Published Paper Details:

Education stands as a cornerstone for economic development and self-sustainability, intricately linked to growth and living standards. This holds especially true for Technical Education Systems (TES), where stakeholders--faculty, students, management, and infrastructure--play pivotal roles in ensuring efficient functionality. This study emphasizes the imperative of delivering high-quality technical education at all levels and introduces procedures to assess and enhance its standards. Drawing from extensive research using diverse methodologies, this work is grounded in a thorough literature review. Quality in technical education transcends academic culture, extending to outstanding academic results, adaptive management, clean administration, and the distinguished profiles of outgoing students. Stakeholders, including students, faculty, supporting staff, administrators, parents, government, industry, and society, bring varied expectations and perceptions, interacting with the system uniquely. Classified into input, transformation, and output stakeholders, they collectively contribute to the educational landscape. Students and parents are input stakeholders, faculty serves as transformation stakeholders, while corporations and society represent output stakeholders. The Technical Education System (TES) aims to develop methodologies that not only improve education quality but also establish a novel system tailored to its unique requirements. The study delves into identifying critical factors, fostering collaboration among stakeholders, and ultimately creating a framework that ensures the continual improvement and monitoring of technical education quality