Academic literature on the topic 'Integrated quality management system – education – South Africa'
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Journal articles on the topic "Integrated quality management system – education – South Africa"
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Viljoen, F. C. "The World Health Organization's water safety plan is much more than just an integrated drinking water quality management plan." Water Science and Technology 61, no. 1 (January 1, 2010): 173–79. http://dx.doi.org/10.2166/wst.2010.792.
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South Africa is a country of contrasts with far ranging variations in climate, precipitation rates, cultures, demographics, housing levels, education, wealth and skills levels. These differences have an impact on water services delivery as do expectations, affordability and available resources. Although South Africa has made much progress in supplying drinking water, the same cannot be said regarding water quality throughout the country. A concerted effort is currently underway to correct this situation and as part of this drive, water safety plans (WSP) are promoted. Rand Water, the largest water services provider in South Africa, used the World Health Organization (WHO) WSP framework as a guide for the development of its own WSP which was implemented in 2003. Through the process of implementation, Rand Water found the WHO WSP to be much more than just another integrated quality system.
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Tachie, Simon Adjei, and Nandi Carol Mancotywa. "Challenges Faced by the Development Support Group in Implementing the Integrated Quality Management System in Circuit 04 Schools in the Mthatha Education District." Education Research International 2021 (September 22, 2021): 1–13. http://dx.doi.org/10.1155/2021/8888539.
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The purpose of this study was to investigate challenges faced by Development Support Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in the primary schools of Circuit 04 of the Mthatha District of the Eastern Cape Province, South Africa. The scope of this research was restricted to four primary schools in Circuit 04. The research methodology was qualitative in nature, and a multiple case study strategy was employed. The sampling strategy was convenience sampling and included DSGs and teachers. Data were collected through face-to-face individual in-depth interviews to elicit information from DSGs and teachers. The IQMS is performed through the completion of special instruments, which help to rate and score teachers on their performances. During IQMS, two structures, the DSGs and School Development Team (SDT), are created to implement developmental appraisal and performance management (or summative evaluation). The main finding of this study revealed that even though school principals were part of the team and structure to manage the IQMS, some principals did not drive or influence the process resulting in some schools finding it difficult to effectively manage the IQMS. Challenges, thus, faced by DSGs tended to have a negative effect on the teachers as well as on learner performance.
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Queen-Mary, Thobela Nozidumo, and Oliver Mtapuri. "Teachers’ perceptions of the Integrated Quality Management System: lessons from Mpumalanga, South Africa." South African Journal of Education 34, no. 1 (February 5, 2014): 1–14. http://dx.doi.org/10.15700/201412120945.
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Ashton, P. J., F. C. van Zyl, and R. G. Heath. "Water quality management in the Crocodile River catchment, Eastern Transvaal, South Africa." Water Science and Technology 32, no. 5-6 (September 1, 1995): 201–8. http://dx.doi.org/10.2166/wst.1995.0603.
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The Crocodile River catchment lies in an area which currently has one of the highest rates of sustained economic growth in South Africa and supports a diverse array of land uses. Water quality management is vital to resource management strategies for the catchment. A Geographic Information System (GIS) was used to display specific catchment characteristics and land uses, supplemented with integrative overlays depicting land-use impacts on surface water resources and the consequences of management actions on downstream water quality. The water quality requirements of each water user group were integrated to optimise the selection of rational management solutions for particular water quality problems. Time-series water quality data and cause-effect relationships were used to evaluate different water supply scenarios. The GIS facilitated the collation, processing and interpretation of the enormous quantity of spatially orientated information required for integrated catchment management.
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Bush, Tony, and Derek Glover. "School leadership and management in South Africa." International Journal of Educational Management 30, no. 2 (March 14, 2016): 211–31. http://dx.doi.org/10.1108/ijem-07-2014-0101.
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Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.
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Marjanovic, P., and M. Miloradov. "Systems view of integrated water quality monitoring within the requirements of the new national water policy in South Africa." Water Science and Technology 38, no. 11 (December 1, 1998): 141–48. http://dx.doi.org/10.2166/wst.1998.0455.
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The new National water policy will change the way water quality is managed in South Africa. The paper considers the water policy and the repercussions it will have for water quality monitoring in South Africa. Using the systems approach the paper discusses an integrated water quality monitoring system for ambient water quality and point and non point sources of aquatic pollution. The proposed methodology makes possible continuos assessment of water quality in an efficient manner so as to support water quality management in South Africa.
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Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (August 12, 2019): 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.
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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.
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Mukwawaya, Owen Zivanai, Cecile Gerwel Proches, and Paul Green. "Perceived Challenges of Implementing An Integrated Talent Management Strategy at A Tertiary Institution in South Africa." International Journal of Higher Education 11, no. 1 (August 6, 2021): 100. http://dx.doi.org/10.5430/ijhe.v11n1p100.
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The aim of this study was to investigate and delineate the perceived challenges of implementing an integrated talent management strategy at a South African tertiary institution. The study was conducted at a relatively new university that opened its doors on the 1st of January 2015. Since the inception of the university under study, the institution has grown considerably but without proper policies and strategies in place to ensure its competitiveness and sustainability within the current Higher Education and Training sector in the country. A qualitative research methodology in the form of semi-structured interviews conducted with a convenience sample of 10 participants was employed to execute the study. The sample was drawn from the population of directors and official representatives of administrative, academic and support staff. The inclusion of these participants was premised on the idea that by virtue of their job description, they would be most exposed to talent management issues. Results of the study indicate that the major challenges experienced in implementing an integrated talent management strategy at the university include lack of management commitment and budget, as well as unionism and resistance to change amongst staff. As such, the primary recommendations of this study are for demonstrated commitment by university management towards accessing adequate finances to facilitate the implementation of a sound talent management strategy that will assist in promoting both the quality and longevity of the tertiary education institution in question.
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Mithi, Joseph, and Saths Govender. "Enterprise Resource Planning Tools Management in Private Higher Education in South Africa." Journal of Education and Vocational Research 11, no. 2(V) (February 14, 2021): 12–22. http://dx.doi.org/10.22610/jevr.v11i2(v).3143.
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In this research on Enterprise Resource Planning Tools Management in Private Higher Education in South Africa, the study objective was to determine critical issues influencing Enterprise Resource Planning (ERP) tools selection in academic management in Private Higher Education Institutions (PHEIs) in South Africa. A mixed-methods (qualitative and quantitative) research methodology was used to triangulate the results of the research from an interpretive position. The research analyzed and reported on subjective and quantitative data to ascertain knowledge about the participants’ recognition of critical issues affecting the management of ERP tools in academic management in PHEIs in South Africa. In this study, the following groups of participants were purposefully sampled: students, lecturers and management staff working in the three PHEIs in Gauteng. The study found that academic attainment in PHEIs could be enhanced through ERP tools management in ICT integration. The research outcomes suggest that there is enhanced coaching and students' personal interactions through online conference tools, a practice that may be backed up and carry the same weight and recognition as physical learning contact hours. Issues of integration in the selection of any robust, dynamic PHEI tools may call for a firm’s financial readiness and company-wide consultations with potential users of the system. Any HE ERP system that does not have a student portal, without integrated online issues of applications, checking of results, enhancement of teaching and learning but partly integrating one or two departments in isolation to others, may not be considered fit or robust as a higher educational ERP tool.
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Van Wyk, Chris. "An overview of key datasets in education in South Africa." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 25. http://dx.doi.org/10.4102/sajce.v5i2.394.
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<p>This paper provides an overview of the various datasets pertaining to education in South Africa that are informing or could inform policy making in education. The paper serves as an inventory for anyone interested in understanding what data is available, how it may be accessed, what the quality of the data is and in what formats it may be accessed. <br />The paper is divided into three parts. The first part provides a description of existing education datasets and the basic data elements contained in each of these datasets. When discussing each of the existing education datasets, the paper addresses the quality of the education data available in South Africa. The first part also refers to the policy implications and the important role that data plays in policy-formulation. No information system on its own is comprehensive enough to provide all the information needed in strategic decision-making. Hence, part two of this paper discusses the need for data integration as an important data management strategy. The third part examines the effectiveness of implementing a learner unit record system nationally in comparison with the EMIS system that is currently in place and that is based on aggregate or summary institution–level data.</p><p> </p>
Dissertations / Theses on the topic "Integrated quality management system – education – South Africa"
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Mgijima, Khayakazi. "Integrated quality-management systems in selected schools : King William's Town Education District." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018892.
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The Integrated Quality Management System is a national policy that was introduced in 2003 by the Department of Education – with the aim of improving the performance of educators in teaching and learning. The policy integrates three programmes, namely: Developmental Appraisal, Performance Management and Whole-School Evaluation, which ought to complement one another, and run concurrently. The introduction and implementation of the Integrated Quality Management System is based on the premise that the quality of education in South African Schools would improve if the processes of the policy were used to evaluate and reward educators, and to institute corrective measures where necessary. The aim of the study was to evaluate the implementation of the Integrated Quality Management System for improving the quality of teaching and learning in schools. The study focused on schools in the King William’s Town Education District. Qualitative and quantitative research approaches were used to elicit the perceptions of educators, Senior Management Teams and District coordinators, with regard to the implementation process of the policy in the local schools. The findings indicate that the Department of Education needs to improve the processes of educating the educators in the implementation of the Integrated Quality Management system – in order to increase the possibility of achieving the objectives of the policy.
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Yotsi, Melekeli. "Implementation of integrated quality management systems in selected schools, Cofimvaba education district." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1017551.
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This study evaluates the implementation of Integrated Quality Management System (IQMS) policy to improve the quality of teaching and learning at schools in the Cofimvaba Education District. IQMS involves the measurement and evaluation of teacher performance for developmental purposes and to reward the best performers in order to improve teaching. A qualitative research approach was adopted and data was collected using questionnaires distributed and retrieved from schools in order to determine educators’ experience of IQMS implementation. The data were then analysed using constant comparative methods. The findings indicate that most participants agreed with the objectives of the policy and felt that it should be retained to evaluate teacher performance for accountability purposes and improved teaching and learning results. The system has the potential to develop educators if is implemented honesty and as long as educators trust the evaluation processes to identify weaknesses and strengths. A key recommendation is that IQMS should be part of the school management team’s responsibilities, which must report quarterly on implementation.
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Sambumbu, Antony Matemba. "The implementation of an integrated quality management system in Queenstown District schools: experiences from the Isibane Circuit." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/355.
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This study examines the experiences of the school management teams and educators of the Isibane Circuit in the Queenstown District, regarding the implementation of an Integrated Quality Management System (IQMS) policy at school level. Following an agreement reached in 2003 between the South African Education Department and the major teacher organisations in this country, the IQMS was scheduled to be implemented in public schools from 2004. Two major challenges are identified and explained: accountability and development of human resources, as well as contradictions between internal and external evaluations. The study also elaborates on the changes in the educational history from the apartheid system to the democratic system of education. Nine schools participated in the study (two secondary schools and seven primary schools). These schools were purposely selected due to the fact that they had started implementing the IQMS policy, which was the main criterion for selection. Semi-structured interviews were used to gather data from principals, Heads of Departments as well as post-level one educators concerning their experiences of the IQMS implementation. The findings indicated that while the IQMS policy was good on paper, it was extremely difficult to implement. Issues of honesty and trust were at the root of difficulties that made the IQMS implementation challenging. The participants‟ understanding of IQMS was that it was intended for the provision of quality education and development.
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Mthembu, Rose Jabulile. "An evaluation of the integrated quality management system as an appraisal tool for teachers in iLembe District, KwaZulu-Natal." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1577.
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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017This study focuses on the critical evaluation of how the Integrated Quality Management System as an appraisal tool is implemented in a few selected schools in the ILembe District. In recent times, the system of education in South Africa has required teachers who are highly skilled to impart knowledge of high quality to learners. The introduction of Integrated Quality Management System (IQMS) was meant to enhance the quality of teaching and learning by addressing the matter of developmental appraisal in order to enhance teachers’ professional development. This approach has been facing serious challenges and attracted unjustified criticism for quite some time. Since teachers’ performance has been under the spotlight as measured by learners’ results, it is important to evaluate their performance using a highly reliable instrument which can produce learners who can compete globally. This research was conducted using both quantitative and qualitative methodologies that were based on a case study approach of 10 schools that were purposefully selected from rural, semi-rural, urban and semi-urban areas. Data from district officials, principals, deputy principals and Heads of Department were collected through interviews, and questionnaires were used to collect data from six teachers at each school. The findings indicate that most teachers are finding it difficult to implement the IQMS policy effectively. The major concern was that managers are reluctant to participate in the process, and do not comply with the requirement of the IQMS, namely the advocacy and training of teachers before they embark on the process of the IQMS. The researcher recommends the use of IQMS for effective teachers’ through professional development and keeping politics out of this process.
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Sikiti, Siyabonga. "Integrated quality management system for improving performance of selected schools in the King Williams Town Education District." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021028.
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In order for the democratic government in South Africa to eradicate segregatio. It was necessary to introduce new policies with school teachers being expected to be agents of change. Teachers have a big role to play in the transformation of the country. This research investigated Integrated Quality management Systems (IQMS) for improving performance of selected schools in the King Williams Town Education District. Three schools were selected in the King Williams Town District . The aim of this research was to examine the implementation of IQMS in the selected schools. The introduction of IQMS by the Department of Education in 2003, did not help the schools in the King Williams Town district improve their performance. IQMS is a government policy. The intention of public policy is to solve a problem. The findings of this study indicates that in the selected schools the problem of poor performance was not solved by the introduction of IQMS. Scholars have written extensively on performance appraisal. Different writers agree that the main purpose of appraisal is to improve performance. The Constitution (1996) and policies provide a strong foundation for the effective implementation of IQMS and public administration provides a good support for the effective implementation of IQMS. Additionally, legislation and subsequent policies give guidelines of how to implement the system successfully. In this study, questionnaires were given to 15 educators to investigate how schools understand and implement the IQMS. Qualitative analysis was undertaken to interpret the responses from the educators. Themes were formulated based on the responses received. Findings were generalised from the responses received. The research discovered that educators do implement IQMS, but they do not see it as a mechanism of improving performance. Teachers demonstrated an inadequate understanding of IQMS.
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Gongqa, Mxolanisi Michael. "An evaluation of the Integrated Quality Management System at selected schools within the Lukhanji Circuit, Queenstown District." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3285.
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The study focused on the evaluation of the integrated management system (IQMS) at selected schools within the Queenstown Education District. A quantitative research method was used for the study and questionnaires were used as a research tool to collect data. The respondents were members of the school management teams (SMT) which comprised the principals, deputy principals, heads of departments, senior educators and educators. These are key role-players in the management and implementation of IQMS. The rationale was to obtain pertinent information which would address the research questions and objectives of the study. The primary objective of the study as outlined above was to evaluate the impact of IQMS implementation in the Queenstown district with specific reference to the Lukhanji Circuit, on the performance of the high schools selected. It was envisaged that the results of the study would contribute towards developing measures to ensure that IQMS implementation achieves the desired objectives. The research questions were: To what extent can IQMS implementation be used as a tool to measure and improve teaching and learning? What measures have been put in place by the district to support and build capacity of the educators to perform? What factors hinder the effective IQMS implementation? The key findings of the study reveal that IQMS as a tool to improve teaching and learning had the overwhelming support of the majority of the respondents. However, a reasonable percentage of the respondents were of the view that IQMS constituted an administrative burden to educators. There are educators who displayed a negative attitude towards the implementation of IQMS. The respondents also felt that the district office needs to provide more support for IQMS implementation so that its objectives can be fully realised. The study makes clear recommendations such as the de-linking of IQMS from salaries and pay progression, provision of more support by the district, to make IQMS more user-friendly to educators and additional budget and teacher training to enhance educators’ professional development.
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Blayi, Mcebisi. "The effectiveness of the integrated quality management system to improve the performance of educators in the East London District." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1014634.
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This study aimed to evaluate the effectiveness of the Integrated Quality Management System (IQMS) in improving the performance of educators. While literature exists on IQMS as a performance management system for educators in South Africa, no research examines it as a Performance Improvement (PI) system. Given the gap in the literature, this study aimed to answer the question: How effective is the IQMS in improving the performance of educators? The IQMS policy mandates the District Office to design and implement Performance Improvement interventions. This study investigated the effectiveness of the IQMS as a PI system with specific reference to the interventions designed and implemented by the East London District of Education. The introduction of the IQMS marked a paradigm shift from the inspectorate system. It introduced a democratic system of teacher evaluation. It put consultative structures in place and allowed educators to make their voices heard during the evaluation process through pre-evaluation meetings and feedback. The IQMS is a standards based system of evaluation. As such it is morphed with the use of rating scores and rubrics to identify the performance gap, which is followed by the development and implementation of intervention strategies to close the gap. The concept of Performance Improvement (PI) which is the process of identifying and analyzing individual performance gaps, planning for future performance improvement, designing and implementing interventions to close performance gaps, comes into play. This study was conducted using qualitative research methods. Data from questionnaires and the interviews were triangulated with information from a review of policy documents from the Department of Basic Education, pertinent documents from the East London District of Education and sampled high schools in Mdantsane. The Post Level 1 Educators are primary stakeholders in this study, and the School Principals and Education Specialists are secondary stakeholders. In this qualitative study, forty-two high school Post Level 1 (PL1) educators provided responses to an open-ended questionnaire. Six PL1 educators were interviewed. Three high school principals and three education specialists provided responses to open-ended questionnaires. Pertinent documents were surveyed. Qualitative responses were categorized and analyzed into themes and sub-themes. The findings of the current study indicate that the IQMS in its current form did not impact positively on the Performance Improvement of educators. Five specific findings emerged from this study: Educators have not embraced IQMS as a Performance Improvement system; The twofold purpose of the IQMS: development and salary progression renders it ineffective in improving the performance of educators; The logical framework for the implementation of the IQMS is not adhered to; The implementation of the IQMS is not monitored; The IQMS has no impact on learner attainment. This study also documents other positive areas in the implementation of the IQMS. This study has implications and recommendations for further research, practice and provides valuable information to the Department of Basic Education and the teacher unions in the Education Labour Relations Council as they review the IQMS and in implementing future teacher performance evaluation policies.
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Ntshewula, Nombulelo. "Teacher's and principal's perceptions of the integrated quality management system (IQMS) in three Butterworth District schools." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1007301.
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The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
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Pillay, Karnagie. "Educator perceptions of the implementation of integrated quality management systems (IQMS) in further education and training colleges in South Africa / Karnagie Pillay." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4773.
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The purpose of this study was to investigate educator perceptions of the implementation of Integrated Quality Management Systems (IQMS) in Further Education and Training (FET) Colleges in South Africa. Quality in education is presently put more firmly on the agenda not withstanding the fact that a vast range of literature is available to support the process of improving the quality in education. The department of education has made many attempts to introduce an effective appraisal system in support of quality education only to find that the previous appraisal systems were rejected by the educator force for the mere fact that it was perceived as a form of inspection and supervision rather than for development purposes.
This study also focuses on a review of the integrated quality management system (IQMS), of its purpose, guidelines and its subsequent implementation in FET colleges in South Africa in 2004. The primary focus of the discussion is on the processes, the methods, the guiding principles and the pitfalls of the implementation of quality management systems in educational organizations To guide this discussion literature reviews on quality, quality education, quality management and quality management systems were undertaken.
The empirical study entailed gleaning information from a structured questionnaire which was distributed to a sample group of lecturers at Sedibeng College for FET in the Gauteng Province. The questions were structured in a manner to gain information about the understanding of the operational principles of quality management, the aims and guiding principles of IQMS, the importance of quality control and the external relationships of the college. The major finding emanating from this study was that there was a need for intensive training in IQMS, thus a management's strategy for ensuring that IQMS is effectively implemented was proposed. The overall recommendation arising from this study includes ensuring that management designs a quality manual to guide the process of quality assurance.Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2010.
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Mbulawa, Zukiswa. "Evaluation of the impact of the Integrated Quality Management System (IQMS) in the Province of the Eastern Cape: the case of selected schools in the Mdantsane area (2008 to 2011)." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/560.
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The Department of Basic Education introduced the Integrated Quality Management system in 2003. This was an integration of the three systems, Developmental Appraisal System, Whole School Evaluation System and Performance Measurement System. The system was seen as to be the one that would allow teachers to play a vital role in assessing their own progress, and would integrate this with the necessary evaluation strategy for the professional development of teachers and monitoring of the quality of teaching and learning in schools. The purpose of this study was to research an evaluation of the Integrated Quality Management System impact in schools of the Mdantsane Area. The objective of the study was to establish whether the IQMS has addressed the concerns and needs of the educators and also establish their views on IQMS. The literature was reviewed to get more information on the key concepts of the IQMS and get to understand how the system should be implemented. Both quantitative and qualitative research methods have been used to get to probe the views of the educators and how the system impacts in schools. The data collected was analyzed by means of frequency tables and charts using statistical methods. It was concluded that educators still do not understand the policy document of IQMS and more training on the implementation of IQMS was recommended. The support and monitoring from the District Office needs to be strengthened.
Book chapters on the topic "Integrated quality management system – education – South Africa"
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Boyd, Lesley G., and Jill W. Fresen. "An Integrated Management Approach in a Higher Education Technology Support Unit." In Cases on Educational Technology Planning, Design, and Implementation, 206–28. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4237-9.ch012.
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This case study is located in the Department for Education Innovation (EI), a teaching and learning support unit at the University of Pretoria in South Africa. The initial problem was the need to apply project management and quality management principles to the services offered by the department to faculty members. The authors describe the implementation of a formal, online, process-based Quality Management System (QMS) designed to self evaluate, document, and improve the Instructional Design (ID) process that guides the development of educational technology solutions in EI. The project was completed in 2005 and was included in a CEN (European Committee for Standardization) Good Practice Guide for outstanding implementations of quality approaches in e-learning. The QMS provides a mechanism to support a consistent project management approach, and the case illustrates successful integration between three cycles: Project Management (PM), Quality Management (QM), and the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design process.
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Randa, Isaac Okoth. "Quality Management Systems in Sub-Sahara Africa Business Schools." In Quality Management Implementation in Higher Education, 24–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9829-9.ch002.
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In Africa globalization and massification of higher education have aided the establishment of foreign and private business schools across the continent. Concomitantly, quality and accountability issues have taken center stage regarding quality of business schools' programs. The dire situation of scarce quality management talent in the continent emphasizes the need for an overarching systemic approach for developing quality management education in the continent. This chapter descriptively investigates existing Sub-Sahara Africa Business Schools' quality management systems using documentary secondary data on purposively selected business schools aimed at identifying an integrated quality management system. The Malcolm Baldrige National Quality Award (MBNQA) and the European Foundation for Quality Management (EFQM) Excellence Model, are widely used frameworks for TQM implementation. It is argued that business schools seeking AABS accreditation could benefit if they also implement elements of ISO-9001, a TQM based quality management system as a foundation for continuous improvement.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.