Tel: +27 21 762-7016 Fax: 088 021 762-7016 e-mail: firstname.lastname@example.orgSuite 63 Private Bag X3 Plumstead Cape Town 7801 CK 1998/008388/23 VAT 4230223994 A CASE FOR A UNIFORM APPROACH TO SYSTEMIC QUALITY MANAGEMENT IN THE SOUTH AFRICAN EDUCATIONAND TRAINING SYSTEM FIONA CAMERON-BROWN
ENHANCE ECONOMIC GROWTH WITH SUSTAINABLE DELIVERY Implies a focus on quality in terms of • learning programme delivery • knowledge and skills acquired through these learning programmes
Since the 1980’s • Not enough school leavers entering engineering and technologically related trades and disciplines • Industry and NGOs were already addressing this, e.g. • through enrichment programmes • bursary funding for learners at independent schools and universities
The skills shortage is not new What is new, is the buoyant South African economy Iraj Abedian, CEO, Pan African Advisory Services SABC actuality programme, Interface, Sunday, 9th April 2006
1994 - • economy was in an appalling state 1995 - • the government recognised it could not fund the Reconstruction and Development Programme
1996 -- • Growth, Employment and Redistribution Strategy (GEAR) introduced fiscal discipline • The economy started on its current trajectory
2006 - • Enabled the introduction of the Accelerated and Shared Growth Initiative (AsgiSA) • Necessitated the Joint Initiative on Priority Skills Acquisition (JIPSA)
TWO KEY OBJECTIVES OF AsgiSA • To meet the milleniam goal to halve poverty by 2014 • To foster economic growth of, on average, 6% per year
Achieving this depends on • more people working in the formal sector, contributing to the economy • continued economic growth • services and industries being able to compete globally
JIPSA • Skills development through SETAs STRATEGIES FOR ADDRESSING SKILLS SHORTAGES • NSDS II requires SETAs to identify critical and scarce skills • SETAs’ service level agreements are aligned to both the requirements of the NSDS and JIPSA
S A ECONOMY • is shifting from a primary producer to one that produces high quality goods and services • demands people with high level of skill and initiative This is the challenge for the education and training sector
Developing human capital with depth and texture requires • coherent management • quality assurance
THE SAQA ACT sets out the criteria in terms of which institutions are accredited to deliver education and training programmes Universally applied to all providers of education and training, regardles of • Public or private status • Where learning programmes are located on the NQF
Different bodies accredit education and training providers, public and private Schools FET Colleges Universities • Education Industry/ Workplace based Private vocational/ Specialist • Economic NGOs Societies Voluntary Groups • Social
South Africa has thirty one (31)Education and Training Quality Assurance bodies • FET institutions accredited by Umalusi (GET/FETQA) • Vocational learning prgrammes are quality assured by sector ETQAs
There are thirty one (31)different interpretations of the SAQA criteria FET colleges that all offer vocational and/or occupational learning programmesmust engage with the requirements of many ETQAs
Is this environment conducive to sustainable delivery that enhances economic growth through equipping people with appropriate skills and qualifications?
NSDS Principles • Support economic growth for employment creation and poverty eradication. • 2. Promote productive citizenship for all by aligning skills development with national strategies for growth and development. Quality is a recurring theme in the National Skills Development Strategy (NSDS) National Skills Development Strategy, 2005Department of Labour
NSDS Principles (continued) • Accelerate Broad Based Black Economic Empowerment and Employment Equity. (85% Black, 54% women and 4% people with disabilities, including youth in all categories). Learners with disabilities to be provided …….to enable them to have access to and participate in skills development.
NSDS Principles (continued) • Support, monitor and evaluate the delivery and quality assurance systems necessary for the implementation of the NSDS. • Advance the culture of excellence in skills development and lifelong learning.
NSDS Objectives • Prioritising and communicating critical skills for sustainable growth, development and equity • Promoting and accelerating quality training for all in the workplace. • Promoting employability and sustainable livelihoods through skills development
NSDS Objectives (continued) • Assisting designated groups, including new entrants to participate in accredited work, integrated learning and work-based programmes to acquire critical skills to enter the labour market and self-employment • Improving the quality and relevance of provision
These principles, objectives and associated targets are the performance indicators for SETAs The responsibility for quality assurance is a shared one, which percolates every level of the system.
SAQA ETQA Training Provider SAQA is responsible for quality auditing all ETQAs, and ETQAs in turn quality audit training providers, as follows: SETAS
Lead Providers • must be accredited for the learnership qualification[s] they offer PROPOSED LEARNERSHIP REGULATIONS2006 • responsible for quality assuring other providers in terms of their delivery and assessment activities
Implications • lead providers will have to “audit” the other providers, including the workplace • to ensure that they have the capacity to provide the requisite quality
INSTITUTES OF OCCUPATIONAL AND / OR SECTORAL EXCELLENCE (ISOES) Criteria that are likely to apply include • Accredited providers of education and training learning programmes • Able to prove the effective implementation of a quality management system
Ethos of excellence Continuous improvement
Schools FET Colleges Universities • Education Industry/ Workplace based Private vocational/ Specialist Learnerships • Economic ISOEs • Social NGOs Societies & clubs Voluntary Groups
from sector to sector from one education band ETQA to another COMMITMENT TO QUALITY INHERENT IN EVERY ASPECT OF THE SYSTEM Application and understanding differs
No coherent approach to, or understanding of, theimplementation of quality management systems in the broader education and training sector
Most exporters are expected to comply with, and if possible, exceed internationally accepted standards South Africa is a founder and active member of ISO Increasing emphasis on quality in among the producers of goods and services.
ISO standards can be applied to both goods and services the SAQA criteria for the accreditation of ETQAs and training providers suggest that the standardISO 9001:2000Quality management systems — Requirementsis applicable
At least two SETAs have either been certified with this standard or have embarked on the certification process
ISO 9001:2000QUALITY MANAGEMENT SYSTEMS— REQUIREMENTS Sets the standard for a quality management system
where an organisation needs to demonstrate • its ability to provide products (including services) • that meet the customer’s needs • and fulfil the appropriate statutory and regulatoryrequirements Education and training provider Courses & qualifications Learners & industry (economy) SAQA, Skills Development Acts& Regulations, etc
GOAL to improve customer satisfaction
A common understanding of quality management systems would enhance both the quality and sustainability of delivery in the education and training sector ISO 9001:2000Quality management systems — Requirements
SAQA ISO ETQA Regulations An organisation is defined as: The organisation • Is registered as a provider in terms of applicable legislation Group of people and facilities with an arrangement of responsibilities, authorities and relationships ISO 9000:2000
The establishment, implementation & maintenance of QMS [clause 4.1] has a quality management system which includes, but is not limited to: Documentation as defined in [clause 4.2] • quality management policies… Documented statements of a quality policy and objectives [clause 4.2.1a] • quality management procedures… Documented procedures [clause 4.2.1c)d)] • review mechanisms to ensure effective implementation and procedures defined are applied and remain effective The conducting of internal quality audits [clause 8.2.2] A review of the QMS by management [clause 5.6] SAQA ISO ISO 9001:2000: QMS Requirements
Planning and developing the process for product realisation [clause 7.1] or alternatively planning and controlling the design and development of products [clause 7.3] Planning and carrying out the control of production and service provision [clause 7.5] Monitor and measure the characteristics of the product [clause 8.2.4] SAQA ISO The provider must be able to develop, deliver and evaluate learning programmes which culminate in…standards and qualifications
has the — The provision and maintenance of an appropriate structure [clause 6.3] necessary financial, administrative and physical resources The determination and management of the work environment [clause 6.4] • policies and practices for staff selection, appraisal and development • policies and procedures for learner entry, guidance and support systems Competent personnel [clause 6.2.1] • policies and practices for the management of off-site practical or work-site components, where appropriate SAQA ISO
policies and practices for the management of assessment which includes appeals The monitoring and measurement of the service provision [clause 7.5.1e)] QMS documentation to include records required by the Standard [clause 4.2.1e)] • necessary reporting procedures The retention and control of records [clause 4.2.4] The availability of suitable resources and information [clause 4.1d)] • the ability to achieve described outcomes That customer requirements are determined and met. [clause 5.2] Customer satisfaction is measured [clause 8.2.1] SAQA ISO
SAQA ISO has not already been granted accreditation…by another ETQA May be certified by more than one body.
Sufficient correlationbetween ISO requirements, and the SAQA criteria Apply an international standard in the South African education and training system
THE BENEFITS • All ETQAs and providers would have a common understanding of, and approach to quality management • Workplace based providers that already comply with ISO standards would more readily comply with the SAQA criteria
The approach to auditing workplaces for learnerships, or subcontracted training providers would have a common departure point and be based on international best practice • Adopting an international standard for quality management would establish a firm foundation for the establishment of partnerships between public FET institutions and private, niche providers
Tel: +27 21 762-7016 Fax: 088 021 762-7016 e-mail: email@example.comSuite 63 Private Bag X3 Plumstead Cape Town 7801 CK 1998/008388/23 Fiona Cameron-Brown FIONA CAMERON CONSULTING firstname.lastname@example.org www.fionacameronconsulting.co.za