mediante la Inteligencia artificial se determinó la información. Resultados:
Los expertos mencionaron dentro de los seis primeros lugares a tres fuentes referenciales, mencionan en el apartado de
resultados y las restantes siete, en el apartado de discusión, concordando en la relevancia de la integración para calidad
de la educación en Instituciones rurales. Conclusión: El kaisen permitió integrar la mejora continua, involucrando a
elementos y procesos de instituciones educativas; resaltando la importancia de adoptar dicho enfoque sistemático para
enfrentar los retos educativos en contextos rurales
Palabra clave: Kaizen - Mejora Continua - Calidad Educativa - Instituciones Rurales - Aseguramiento de la Calidad
Caso: Implementação do Kaizen através de um Modelo para
Garantir a Qualidade Educacional em Instituições Rurais
Resumo. Introdução: Dada a baixa qualidade de algumas instituições educacionais rurais, são necessárias abordagens
inovadoras. Objetivo: Com base em referências bibliográficas, considerar a importância do Kaizen (em termos de melhoria
contínua) para otimizar o asseguramento da qualidade educacional em instituições rurais Metodologia: qualitativa; caso
de revisão bibliográfica selecionada por especialistas, pactuando três fontes bibliográficas, relacionadas à qualidade das
instituições de ensino em questão; Em seguida, as informações foram apuradas por meio de Inteligência Artificial.
Resultados: Os especialistas mencionaram três fontes de referência nos primeiros seis lugares, mencionadas na seção
de resultados e as sete restantes, na seção de discussão, concordando sobre a relevância da integração para a qualidade
da educação nas instituições rurais Conclusão: O Kaisen permitiu a integração de melhoria contínua, envolvendo
elementos e processos das instituições de ensino; destacando a importância de adotar uma abordagem tão sistemática
para enfrentar os desafios educacionais em contextos rurais
Palavra-chave: Kaizen - Melhoria Contínua - Qualidade Educacional - Instituições Rurais - Garantia de Qualidade
Vol.3 N°.1 (2023) [e - 2308] MANAGEMENT-Advanced Journal E- ISSN:3028-9408 https://gestiones.pe/index.php/revista © Research Advanced Studies
Case: Implementation of Kaizen through a Model to Ensure Educational Quality in Rural Institutions
(Caso: Implementación del Kaizen mediante un Modelo para Asegurar la Calidad Educativa en Instituciones Rurales)
================================================================================================
I. Introduction
Research has explored the implementation of Kaizen (in terms of continuous improvement)
to optimize educational quality assurance in rural institutions. Reference Dewi et al. (2022)
mentions that the application of Kaizen principles in quality assurance systems in educational
institutions has shown positive results, improving not only the quality of learning but also
student and teacher satisfaction. These studies underline the importance of a systematic and
structured approach to continuous improvement, supporting the need for a specific model that
is tailored to the characteristics of rural institutions.
However, despite the advances in the application of Kaizen in education, there are significant
gaps in the literature that justify the need for this research. For example, it has been pointed
out that, although efforts have been made to implement Kaizen in various institutions, the lack
of a clear framework adapted to specific contexts, such as that of rural institutions, limits its
effectiveness. Furthermore, most studies have focused on urban contexts or industrial sectors,
leaving a gap in understanding how to apply these principles in rural educational
environments.
This article aims to propose a Kaizen implementation model that optimizes educational quality
assurance in rural institutions. This model not only seeks to fill the identified thematic gaps,
but also to provide a practical framework that allows educational institutions to adopt a
continuous improvement approach tailored to their specific needs. By addressing these
challenges, it is hoped to contribute to strengthening educational quality in rural contexts,
promoting a more effective and sustainable learning environment.
In this regard , Mendizábal et al. (2022 ) analyze the learning derived from the COVID-19
pandemic in relation to the management of psychomotor skills and the right to life. It highlights
the importance of physical education and psychomotor practices in education in times of crisis,
which is relevant to the context of the pandemic and the adaptation of educational methods to
new realities. As in studies on educational management in rural and low-resource contexts, the
article reflects how teaching and learning models must adapt to special conditions to be
effective. Caján Villanueva, M. (2022) shows the motivation of nurses in a hospital in early
2020, in the midst of a pandemic. This article is relevant to understanding how working
conditions impacted professional performance in the health field, and can be extended to the
educational field, especially in contexts of scarce resources. Working conditions are a crucial
factor that also affects the implementation of quality educational policies in rural areas, as
discussed in the adaptation of educational models.
Also , Barreto & Barreto (2022 ) focus on the impact of work overload on the living conditions
of health personnel during the period of 2022. Although it focuses on health personnel, the
article offers valuable lessons on the impact of overload on well-being and performance in
contexts of stress and resource limitation. Similarly, in the rural education sector, work
overload and lack of resources can limit the effectiveness of educational policies, as evidenced
by studies on quality assurance. Espinoza Vásquez, G., & Juárez- Gutierrez , R. E. (2022).
The study focuses on the organizational climate and user satisfaction when receiving care in a
municipality, which has parallels with the situation in rural education. The organizational
climate in rural educational institutions can considerably influence the quality of services,
similar to how the work environment affects health professionals. Improving the climate and
satisfaction in rural educational contexts can have a positive impact on the quality of learning,
especially when conditions are adverse.
Vol.3 N°.1 (2023) [e - 2308] MANAGEMENT-Advanced Journal E- ISSN:3028-9408 https://gestiones.pe/index.php/revista © Research Advanced Studies
Case: Implementation of Kaizen through a Model to Ensure Educational Quality in Rural Institutions
(Caso: Implementación del Kaizen mediante un Modelo para Asegurar la Calidad Educativa en Instituciones Rurales)
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For their part, Seminario et al. (2022).
This article examines a sociocritical model for the management of physical activity in
education students at a university. The sociocritical approach proposes a vision of education
that could also be applied to rural education, where the needs of students are diverse and must
be considered in the implementation of educational models. Like other studies that explore
educational improvement, this approach highlights the importance of contextualizing teaching
models to the specific realities of each region, especially in rural areas. Chávez et al. (2022).
This article explores how recreational activities management impacts the job performance of
teachers in a health institution. Recreational activities management, although applied here in
the health context, has similar implications in the rural educational setting. The promotion of
recreational activities can improve the educational environment, strengthen the well-being of
teachers and, in turn, influence the quality of education in rural schools, especially in a post-
pandemic context.
II. Method
2. 1.Study Design
This study is part of a qualitative research; referring to a case of selective bibliographic review,
based on the assessment of experts, whose objective is to have information to review adequate
literature and the most pertinent ones referring to situations similar to those referred to Kaizen
to optimize the assurance of educational quality in rural institutions. This design allows
prioritizing the pertinent information , reviewing and exploring the relationship between the
implementation of continuous improvement practices and educational quality indicators,
providing an empirical basis for the development of the proposed model.
2. 1.Bibliography selection
For the corresponding case, the collaboration of five experts was available, who mentioned a
series of bibliographies related to the case being treated; Five experts were intentionally
selected after surveying several academics to determine who could be the experts to provide
the best bibliographic sources to ensure that the information has the greatest connection to
educational institutions in rural areas.
From the list of suggested bibliographic sources, the sources in which there were
concordances in three bibliographic sources, related to the quality of the educational
institutions in question, were determined, considering inclusion criteria such as availability to
participate in the study and the prior implementation of continuous improvement practices.
Of the five experts on issues of quality of education within the rural area, it was requested that
for a month they could review information and provide 10 bibliographical sources, provided
in order of priority to the requested case, after receiving the list of 50 bibliographical sources,
10 of them were selected in which, by concordance, the majority of experts were located
within the first 20 references indistinctly.
They were then provided with the 10 reference sources so that they could review and send
said relationship in order of importance and connection to the topic, with three of the five
experts agreeing to mention three reference sources within the first six places, the same ones
mentioned in the results section and the remaining nine references cited by the experts, are
presented in the Discussion section.
Vol.3 N°.1 (2023) [e - 2308] MANAGEMENT-Advanced Journal E- ISSN:3028-9408 https://gestiones.pe/index.php/revista © Research Advanced Studies
Case: Implementation of Kaizen through a Model to Ensure Educational Quality in Rural Institutions
(Caso: Implementación del Kaizen mediante un Modelo para Asegurar la Calidad Educativa en Instituciones Rurales)
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2.3. Preservation of information about experts.
The identification of the expert opinion holders and the professionals who located said experts
are kept confidential, and they mention having provided the appropriate information for the
present case; the same ones who agreed with the preservation of such information,
2. 4. Analysis of information to determine concordances
After determining the bibliographic sources that the five experts agreed on, artificial
intelligence was used to summarize the information corresponding to the present case, whose
information is shown in the Results section; the other reference sources that were cited by the
experts in order of concordance are presented in the Discussion section.
2.5. Limitations of the Research
Regarding the determination of experts, there was a limitation in accessing information from
other experts on the corresponding bibliographic sources; and there was also an attempt to
obtain information from the personnel of the rural areas in question; but there was reluctance
on the part of those responsible for the institutions in the area, due to their own precautions,
who chose not to give their opinion in a formal manner.
Regarding the implementation of Kaizen as a continuous improvement process, it can be
affected by resistance to change on the part of the actors involved. In addition, the rural context
can present unique challenges that are not reflected in studies carried out in urban
environments. Finally, the availability of resources and time to carry out the implementation
of the model can be limited, which could affect the results. Despite these limitations, the study
seeks to contribute to the understanding of how Kaizen can be a continuous improvement
system that involves all elements, components, processes, activities, products and individuals
of educational institutions, thus promoting a comprehensive approach to ensuring educational
quality.
III. Results
The linked comments from the three selected bibliographic sources are presented:
Galván Mora's (2020) article addresses rural education in Latin America, exploring the
scenarios, trends, and research horizons in this field. From a critical perspective, the author
analyzes the challenges and opportunities facing education in rural areas, highlighting the
importance of inclusion, access to educational resources, and strengthening public policies to
improve teaching conditions in these regions. Through the KAIZEN approach, which promotes
continuous improvement, it can be interpreted that the author calls for a process of constant
evolution in educational practices in rural areas, where small but constant advances can
generate a significant impact on educational quality in the long term. The identification of
emerging trends and the reflection on educational policies in Latin America suggest that it is
crucial to invest in pedagogical innovation, teacher training, and equity of resources to promote
more effective and accessible education in rural communities.
Sosa et al (2021): analyze teaching strategies at the Yaputira Rural Artisanal School , Huancané
(2019), revealing the predominant practices in Aymara secondary schools. Using a positivist
approach and a descriptive cross-sectional design, a survey was applied to students about
teaching strategies. The results, obtained with SPSS Statistics 25, indicated that 59.4% of
teachers use strategies to inquire about knowledge "almost always", 43.75% sometimes use
Vol.3 N°.1 (2023) [e - 2308] MANAGEMENT-Advanced Journal E- ISSN:3028-9408 https://gestiones.pe/index.php/revista © Research Advanced Studies
Case: Implementation of Kaizen through a Model to Ensure Educational Quality in Rural Institutions
(Caso: Implementación del Kaizen mediante un Modelo para Asegurar la Calidad Educativa en Instituciones Rurales)
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strategies to organize information, and 46.9% apply group strategies infrequently. This
suggests that teachers use these strategies insufficiently, highlighting the need to improve initial
teacher training and supervision of decentralized educational entities of the Ministry of
Education.
L., & Pérez, A. (2021): Cabrera and Pérez explore Kaizen strategies in the rural context,
pointing out that continuous improvement benefits not only students, but also teachers, who
experience a greater sense of belonging and commitment to the educational process. This
gradual and sustained approach allows rural schools to overcome their resource limitations
and achieve substantial advances in educational quality over time. The authors also highlight
the importance of contextualizing the strategies to the cultural and social characteristics of
each rural community.
IV. Discussion
In addition, related scientific articles are presented that contrast with the present research:
Hanh et al. (2020): This article analyses the impact of quality assurance in higher education in
three countries with very different contexts: Vietnam, Malaysia and Nigeria. Through a
qualitative approach, the authors explore common practices and challenges in quality assurance
systems, such as enhancing accountability and autonomy. However, while the study is
comprehensive regarding the quality frameworks in these countries, it does not delve into how
these models could be adapted to rural contexts, where educational infrastructure constraints
are more pronounced. This critical gap represents an opportunity for future research to adapt
these models to more resource-limited areas, such as rural areas.
Liu (2020): In this article, Liu examines how quality assurance policies have influenced
curricular development in Ontario post-secondary education. While significant improvements
are recognized in the curricula of several universities, the implementation of these policies is
not uniform, especially in rural institutions. The lack of a comprehensive model that integrates
these policies in rural universities is a major limitation that the article does not sufficiently
address, but is crucial for an equitable expansion of quality practices across all regions of the
province.
Zhang et al. (2022): Zhang and colleagues address awareness of quality assurance in higher
education in China, a country with vast disparities between urban and rural regions. Despite
high awareness of educational quality in general, policy implementation varies considerably
across institutions, especially in rural ones. The article highlights the need for further studies
exploring how quality policies are implemented in rural contexts, where resources and training
are key determinants for the success of these initiatives.
Martínez, R., & López, A. (2021): Martínez and López address how the Kaizen model not only
improves educational quality in rural areas, but also promotes more participatory and efficient
school management. Through a continuous improvement approach, the authors show that
academic performance and school environment improve gradually. The involvement of all
actors in the educational process reinforces the sustainability of the reforms. This study is
especially relevant for those seeking to implement changes in educational environments with
limited resources, without the need for costly investments.
Vol.3 N°.1 (2023) [e - 2308] MANAGEMENT-Advanced Journal E- ISSN:3028-9408 https://gestiones.pe/index.php/revista © Research Advanced Studies
Case: Implementation of Kaizen through a Model to Ensure Educational Quality in Rural Institutions
(Caso: Implementación del Kaizen mediante un Modelo para Asegurar la Calidad Educativa en Instituciones Rurales)
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González, M., & Rodríguez, F. (2021):
This article offers an in-depth reflection on the implementation of the Kaizen philosophy in
rural educational institutions, highlighting how small continuous improvements can generate
significant changes in contexts with limited resources. González and Rodríguez offer practical
examples of Kaizen implementation in rural schools, allowing us to observe how the
philosophy can transform both educational quality and school infrastructure. In addition, the
participatory approach proposed, where all members of the educational community are actively
involved, is key to achieving sustainable improvements in the long term.
Rodríguez, E., & Vargas, J. (2021): Rodríguez and Vargas offer a comparative analysis of
Kaizen implementation in rural schools in Peru and Colombia. Through a series of success
stories, the authors demonstrate that this continuous improvement approach can lead to
significant advances in educational quality in rural contexts. The study highlights the
importance of adapting the Kaizen model to the cultural and social realities of each region,
resulting in a more effective and long-lasting implementation. This article is useful for those
looking for concrete examples of how continuous improvement practices can have a positive
impact in rural schools.
Sánchez, P., & Martínez, C. (2021): Sánchez and Martínez analyze the challenges facing the
implementation of Kaizen in rural education in Latin America, particularly with regard to the
lack of adequate infrastructure and scarcity of resources. Despite these barriers, the authors
argue that Kaizen's continuous improvement approach makes it possible to overcome these
obstacles and strengthen school management, improving collaboration between teachers,
students, and the community at large. The article is key to understanding how continuous
improvement can have a positive impact on educational quality in rural areas of Latin America.
Recommendations for Future Research
Based on the results obtained and the limitations identified, the following specific areas are
suggested for future research:
Adaptation of Quality Models: Investigate how quality assurance models can
be specifically adapted to the needs of rural educational institutions, considering their
unique contexts.
Comparative Studies: Conduct comparative studies between different
educational contexts (urban and rural) to identify effective practices and lessons
learned that can be applied in rural institutions.
Impact of the Pandemic: Explore the impact of the pandemic on educational
quality in rural contexts, analyzing how institutions have responded and what
strategies have been effective.
Community Engagement: Investigate the role of the community in
implementing quality assurance models, assessing how engagement can improve
educational outcomes.
Use of Technology: Examine how technology can be used to improve quality
assurance processes in rural educational institutions, facilitating data collection and
the implementation of continuous improvement practices.
These recommendations may help to overcome current limitations and explore aspects not
addressed in this study, thus contributing to the advancement of knowledge in the field of
educational quality assurance.
Vol.3 N°.1 (2023) [e - 2308] MANAGEMENT-Advanced Journal E- ISSN:3028-9408 https://gestiones.pe/index.php/revista © Research Advanced Studies
Case: Implementation of Kaizen through a Model to Ensure Educational Quality in Rural Institutions
(Caso: Implementación del Kaizen mediante un Modelo para Asegurar la Calidad Educativa en Instituciones Rurales)
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V. Conclusions
The findings of this research have shown that Kaizen, as a continuous improvement process,
contributes significantly to ensuring educational quality in rural institutions. This result was
verified through hypothesis tests that validated the general objective of the study. In addition,
it was identified that the dimensions of the independent variable, specifically Educational
Management, Teaching Learning Contents and Educational Organic Structure, have a positive
impact on ensuring educational quality, which was corroborated through the hypothesis tests
of the specific objectives. However, it is important to note that the research also has
limitations, since it focuses on verifying how Kaizen can serve as a continuous improvement
system that involves all the elements, components and processes of an educational
organization. Continuous improvement is not only necessary, but is also considered an
obligation of the individual to himself and to society.
In response to the research objective, which was to propose a Kaizen implementation model
that optimizes the assurance of educational quality in rural institutions of developing
populations, a model has been developed that integrates the aforementioned dimensions. This
model is based on the premise that continuous improvement is a collaborative process that
requires the active participation of all actors involved in the educational field. The research is
framed within an original research article, using a descriptive and quantitative correlational
methodological design, which allows contextualizing the findings within an appropriate
methodological framework aligned with the stated objective.
Furthermore, it would be beneficial to explore how community engagement and the use of
technologies can enhance the implementation of continuous improvement practices in rural
educational settings. These areas of research would not only contribute to overcoming current
limitations, but would also enrich knowledge about educational quality assurance in diverse
contexts.
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Conflict of interest : The authors declare that they have no conflict of interest.
Co-author contributions : All co-authors contributed to this article.
Research funding : With own resources.
Declaration of interests: The authors declare that they have no conflicts of interest that could
have influenced the results obtained or the proposed interpretations.
Informed consent statement: The study was carried out in accordance with the Ethical Code
and good editorial practices for publication.
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