Dissertations / Theses: 'National Quality Framework (NQF)'

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Johnstone, Merryl L. "Early childhood education and care preservice teachers' experiences of articulation from vocational education and training to higher education." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122575/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Merryl_Johnstone_Thesis.pdf.

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Early Childhood Education and Care in Australia is at a watershed, with significant legislation and policy requiring additional four-year-qualified Early Childhood teachers. This phenomenographic study examined the experiences of 16 Early Childhood preservice teachers who had articulated from Diploma programs to university-based Early Childhood teacher education programs. It examined articulation from the perspective of the articulating preservice teachers themselves to reveal the qualitatively different ways in which the preservice teachers experienced articulation. By revealing the conditions which enabled successful articulation to university, the thesis contributes empirical insights into the politically-driven ECEC reform agenda and articulation as a national workforce strategy.

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Saha, Anshu. "Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24512.

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The National Curriculum Framework, 2005 (NCF-2005) was introduced by the Government of India to address the issue of quality in education. This study aims to analyse the area of actual curriculum reform for quality aspects at the primary (Grade I-V) level, both generally and specifically within India, in order to look at the quality aspect of education, which the NCF-2005 highlights as a key aim. In light of this, the key question that the current study asks is: how does the National Curriculum Framework 2005 (NCF-2005) address the 'quality' issue for primary education? In order to move more closely to an assessment of 'quality' within NCF-2005, this study employed document analysis and Critical Discourse Analysis (CDA) as methodological tools. The study used CDA to generate a critical analysis of the dominant discourses in the NCF-2005 policy document alongside a framework that included tools for policy analysis. An important feature of the framework design was that it considered various definitions of 'quality' at the international level; the influence of these on the national level, and how these are operationalized in the curriculum through the NCF-2005's key monitoring tool- Quality Monitoring Tool (QMT). The primary level (Grade I-V) curriculum is used in this thesis as an illustrative case. This study concludes with an attempt to highlight that the problem does not necessarily lie with the quality indicators or the definition of quality, nor necessarily with the curriculum itself. On the contrary the difficulty lies far more with complex implementation issues- the QMTs, the texts, and the lack of teacher training to implement the new curriculum. Also, the study highlights how the humanistic indicators that better capture the concept of 'quality' have been downplayed. Thus the thesis concludes that the NCF-2005 does not sufficiently capture the differing political, social and education ideologies resulting in a subsequent gap between the policy and its implementation.

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Blom, Johanna Petronella. "The ideal of an integrated national qualifications framework." Thesis, University of Pretoria, 2007. http://hdl.handle.net/2263/25652.

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This study deals with the extent to which the South African education and training system reflects in principle, perception and practice, the ideal of an integrated national qualifications framework. It examines the uses and meaning of ‘integration’ through a number of lenses. These lenses include policy symbolism and a guiding philosophy for the emerging system; pragmatic and technical considerations; communities of practice; the complementarity of education and training; and curricular integration. In relation to the first two lenses, it is evident that an integrated framework is a powerful symbol of the break from a past system characterised by inequality, unfairness and deliberate mediocrity, to the extent that ‘integration’ has become the underpinning guiding philosophy for a new education and training system. However, such socio-political aspirations tend to place unreasonable demands on the system. The second set of lenses indicate that the ‘comprehensiveness’ of the system could work against the notion of integration, and in South Africa, has led to acute paralysis of the system. The strongest evidence of integration emerges from the last set of lenses namely, the grounded, meaningful practice through principled partnerships, as reflected in the development of sub-frameworks and communities of practice and the necessary collaboration needed for curricular integration and education and training delivery. Thus, it seems, to make integration meaningful, the persuasive logic of innovative, grounded practice, could be enabled and facilitated by less, not more, regulation and could be enhanced by structures that reflect the grounded practice. Copyright 2006, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Blom, JP 2006, The ideal of an integrated national qualifications framework, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-06192007-123414 / >
Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2007.
Education Management and Policy Studies
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Hossain, Muhammad Muazzem Prybutok Victor Ronald. "Investigating the relationship between the business performance management framework and the Malcolm Baldrige National Quality Award framework." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11034.

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De, Mink Karen Joy. "Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership." Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/2832.

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Master Education - Med
Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a ‘multi-pronged’ skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa’s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998; Young, 2004; Brown & Keep, 2000; Boreham, 2002), as reductive and mechanistic (Bates & Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher’s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa’s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a ‘multi-pronged’ skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.
South Africa

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Hoek, Elizabeth Antoinette. "South African unit standards for a general music appraisal programme at NQF levels 2-4, with special reference to ensemble specialisation for available instruments." Thesis, University of Pretoria, 2001. http://hdl.handle.net/2263/30172.

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Hossain, Muhammad Muazzem. "Investigating the relationship between the business performance management framework and the Malcolm Baldrige National Quality Award framework." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11034/.

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The business performance management (BPM) framework helps an organization continuously adjust and successfully execute its strategies. BPM helps increase flexibility by providing managers with an early alert about changes and, as a result, allows faster response to such changes. The Malcolm Baldrige National Quality Award (MBNQA) framework provides a basis for self-assessment and a systems perspective for managing an organization's key processes for achieving business results. The MBNQA framework is a more comprehensive framework and encapsulates the underlying constructs in the BPM framework. The objectives of this dissertation are fourfold: (1) to validate the underlying relationships presented in the 2008 MBNQA framework, (2) to explore the MBNQA framework at the dimension level, and develop and test constructs measured at that level in a causal model, (3) to validate and create a common general framework for the business performance model by integrating the practitioner literature with basic theory including existing MBNQA theory, and (4) to integrate the BPM framework and the MBNQA framework into a new framework (BPM-MBNQA framework) that can guide organizations in their journey toward achieving and sustaining competitive and strategic advantages. The purpose of this study is to achieve these objectives by means of a combination of methodologies including literature reviews, expert opinions, interviews, presentation feedbacks, content analysis, and latent semantic analysis. An initial BPM framework was developed based on the reviews of literature and expert opinions. There is a paucity of academic research on business performance management. Therefore, this study reviewed the practitioner literature on BPM and from the numerous organization-specific BPM models developed a generic, conceptual BPM framework. With the intent of obtaining valuable feedback, this initial BPM framework was presented to Baldrige Award recipients (BARs) and selected academicians from across the United States who participated in the Fall Summit 2007 held at Caterpillar Financial Headquarter in Nashville, TN on October 1 and 2, 2007. Incorporating the feedback from that group allowed refining and improving the proposed BPM framework. This study developed a variant of the traditional latent semantic analysis (LSA) called causal latent semantic analysis (cLSA) that enables us to test causal models using textual data. This method was used to validate the 2008 MBNQA framework based on article abstracts on the Baldrige Award and program published in both practitioner and academic journals from 1987 to 2009. The cLSA was also used to validate the BPM framework using the full body text data from all articles published in the practitioner journal entitled the Business Performance Management Magazine since its inception in 2003. The results provide the first cLSA study of these frameworks. This is also the first study to examine all the causal relationships within the MBNQA and BPM frameworks.

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Laubscher, Ryno. "The drivers of customer satisfaction at National Dairy Equipment (NDE)." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13085.

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National Dairy Equipment (Pty) Ltd (NDE) is a privately owned stockist and distributor of stainless steel products and is a respected player in the South African stainless steel industry. NDE operates from within all four major cities in South Africa namely, Johannesburg, Cape Town, Port Elizabeth, and Durban. The organisation, with its wide range of corrosion resistant products, serves industries such as the architecture and construction, automotive, catering, and food and beverage industry. With the stainless steel industry growing in terms of the number of competitors, NDE performs a number of functions in order to achieve customer satisfaction. The general purpose of the study was to indentify the attributes that would act as drivers of customer satisfaction at NDE. Five attributes were identified namely, Service quality, Trust and commitment, Product quality, Commercial aspects and Reliability. The results of this study could assist managers at NDE in improving service delivery to customers. The literature study provided an overview of overall customer satisfaction and possible measurement models for customer satisfaction. Measurement models included, SERVQUAL, SERVPERF, the Two-factor theory, the Kano model and the Three-factor model. The latter proved to be of particular importance to the study as the model was used to classify the identified drivers into basic, performance and excitement factors. Furthermore, a literature review was provided based on each of the identified potential drivers of customer satisfaction. The empirical data needed to complete the study was collected by means of a survey, using a self-administered questionnaire. The questionnaire was distributed by sales representatives at NDE. A total of 320 useable questionnaires were received. The study revealed the following: each of the five proposed attributes had a positive relationship with overall customer satisfaction,thus all five attributes were confirmed as drivers of customer satisfaction at NDE. Commercial aspects and Reliability were classified as basic satisfiers. Trust and commitment was classified as a performance satisfier, and Service quality was identified as the only excitement satisfier. Product quality did not receive any classification. All importance mean scores were higher than the corresponding satisfaction mean scores. This study contributed to the existing body of literature and is seemingly the first of its kind in the South African stainless steel industry. The study is also the first to attempt the measurement of overall customer satisfaction levels at NDE. The methodology used in the current study can be applied to stainless steel industries internationally, in order to verify whether the confirmed drivers would also act as drivers of satisfaction in a similar industry elsewhere in the world.

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Mackinnon, J., and H. Friedrich-Nel. "Student learning outcomes assessment in radiography within the context of a national higher education quality framework." Journal for New Generation Sciences, Vol 8, Issue 1: Central University of Technology, Free State, Bloemfontein, 2010. http://hdl.handle.net/11462/553.

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Published Article
This article describes a process of student learning outcomes assessment for a health sciences programme in radiography at a university in South Africa. Its purpose is to demonstrate that while the process of student learning outcomes assessment is universal, it can be used both nationally and internationally. As long as underlying premises are met, assessment needs to be considered within the context of a country's unique culture, society and history. Underlying premises include understanding the institution's mission and vision, determining that the programme's mission and vision are congruent with those of the institution, and involving faculty early in the assessment process.

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Van, Aswegen Dawid Titus. "A proposed service quality framework for multi-national supply logistics providers in the South African automotive industry." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/21307.

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Managing a sustainable service business rests on two critical customer perceptions: Firstly, the perceived sufficiency of the value of the service, and secondly the level of value differentiation between the current service provider other service providers in the market. (DeSarbo, Ebbs, Fong & Snow, 2010; Parasuraman & Grewal, 2000) The direction for this study was prompted by the limited research available around service quality for Supply Logistics within the global automotive industry. The study identified the key factors that logistics service providers need to focus on when aligning their perceptions of service quality to that of their customers. The service gaps between customer and service provider perceptions are uncovered. Particular focus was given to: The definition gaps in service quality, The perceived level of service quality, and The size of service quality differentiation between service providers. The key finding of the study is that service differentiation is influenced by the ability of the Logistics Service Provider (LSP) to deliver a quality of service in line with the level of importance the various elements hold to the customer. The causal relationships offered a step wise understanding of improving the perceptions of customers. This perception forming process is outlined as follows: Firstly, create a common understanding of the definition of service quality and establish the comparative importance of the various elements. Having an understanding of how customers’ value service quality is a critical first step in delivering superior service. A proposed Service Quality Framework for multi-national Supply Logistics providers in the South African automotive industry Secondly, align efforts to achieve in accordance to the level of importance of the service elements. If this is achieved, LSP’s will retain positive differentiation to its competitors irrespective of the actions of those competitors. Lastly, LSP’s need to regularly review if their own perception of the service level (per element) is in line with that of the customer. The study created a service quality framework of 22 different service elements grouped in four service factors. The relative importance of these elements were uncovered. This offered insight for organizing the business around key service elements. Within Supply Logistics the operational-management-tools, engineering-skills, processes-stability and management-structure are typical elements around which customers form their perceptions. The quality of the direct staff holds the key to sustained customer satisfaction, much more so than the commercial arrangements, industry innovations and the prestige of the brand behind the service. This study laid a foundation from which future research can deeper explore the unique slant that geographical, organisational designation or customer brand lines hold on the service quality perception.

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Nxumalo, Edmund Linduyise. "An evaluation of the roles of CHE and the SETAs in the accreditation of NQF Level 5 learning programmes." Thesis, Link to the Internet, 2009. http://etd.sun.ac.za/jspui/handle/10019/1925.

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Peng, Xianghui. "Quality Management Theory Development and Investigation of the Constructs within an Organizational Framework." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849744/.

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Supply chain management (SCM) and quality management (QM) share some common literature and have overlapping domains that reinforce each other in the supplier and customer relationship management areas. Despite the recognized importance of supplier and customer relationships toward achieving quality goals, limited prior research examines whether SCM represents a distinct construct within the prominent existing quality focused organizational frameworks such as the Malcolm Baldrige National Quality Award (MBNQA). As a result of the absence of the SCM construct in the frameworks, the problem facing researchers is understanding the role of SCM in the implementation of QM practices within an organization. Such an understanding is key to QM theory development for the 21st century organizations. In order to conduct this investigation, we examine several well-studied quality focused organizational frameworks that are validated among the community of researchers, and, widely accepted among practitioners. However, which of these well-known quality management models serve as the best proxy for a quality focused organizational framework is an important area for research in order to better promote QM worldwide. This research involves three essays and uses a mixed methodology of qualitative and quantitative research. Essay 1 compares well-known national quality award frameworks such as the MBNQA, the Deming Prize, and the European Foundation for Quality Management (EFQM) Award through analysis of the extensive literature on each as well as examination of the government documents about the frameworks. Comparisons show the Baldrige framework most widely serves as basic model for national quality award frameworks to increase the awareness of quality and promote the best QM practices. After reviewing the categories and their weightings in the frameworks of MBNQA, the Deming Prize, and the EFQM Award, we identify opportunities to refine the frameworks and promote QM theory development. Essay 2 fills a critical research gap by assessing the effectiveness of the Baldrige framework within a government organization and by comparing the effectiveness of the categories of the Baldrige framework in government to the effectiveness of the categories in different industries. This study examines the relative effectiveness of each Baldrige category in the MBNQA 2013-2014 framework using data from a municipal government. It tests the hypothesized research model employing partial least squares - structural equation modeling (PLS-SEM). Drawing on contingency theory, it explores the commonalities and differences of the effectiveness of Baldrige categories across different industries by comparing our results with summarized prior research findings of interrelationships among the Baldrige categories. Essay 3 posits a restructured Baldrige framework after conducting a rigorous literature review on SCM and examining the Baldrige framework and categories associated with SCM. This work includes a longitudinal set of studies that test the hypothesized research model based upon the newly posited restructured theoretical framework using PLS-SEM on survey data from three different time periods over 20 years across a variety of organizations. The results support that the restructured framework provides a good model fit when the SCM construct is independently identified and included within the framework. The comparison from the longitudinal analysis provides significant insights for theory evolutions of leadership, SCM, and information systems constructs. Additionally, this longitudinal investigation over 20 years supports the evolution of the Baldrige framework as it was revised over time. Most importantly the work posits and supports the new theory development and shows the overarching importance of the SCM as a major organizational construct.

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Millan, Jorge A. Palmer James C. Hines Edward R. "Applicability of the premises of the Malcolm Baldrige National Quality Award framework to assessments of community college effectiveness." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803728.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 5, 2006. Dissertation Committee: James C. Palmer, Edward R. Hines (co-chairs), John R. McCarthy, Anita Lupo. Includes bibliographical references (leaves 81-84) and abstract. Also available in print.

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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.

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Thesis (MPhil)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.

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Suryandari, Retno Tanding. "Creating Value by Enhancing Innovative Capability: the Role of Absorptive Capacity and Institutional Framework." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699854/.

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Innovations as a source of economic wellbeing and social prosperity has been well researched, albeit primarily done in the context of developed economies. However, of late, interest in the effect of innovation on economic performance and quality of life has been renewed as the world observes the rise of emerging economies, and at the same time, the prolonged recession in the more developed economies (i.e. North America and European countries). There has been a marked increase in the quantity and quality of research and development, spawn by innovative companies from emerging economies that are making their mark in global marketplace. These phenomena challenge the traditional concept that innovation flows from the resource rich developed countries to less developed countries, and that the latter are at a disadvantage in terms of knowledge, technology and competitiveness. Existing studies on national innovation highlight the relationships between innovative capability and its outcomes; however, few have tried to explain the determinants of a nation’s innovative capabilities. Using a sample of 95 countries and panel data analysis covering 28 years of observation, this study attempts to model the determinants of innovative capability at national level, and focuses on absorptive capacity and institutional framework as the main determinants of innovative capability. Further, this study identifies different aspects of absorptive capacity: creation and exploitation of innovation. Findings offer support on the importance of various sources of external knowledge in the creation of innovation, with FDI inflow and High Technology Export as the strongest sources. Corruption as institutional factor has negative effect on innovative capability, whereas openness shows no effect. National absorptive capacity moderates the effect of external knowledge on innovative capability, except on FDI outflow in which a negative effect on trademark application as a measure of innovative capability. The findings suggest that innovative capability and moderating role of absorptive capacity enhance economic wellbeing. Findings show that economic wellbeing increases happiness and income inequality (as the measures of quality of life); same thing as innovative capability, which also increases both happiness and income inequality. This study demonstrates that for happiness, higher education and better infrastructure (as the measure of foundational absorptive capacity) decrease the level of happiness. Higher education and ease access to information may increase expectation, which lead to unhappiness when the expectation is not met. For income inequality, negative effect of the moderating role of absorptive capacity means that higher education and better infrastructure contribute to lowering income inequality. Based on these findings, a nation should continue to attract FDI and trade in high technology because these sources of knowledge contribute to innovative capability. Policy makers can develop country positioning and country’s marketing activities by using the combination of the improvement of national factors and policy reforms. The upgrading of national factors helps to achieve higher economic wellbeing and quality of life in general.

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Grant, Sandra K. "Kindergarten teachers' work and a new quality agenda." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107908/1/Sandra_Grant_Thesis.pdf.

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This institutional ethnography examines kindergarten teachers' work during rapid policy change that addressed new quality improvement agendas. Policy restructures heralded the transition to a national Early Years Learning Framework and a National Quality Framework for Australian early childhood education and care services. Teachers' accounts highlighted their reorientation of work practices to manage the pressures of accountability and production of evidence connected to the discourse of quality improvement articulated in Australian early childhood education and care policy. The transition to increased governance contributed to disjunctures between policy implementation and the experiences of enacting policy.

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Wessels, Ester Marie. "The challenge and the crisis facing the educational publishing industry in the dissemination of information in South Africa." Diss., University of Pretoria, 1999. http://hdl.handle.net/2263/29120.

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In this study the role of the educational publisher as an information intermediary is considered. The focus is on the developmental role of the publisher, against the background of the information age the world is entering today. The publishing industry is regarded as both a vehicle for and the product of development, which entails a twofold responsibility: the development of society in general and the development of the industry in particular. This study highlights the role of the publisher in the development of society, and it is argued that the recent changes in the education system and the language policy potentially offer a great challenge to educational publishers in South Africa to help create suitable educational material in order to facilitate the successful implementation of the new curriculum, thereby contributing to the development of South African society as a whole. However, developments since 1994, when the new political dispensation came into effect, have practically halted the development input of publishers in the new education system and created a severe crisis for the educational publishing industry.
Dissertation (MA)--University of Pretoria, 2012.
Information Science
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Garcia, Marcelo Moraes. "Excelência em gestão na construção civil: um estudo exploratório." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/966.

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Made available in DSpace on 2016-04-25T16:44:16Z (GMT). No. of bitstreams: 1 MARCELO MORAES GARCIA.pdf: 919004 bytes, checksum: 13e70fb80b98146e763b703d8a897331 (MD5) Previous issue date: 2010-10-28
The context in which large Brazilian construction companies are incorporated in the year 2010, with increased real estate financing and government investment, has provided great opportunities in this sector. This study aims to evaluate a group of 10 large builders, focusing on residential or commercial work, according to the criteria of the Management Excellence Model (MEM) of the National Quality Foundation (NQF). A questionnaire was adapted from NFQ and answered by the president or CEO of companies surveyed, as the sole builder of winning the National Quality Award (NQA). The survey results showed that the companies surveyed have a good level of quality management, with companies focusing on business performance works more subtly. Data analysis was performed considering the seven criteria: customers, society, leadership, strategies and plans, people, processes, and finally information and knowledge. The main conclusion of this study is that despite the good level of management of the companies surveyed, there is an imbalance of the shares in these companies as to the criteria of MEM, with overvaluation of the criteria procedures, and reduced recovery of actions directed to the criteria society. In comparison with the company winning the NQA, one of the companies showed indicators of high excellence in its management process and may initiate a process of competition to the NQA
O contexto em que as grandes construtoras brasileiras estão inseridas neste ano de 2010, com aumento do financiamento imobiliário e investimentos estatais, tem propiciado grandes oportunidades nesse setor. Esse estudo busca avaliar um grupo de 10 construtoras de grande porte, com foco em obras residenciais ou comerciais, de acordo com os critérios estabelecidos no Modelo de Excelência da Gestão (MEG) da Fundação Nacional da Qualidade (FNQ). Um questionário da FNQ foi adaptado e respondido pelo presidente ou diretor geral das empresas pesquisadas, assim como pela única construtora ganhadora do Prêmio Nacional da Qualidade (PNQ). Os resultados da pesquisa mostraram que as empresas pesquisadas possuem um bom nível de gestão da qualidade, tendo as empresas com foco em obras comerciais desempenho sutilmente superior. A análise dos dados foi realizada considerando-se sete critérios: clientes, sociedade, liderança, estratégias e planos, pessoas, processos e, por fim, informações e conhecimento. A principal conclusão deste estudo é que, apesar do bom nível de gestão das empresas pesquisadas, há um desbalanceamento das ações nessas empresas quanto aos critérios do MEG, havendo supervalorização do critério processos e reduzida valorização das ações voltadas ao critério sociedade. Na comparação com a empresa ganhadora do PNQ, uma das empresas mostrou indicadores de excelência elevados em seu processo de gestão, podendo iniciar um processo de concorrência ao PNQ

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19

Beane, Laurien. "Advocacy leadership in early childhood: Educators' perspectives." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/5e34673e143a1cf112414c3895b88d868d56da6d338f333b2ae90d6cca7e9ba0/1241002/Advocacy_leadership_in_early_childhood__Educators_perspectives.pdf.

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"This research examines possibilities for advocacy leadership in Australian Early Childhood Education and Care (ECEC) settings regulated by current ECEC policy (Council of Australian Governments [COAG], 2009a). Advocacy leadership has been defined by Blank (1997) as leading with long- term planning and vision which can be utilised to reform public regulations and policy. Building upon Blank’s (1997) construction of advocacy leadership, this research considers ways to open possibilities for advocacy leadership in the Australian ECEC context through exploring the position of educational leader through changing research approaches. Of central concern in this research are apparent silences regarding advocacy leadership in the implementation and development of current policies including the National Quality Framework for Early Childhood Education and School Aged Care (NQF). A focus group and an individual interview were used as data collection methods to gather educators’ perspectives about advocacy leadership for themselves. Topical life history narratives were used as methodology to provide narratives for data analysis about one topic related to the participants’ work life. Participants were asked to share stories of their work life in response to questions about leadership in early childhood education. Participants were invited to join the focus group using purposeful selection. Four ECEC educators who did not hold a leadership position, were certificate, diploma or bachelor qualified with a minimum of five years’ experience and from the wider Brisbane area were invited to participate. Subsequently, one participant was invited to elaborate on her life history narrative responses through an individual interview. Although the research was focussed on the role of educational leaders in advocacy leadership, the participants were not educational leaders themselves. Data collected includes: a start list of constructs; transcripts of educators’ responses (from both the focus group and the interview) to questions about leadership prior to, and during, the introduction of the NQF; and field notes. A Foucauldian genealogical analysis was used to analyse the data which were located in educators’ topical life history narratives about their work. These were read through three discursive lenses, administrative, educational and governmental lenses. A reading of the data through these lenses shows ways in which administrative and educational leadership discourses can be seen to be predominant ways educators narrate their perspectives of leadership. At times, these narrations appear to express their experience of leadership as competing expectations and priorities. The analysis of the data reading for techniques of governmentality highlights ways in which there are multiple opportunities to construct leadership in ECEC. The consideration of ways discourses and techniques of governmentality enable and constrain advocacy leadership opens possibilities for thinking about and doing leadership differently in ECEC. This research could inform both ECEC leaders and educators in their practices and responses to current policy."

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20

Wagner, Claire. "Placing psychology a critical exploration of research methodology curricula in the social sciences /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06292004-123737.

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21

Francisco, Melissa. "A Framework of Critical Success Factors for Business Organizations that Lead to Performance Excellence Based on a Financial and Quality Systems Assessment." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6272.

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One of the most important tasks that business leaders undertake in order to achieve a superior market position is strategic planning. Beyond this obligation, business owners desire to maximize profit and maintain steady growth. In order to do this, resources must be invested in the most efficient way possible in order to achieve performance excellence. Adjusting business operations quickly, however, especially in times of economic uncertainty, is extremely difficult. Business leaders therefore need insight into which elements of organizational improvement are most effective in order to strategically invest their resources to achieve superior performance in the most efficient way possible. This research examines the results of companies which have a demonstrated ability to achieve performance excellence as defined by the National Institute of Standards and Technology's Malcolm Baldrige Criteria for Performance Excellence. This research examined award-winning applications to determine common input factors, compared the business results of a subset of those award-winners with the overall market for a time-frame of 11 years, and then investigated the profitability, liquidity, debt management, asset management, and per share performance ratios of award-winners compared with their industry peers over 11 years as well. The main focus of this research is to determine whether participation in performance excellence best practices have created value for shareholders and business owners. This objective is achieved through the analysis of performance results of award winning companies. This research demonstrates that the integration of efforts associated with performance excellence is in-fact advantageous.
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering

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22

Nascimento, Fabio Redin do. "AVALIAÇÃO INSTITUCIONAL DE IES: REFLEXÕES SOBRE COMPATIBILIDADE DE TRÊS MODELOS DE AUTO AVALIAÇÃO SINAES, FNQ e CAF." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/8277.

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The Common Assessment Framework (CAF or Commom Assessment Framework), used in the education sector in European countries and the assessment tool of the National Quality Foundation (FNQ) named Model Management Excellence (MEG) used in public and private organizations in Brazil are assessment models of organizational performance, specially developed to help organizations apply the techniques of Total Quality Management (TQM) in order to better their performance levels and their management. However, the study lies in the general assessment of the quality management of Higher Education Institutions (HEIs) in Brazil based on the external evaluation component of the National Higher Education Evaluation (SINAES). Had the motivation to empirical perception about the difficulties that, in general, undergraduate courses face in adopting a system of quality management and implementation of a system with features evaluative management and continuous improvement. This thesis aims to propose the integration of Model Management Excellence Foundation National Quality - FNQ with the Common Assessment Framework - CAF, making a conversãoBrasil / Europe. Using the method of action research as directed qualitative research strategy, the study sought to reconcile the two models and processes your criteria with indicators of the National Assessment of Higher Education SINAES, generating a guidance booklet called SIMECA. This work will serve as support to managers of undergraduate seeking quality assurance and support for the IES rumen toward excellence, fulfilling the main objective of this work. For future research, it is recommended to deepen, through case studies, the study demonstrated the application.
A Estrutura Comum de Avaliação (Commom Assessment Framework ou CAF), usada no setor da educação em países europeus e o instrumento de avaliação da Fundação Nacional da Qualidade (FNQ) denominado Modelo de Excelência da Gestão (MEG) utilizada em organizações públicas e privadas do Brasil são modelos de avaliação de desempenho organizacional, especialmente desenvolvidos para ajudar as organizações aplicarem as técnicas da Gestão da Qualidade Total (TQM) a fim de melhorar os seus níveis de desempenho e da sua gestão. Contudo, o estudo situa-se no quadro geral da avaliação da gestão da qualidade das Instituições de Educação Superior Privada (IESP) no Brasil tendo como base o componente de avaliação externa do Sistema Nacional de Avaliação da Educação Superior (SINAES). Teve como motivação a percepção empírica acerca das dificuldades que, de modo geral, as IES enfrentam na adoção de um sistema de gestão da qualidade e na implementação de um sistema avaliativo com características gerenciais e de melhoria continua. A presente dissertação visa propor a integração do Modelo de Excelência da Gestão da Fundação Nacional da Qualidade FNQ com a Estrutura Comum de Avaliação CAF, fazendo uma conversão Brasil / Europa. Com a utilização do método de pesquisa qualitativa direcionada como estratégia de pesquisa, o trabalho buscou a compatibilização dos dois modelos e seus critérios processos com os indicadores do Sistema Nacional de Avaliação da Educação Superior SINAES, gerando uma cartilha de orientação denominada SIMECA. O presente trabalho servirá como apoio aos gestores educacionais que buscam a garantia da qualidade além do suporte para que as IES rumem em direção da excelência, cumprindo o objetivo principal deste trabalho. Para futuras pesquisas, recomenda-se aprofundar, por meio de estudo de casos, a aplicação do estudo demonstrado.

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23

Wilson-Ali, Nadia. "An unfamiliar face, an unfamiliar environment: Investigating educators’ understanding of their attachment relationships with infants and toddlers in Early Childhood Education and Care settings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2135.

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Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. However, this work has primarily been influenced from a medical health or psychological perspective. Despite the literature highlighting the importance of attachment relationships, there is limited research relating to educators’ knowledge and understanding of attachment theory. The first years of life are considered a sensitive period for attachment development, and with families increasingly utilising formal care for their infants and toddlers, educators are in a prime position to use attachment theory to inform their practices within education and care (ECEC) settings. The aims of this study were to investigate educators’ knowledge and understanding of attachment theory and the practices they use to support the development of secure infant/toddler–caregiver relationships. Drawing upon an interpretive theoretical framework, this study focused on understanding attachment theory and practice from multiple perspectives through the voices of early childhood educators. Using multiple methodologies such as a mixed method design enhances an interpretive framework. Data was collected via an online survey through a closed Facebook page as well as personal contacts of the researcher, email and snowballing. From this survey, 488 Australian educators responded demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews. Observations of their attachment practices were documented using the Reflect, Respect, Relate tool. Quantitative data was analysed using Qualtrics software with Nvivo used for qualitative data to code key concepts and emerging themes. A national survey provided a general picture of educator perceptions and practices whilst the observations and interviews supported a deeper exploration into themes emerging from the survey. Findings highlighted educators’ desire to access further support to understand how to interpret the Early Years Learning Framework (EYLF) and associated documents in relation to attachment theory. The EYLF proposes that children feel “safe, secure and supported” when they develop attachment relationships with educators (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 21). However, little guidance is provided within the framework or accompanying resources about how educators should approach this relationship development. Educators who participated in the study drew upon multiple approaches to support the development of attachment relationships. Their approach varied according to knowledge, understanding and personal experiences of participating in attachment relationships. Additionally, findings indicated that educators require support and access to sufficient knowledge and ongoing professional development relating to attachment theory that is specifically targeted toward ECEC settings. This study is unique in that it investigated the challenges of attachment theory from an educator’s perspective rather than a psychological lens. This research hopes to build upon the existing knowledge of educators and highlight the importance of attachment theory to inform strategic direction and policy development.

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24

Jacobsz, Johannes Marthinus. "Riglyne vir die effektiewe assessering van dosente in hoër onderwys binne die nasionale kwalifikasieraamwerk / Johannes Marthinus Jacobsz." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/10414.

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This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system.
Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

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25

Maqutu, Lucy Kathleen Nonkosi. "Description and analysis of the process of implemetation of the national qualifications framework (NQF) in nursing education (NE) in South Africa." Thesis, 2001. http://hdl.handle.net/10413/7738.

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The intention of this study was to describe the implementation process of the NQF in nursing education at central and provincial levels in order to explore the change process. It deals with this process as follows: Implementation of NQF in nursing education.; Organizational health at central and provincial levels.; The change strategies used at these levels.; The implementation level reached. It is a qualitative study of an enthographic type to describe and document the implementation of the NQF as it occurred. The researcher who was part of the group that generated the culture of learning in nursing, directly participated in the activities and events as they occurred at this initial stage of implementation of the NQF. A discussion between the researcher and nurse educators took place on strategies used and whether they find the existing environment promoting changes. The research techniques used for gathering information were interviews and documents. With this information the researcher was able to reflect, make inferences and interpretations. The state of nursing education was described within the organizational self-renewal strategies described by Owens (1998). The description of the process of implementing the NQF was viewed against the change strategies as described by Bennis, Benne and Chin (1969), which are the empirical rational, normative re-educative and power coercive. The stage of implementation of the NQF in NE that has been achieved has been assessed using the NQF principles as a yardstick. The data collected is largely qualitative and its analysis has been qualitative. The categories of the theoretical framework which are inputs (organizational health); process (change theories); and outcomes (awareness, planning, use and refinement) of the NQF principles, have been used to analyze the data. The findings on organizational health reveal that nursing education is a healthy organization at both central and provincial levels. It has taken the opportunity presented by the NQF to address some of its organizational problems such as the Scope of Practice for nurses and midwives. There are, however, problems in making final decisions about the planned implementation of the NQF because of differences in vision about the future of nursing education. The movement of nursing education (NE) to higher education (HE) is hampering progress because the National Government is not implementing the Education Act No. 101 of 1997 which has moved NE to HE. Both the South African Nursing Council (SANC) and Natal College of Nursing (NCN) have no coherent human resources development policy. At both the central and provincial levels of NE normative re-educative strategies are ones that have been used extensively rather than power coercive strategies. Empirical rational strategies were also made use of to identify the advantages of the NQF policy and to incorporate them into the planned changes. There is full awareness and planning for the implementation of all the principles of the NQF. The principles of the NQF that are already in use and are being refined are integration of education and training, relevance, credibility and legitimacy.This is because they had already been in use in nursing education and practice before the inception of the NQF policy.
Thesis (Ph.D.)-University of Natal, Durban, 2001.

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26

Keevy, James Anthony. "A Foucauldian critique of the development and the implementation of South African National Qualifications Framework." Thesis, 2005. http://hdl.handle.net/10500/1462.

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This study investigates the development and implementation of the South African National Qualifications Framework (NQF) since its conceptualisation in the early 1980s, up to 2005. Premised on the concern that power struggles are having a negative effect on the development and implementation of the NQF, the purpose of the study is to support improved future development and implementation of the NQF by describing the amalgamation of the different and contradictory views that support the development of an NQF that replaces all existing and divisive education and training structures in South Africa - the NQF discourse. A further purpose of the study is to reveal this NQF discourse as a system in which power is exercised, and then to make recommendations on minimising the negative effects of the power struggles. Based within a Foucauldian theoretical framework, the study includes an extensive review of local and international literature on NQF development and implementation that is used to develop an NQF typology to describe and analyse the various aspects of the NQF. The literature review is followed by a qualitative analysis, using Foucauldian archaeology and genealogy, of an empirical dataset containing 300 interviews (including focus groups) with NQF stakeholders, 90 responses to discussion documents and 72 news articles published between 1995 and 2005. The findings of the study confirm the initial concern that power struggles are having a negative effect on the development and implementation of the South African NQF. The findings also show that the very same power struggles can have positive effects, but that in the South African NQF discourse, the balance of power is skewed towards the negative. Importantly, it was found that NQF development and implementation cannot be divorced from power, and that rather than attempting to undermine power within the NQF discourse, efforts can be better spent on three focused activities: 1. Inculcating an understanding of the NQF as a social construct. 2. Improving the compatibility between the NQF and the South African context. 3. Bridging the entrenched differences between educationalism and vocationalism.
Educational Studies
D. Ed. (Philosophy of Education)

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27

Lee, W. F., and 李維鋒. "A Research on Framework of Quality System and Quality Audit —multi -national enterprise as example." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/71531471364446087497.

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碩士
國立清華大學
高階經營管理碩士班
91
In the fierce competition of global business, total product and service quality is the critical success factor for the enterprises. Establishing an effective quality management system to upgrade the product and service quality, will enhance the competitive advantage in the market and expand the business scope. In this research, a subsidiary company in Taiwan of a multi-national enterprise improved her business performance through challenging the Deming Prize and the Japanese National Quality Award. The main framework of quality improvement are: Policy Management was deployed from top management down to layers of employees which guided the employees working direction focusing on the company main business objectives and achieved company objectives through layers of control items and improvement projects; Process Management linked the chains of suppliers partnership to functional operation of the organization to predict and satisfy customers’ requirements. The framework of Quality Audit provided the regular, objective and overall assessment to the company, to explore the strengths and improvement opportunities of the company in order to improve the competitiveness.

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28

de, Mink Karen Joy. "Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership." Thesis, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5869_1259055363.

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Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a &lsquo
multi-pronged&rsquo
skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa&rsquo
s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998
Young, 2004
Brown &
Keep, 2000
Boreham, 2002), as reductive and mechanistic (Bates &
Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher&rsquo
s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa&rsquo
s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a &lsquo
multi-pronged&rsquo
skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.

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Smith, A. M., and Nina L. Reynolds. "Measuring cross-cultural service quality: A framework for assessment." 2002. http://hdl.handle.net/10454/3695.

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No
The trend towards internationalisation in many service industries has increased the need for both managers and academics to collect cross-cultural/national consumer-perceived service quality data. Failure to establish cross-cultural equivalence and to detect differences in cross-national response bias will, however, affect data comparability, may invalidate the research results and could therefore lead to incorrect inferences about attitudes and behaviours across national groups. By initially focussing on developments in the mono-cultural service quality literature, a framework is presented whereby academics and managers can assess the potential impact of these international measurement issues. Existing cross-cultural service quality literature is reviewed and the extent to which these issues are addressed is highlighted. Methods for detecting and correcting cross-national response biases are discussed.

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Kao, Chu-Ling, and 高珠鈴. "Empirical Study of Education Quality Self-Assessment - taking Malcolm Baldrige National Quality Award as reference framework." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/29z25m.

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博士
國立屏東教育大學
教育行政研究所
97
This research uses Education Criteria for Performance Excellence from 2009 -2010 by Malcolm Baldrige National Quality Award as reference framework. From leadership, strategic planning, customer focus, measurement, analysis and knowledge management, workforce focus, process management, results, this research surveys current status on education quality self-assessment by principals of junior high and elementary schools in Pingtung County. This research adopts questionnaire survey to take 209 junior high and elementary schools in Pingtung County as target. Pre-test was conducted in 31 schools, the rest 178 schools was used as formal survey. 152 copies were recovered, the effective recovery rate was 85.39%. This research uses SPSS, Expert Choice and EXCEL to conduct data processing and statistical analysis with conclusions as follows: 1. The overall education quality (1) MBNQA can be a conductive tool and reference for the self-assessment of the educational quality. (2) “Leadership” and “Results” are the key factors to influence the educational quality. (3) Dimension “results” in educational quality has the lowest expectation score. (4) The outcome of the research manifests imbalance and disproportion of the overall educational quality of junior high and elementary schools. 2. The empirical result focusing on Pingtung County (1) All in all, the self-assessment of the educational quality of junior high and elementary schools in Pingtung County reaches medium level. Among seven dimensions, “workforce” has the highest level, while “results” the lowest level. (2) The outcome of the overall educational quality is not thoroughly affected by such the variants as school system, property, established history, class scale, supervising area and geographical location. (3) The performance of “workforce” in elementary schools is apparent better than junior high schools. (4) Dimension “leadership” shows distinctions in the schools with different established history. (5) Scholars and Specialists with different backgrounds hold respective perspectives on ratio of the self-assessment of the educational quality. (6) The ratios of “Leadership” and “results” are higher than those of other dimensions. (7) The overall differences of the scores of variants is from 2% to 28%. Based on above findings and conclusions, this research proposes three suggestions to serve as reference to educational administrative authority, schools and subsequent researches.

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31

Watts, Gregory R. "Towards quantifying the quality of tranquil areas with reference to the national planning policy framework." 2013. http://hdl.handle.net/10454/9749.

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32

Watts, Gregory R., and Robert J. Pheasant. "Towards quantifying the quality of tranquil areas with reference to the National Planning Policy Framework." 2013. http://hdl.handle.net/10454/5545.

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yes
The UK has recently recognized the importance of tranquil spaces in the National Planning Policy Framework, NPPF. This paper reports on applying the tranquillity rating prediction tool, TRAPT for predicting the perceived tranquillity of a place and using this tool to classify the levels of tranquillity in existing areas. The tool combines soundscape and landscape measures to produce a tranquillity rating on a 0-10 rating scales. For these purposes noise maps, spot noise level measurements, photographic surveys were used to predict tranquillity levels in 8 parks and open spaces in or near the city of Bradford in West Yorkshire in the UK. In addition interviews were conducted with visitors to validate these predictions. It was found that there was a reasonably close relationship between predicted and average assessments given by park visitors which confirmed the usefulness of the tranquillity rating prediction tool for planning and conservation purposes.

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33

Chen, Ya-Fang, and 陳雅芳. "The Case Study of TQM Implementation of the Central Bureau of National Health Insurance— Based on the Framework of National Quality Award." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/83244325493191130922.

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碩士
中原大學
工業工程研究所
90
Due to the evolution of the management ideology and the awareness of quality —conscious by the public, their demands to the government is not solely for high efficiency, but also wish the government offering the comprehensive and high quality service. The public not only merely accepts the service offering by government, they further request the government offering the service they needed or expected. Total quality management (TQM) attracts the highly attention of the government in virtue of the outstanding achievements of the enterprise recent years. In order to conform to the public needs for raising the service quality, gradually many public sectors begin to tryout TQM. However, each attribute of administrative management and public serving of the public sectors is different with the enterprise organization generally applying total quality management. Thus, the public sectors should view their attributes and the limitations and difficulties for applying more careful when implementing total quality management. The National Quality Award can be regarded as the competition based on the total quality management as a result of the core and framework of the National Quality Award is the total quality management (TQM). The National Quality Award of the R.O.C. can be used as the basis of the measurements or the learning pattern, since it is not only focusing on the product and service quality, it further involving the managing and conducting quality. The public sectors can make use of the assessment items as the clear and definite assessment indexes for TQM implementing. They also can make use of them for examining the accomplishments and the satisfaction of the public serving, the achievements of the administration renovating and the efficiency raising, the affirmation acquired from society, and the contributions to the country and society. It is thus clear that the National Quality Award can make a substantial help for the public sectors implementing total quality management. This research used a survey of customer requirement and customer satisfaction to assess and audit the service quality of the Central Bureau of National Health Insurance by external customers. Two questionnaires were designed, and each of the questionnaires was designed for the medical station and the public. The composition of the questionnaire can be classified to three parts. The first part of the questionnaire is the survey of the importance, and the second part is the survey of the satisfaction. The third part of the questionnaire is the survey of their fundamental data. The result of this research showed that: (1) Reliability and validity of the survey of the medical station and the public was high. (2) The most dissatisfied components of the questionnaire for the medical station and the public is also the most demanded parts to be improved. (3) According to the quality attributes assessments, the medical station and the public consider that the most demanded parts to be improved were the same with those should be improved. (4) Compare to the importance of each component of the questionnaire, raising the satisfaction of each component is most helpful to the synthetic satisfaction. These results were feedback to the Central Bureau as the reference resources to improve the satisfaction of the external customers and the accomplishments of the service quality.

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34

Alsulami, Hemaid. "A Framework for Assessing the Quality and Effectiveness of A National Employment System: A Case Study of Saudi Arabia." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6048.

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National employment systems have been established in several countries to tackle the unemployment dilemma between citizens while the labor market flooded by expatriates. Lack of performance measurement indices among these systems caused failure to provide jobs to citizens and caused a state of confusion and dissatisfaction among employing entities. In Saudi Arabia, unemployment rate has increased in the last few decades and have since become a very political issue for the Saudi government. Compared to other countries, the problem is different since many expatriates in Saudi Arabia are already employed in their markets while citizens are seeking jobs. In Saudi Arabia, there are 1.4 million unemployed citizens and 8 million expatriates working in the Saudi labor market. In 2011, the Saudi government established a new project for boosting citizen's employment in the private sector. This project has initiated an employment system that divides organizations into four categories (or rankings) based on their performance in employing Saudi citizens' job seekers. Organizations in the Saudi private sector are allocated services from Ministry of Labor depending on their ranking in the system. Consequently, there are mixed reactions from social and economic groups toward the system's significant impact on increasing the number of national (citizen) workers in the labor market. This study develops a framework to assess the quality and effectiveness of this government employment system and how the private sector has been affected after its implementation. The framework proposes a national employment index to help government leaders manage the labor market and reduce the unemployment rate. In addition, the framework is proposing employers satisfaction index to assist in improving the cooperation between government and private sector. Finally, the study demonstrates the various advantages and disadvantages of this concept and proposes solutions to improve the national employment system's quality and effectiveness.
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering

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35

Dollman, William B. "Using the conceptual framework for Australia's national strategy for quality use of medicines to achieve sustained health behaviour change in a regional setting." 2007. http://arrow.unisa.edu.au:8081/1959.8/44422.

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This research involved a rigorous implementation of the conceptual framework of Australia's National Strategy for Quality Use of Medicines through a planned sequence of studies across a large defined geographical region to test the hypothesis that: The National Strategy for Quality Use of Medicines can be used to design, implement and evaluate a research program to achieve sustained improvement in health care in a regional setting.

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36

Blumfield, Brian Alfred. "A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10500/2412.

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The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to 12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South African learners, so that they are able to embrace inevitable change. Although the NCS highlights the importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions between policy and practice. This study attempts to contextualise the role of relevant assessment for the 21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms of how assessment was conducted in the former Natal Education Department, a liberal education department within former apartheid South Africa. The conclusions drawn from the evaluation are used to provide recommendations to relieve the tensions identified within the EHL NSC.
Educational Studies
M.Ed.

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37

Hlongwane, Ike Khazamula. "Recognition of Prior Learning (RPL) implementation in library and information science (LIS) schools in South Africa." Diss., 2014. http://hdl.handle.net/10500/18312.

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Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training. RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools. The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data. The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems. Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL.
Information Science
D. Litt et. Phil. (Information Science)

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Dissertations / Theses on the topic 'National Quality Framework (NQF)'

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