GUIDELINES FOR PROVIDERS DESIGNING AND ESTABLISHING A QUALITY MANAGEMENT SYSTEM

Transcription

1 GUIDELINES FOR PROVIDERS DESIGNING AND ESTABLISHING A QUALITY MANAGEMENT SYSTEM This dcument has been prduced with funding frm the Natinal Skills Fund

2 Cntents Cntents...2 Overview...4 SAQA Requirements... 4 What is a Quality Management System?... 6 The Quality Spiral... 7 Cmpnents f a Quality Management System... 8 Hw t use this Guideline...10 Management Cmmitment...11 Purpse: Benefits t the Organisatin Elements f Management Cmmitment t Quality The Business Plan template headings Quality Plicy Template headings Business Systems...17 Purpse: Benefits t the Organisatin Elements f the Business System Human Resurce Plicy Template Headings Staff Perfrmance Prcedure Staff Training and Develpment Prcedure Staff Grievance and Disciplinary Prcedure Administratin Plicy Administratin Prcedure Financial Plicy Financial Prcedures Budget Client and Marketing Plicy Reprting Plicy Reprting Prcedures Training Systems...26 Purpse

3 Benefits t the Organisatin Elements Template Headings: Prgramme Design and Develpment Plicy n Prgramme Delivery Plicy n Learner Management Prcedure t recruit and select learners Prcedure t supprt learners during learning Learner recrds Plicy n Managing Wrkplace Learning including mentring Prcedure t mentr learners Plicy n Assessment including mderatin and RPL Criteria fr the registratin f assessrs Criteria fr the registratin f mderatrs Assessment appeals Mderatin principles Assessment Prcedure including design f assessment instruments Mderatin Prcedure RPL Plicy and Prcedure Principles f RPL The RPL Prcess Mnitring and Evaluating the QMS...37 Purpse FEEDBACK LOOP Quality indicatrs: Benefits t the Organisatin Cmpnents f the Quality Manual ORGANOGRAM 3

4 Overview Educatin and training prviders are at the cal-face f the educatin and training system, engaging directly with learners in facilitating the acquisitin f knwledge and skills. T d this the prvider ffers a range f services, including curriculum design, learning prgramme develpment, learning materials develpment, teaching/facilitating learning and assessment 1. Since the educatin and training system is meant t serve learners, all activities that the prvider engages in must fcus n satisfying the learners needs. In engaging in these activities, the prvider must ensure that the requirements fr accreditatin f prviders, as set by SAQA, are adhered t. This implies that the prvider must set and imprve n its quality management system t ensure that it sets achievable gals and imprves n these ver time this lays the fundatin fr a learning rganisatin. In rder t d this, prviders must answer the fllwing questins: What are the gals and principles by which the prvider wants t perate? What are the services it intends t ffer? Hw des it intend ffering these services? Wh are its clients and what are their requirements? What are the quality indicatrs and hw will they measure quality training? SAQA Requirements The Suth African Qualificatin Authrity Act f 1995 defines an educatin and training prvider as: A bdy which delivers learning prgrammes which culminate in specified Natinal Qualificatin Framewrk standards and/r qualificatins, and manages the assessment theref. In rder t be accredited, SAQA has stated that, an rganizatin may be accredited as a prvider by an ETQA, prvided that the bdy seeking accreditatin: is registered as a prvider in terms f the applicable legislatin at the time f applicatin fr accreditatin; has a quality management system which includes but is nt limited t: quality management plicies which define that which the prvider wishes t achieve; quality management prcedures which enable the prvider t practice its defined quality management plicies; and 1 It is imprtant t nte that a prvider may ffer sme r all f these services but is nt required t d s. In rder t be accredited, hwever, the prvider must demnstrate hw they will manage relatinships with ther prviders t ensure that all services are available t learners. 4

5 review mechanisms which ensure that the quality management plicies and prcedures defined are applied and remain effective; is able t develp, deliver and evaluate learning prgrammes which culminate in specified registered standards r qualificatins; has the necessary financial, administrative and physical resurces; plicies and practices fr staff selectin, appraisal and develpment; plicies and practices fr learner entry, guidance and supprt systems; plicies and practices fr the management f ff-site practical r wrk-site cmpnents where apprpriate; plicies and practices fr the management f assessment which include appeals systems; necessary reprting prcedures; and the ability t achieve the desired utcmes, using available resurces and prcedures; has nt already been granted accreditatin by r applied fr accreditatin t anther Educatin and Training Quality Assurance Bdy cntemplated in Regulatin 2 f the ETQA Regulatins. This means that the prvider must: 1. Be a legal entity. At the very least it must be registered and have a cnstitutin. 2. It must have a QMS since this cvers all the aspects indicated abve. The legislatin as prescribed by SAQA implies that the QMS must reflect that Prviders: Aims are clear; Prcesses are identified; Prcedures fr quality management plicies are in place; Sustainability f quality management strategies are in place; Have the ability t develp, deliver and evaluate learning prgrammes; Have the necessary financial, administrative and physical resurces t deliver their prgrammes; 5

6 Have clear learner-centered plicies and ways f dealing with learning prgrammes; Are able t cnduct ff-site r wrk-site activities; Have clear plicies fr assessment and its management; and, Have plicies fr prgramme develpment in terms f cntent, peple, prcedures, practices and resurces. In ensuring quality f learning prvisin, Prviders must: Use the standards registered n the NQF, and integrate thery and practice Utilise suitable learning and assessment prcesses fr the prescribed learning utcmes Better enable individual learners t cntribute t the recnstructin and develpment f the cuntry and the individual s scial-plitical-ecnmic develpment Facilitate and enhance access, mbility and prgressin Redress previus inequities, particularly making available pprtunities fr thse wh culd nt previusly access them Peridically cllect, stre and reprt infrmatin describing achievements fr each f the ther indicatrs What is a Quality Management System? The keystne f quality management is the cmmitment by management that the rganisatin will d whatever it takes t meet client and learner needs and requirements t ensure ttal client and learner satisfactin. The emphasis n quality management systems is placed n quality develpment and cntinuus imprvement. A Quality Management System sees the integratin f an rganisatin, its culture and envirnment and using management t align the missin, culture and wrking practices in pursuit f cntinued quality imprvement. It is highly peple-rientated and participative and assumes that a quality culture is an integral and necessary part f an rganisatin and encurages all staff t be invlved in its implementatin and mnitring. The prvider needs t shw that it can deliver training f the required quality and/r can assess learning achievements against the registered learning utcmes. Bth the training and the assessment need nt take place n the prvider s premises. In fact many small prviders d nt have their wn training venues. They train and assess n site. Thus the prvider needs t give a clear indicatin that it has the necessary capacity as an institutin t train and that it can deliver quality training and cnduct fair assessments r manage the prvisin f assessments by an assessment prvider. 6

7 The basic quality assurance principles, as reflected in the legislatin, are the same irrespective f the size f the rganizatin. What is imprtant is that the rganizatin clearly defines the bjectives it intends t achieve and the quality indicatrs it will use t measure the extent t which it achieves its bjectives. These quality indicatrs must measure the efficiency and effectiveness f the training and assessments that are prvided thrugh the rganisatin. A fully dcumented QMS will ensure that tw imprtant requirements are met: The business systems f the rganizatin are detailed. These shuld reflect the rganisatin s internal and external peratinal requirements ensuring the efficient utilizatin f human, physical, technlgical and infrmatin resurces. The business requirements frms the fundatin n which any rganisatin s sustainability and grwth is dependent, and The training systems that include develpment, delivery and evaluatin f learning with a key fcus n learners needs and requirements. These systems fcus n the ability f the rganisatin t deliver and assess the desired educatin and training utcmes cnsistently. The Quality Spiral Management Cmmitment Review Mnitring Clients including learners Planning Implementatin Cmmunicatin 7

8 The Quality Spiral clearly indicates that the learner is at the heart f the educatin and training system. This implies that all plicies and prcedures must be develped with the learner as its central fcus. Management Cmmitment t the implementatin f a Quality System and Cmmunicatin f the System t all invlved is essential fr an effective quality management system. The Quality spiral indicates fur brad areas: Planning Implementatin Mnitring and Reprting Review and evaluatin Cmpnents f a Quality Management System The QMS cmprises the fllwing: Management cmmitment t the establishment, implementatin and review f the system The Plices and Prcedures which lay dwn the guidelines fr all users f the systems Mnitring and reviewing the system The quality management system required by a training prvider is separated int the Business and the Training System purely fr ease f reference. The business systems relate t the basic peratinal systems and prcesses that any rganizatin must have in place t perate effectively. The training system fcuses n thse cmpnents that must be in place t ensure that the learner receives the high quality and relevant training. QMS Business Systems Training Systems Human Resurces Prgramme Develpment Administratin Learner Management Finance Assessment Management Reprting Wrkplace Management 8

9 It is bvius that the size and type f rganizatin will influence the cmplexity f the QMS in place. An rganisatin with ne individual will require a fairly simple QMS, while an rganisatin that emplys staff will have a mre cmplex QMS. Fr example a ne-persn prvider will nt have any Human Resurces Prcesses in place but will have t demnstrate a cmmitment t nging prfessinal develpment. Althugh the guideline makes reference t all legislated requirements, the prvider must select thse that are imprtant and relevant t the size and type f rganizatin. 9

10 Hw t use this Guideline The Guideline is designed t cver the three key QMS cmpnents Management Cmmitment, Business Systems and Training Systems. Each sectin is divided as fllws: The purpse f the QMS cmpnent Benefits t the rganizatin f addressing the QMS element Key elements f the QMS cmpnent Outlines fr plicies and prcedures related t the QMS cmpnent elements Remember that in designing the QMS, the Learner must remain the central fcus 10

11 Management Cmmitment Purpse: Leadership, cmmitment and the active invlvement f management are essential fr develping and maintaining an effective and efficient quality management system. Management cmmitment must include: Establishing a visin, missin gals and principles by which the prvider will perate, Leading the rganizatin by example, in rder t develp trust, Cmmunicating directin and values regarding quality and the quality management system, Participating in searching fr new methds, slutins and prducts, Obtaining feedback directly n the effectiveness and efficiency f the quality management system, Identifying the supprt prcesses that influence the effectiveness and efficiency f the prcesses, Creating an envirnment that encurages the invlvement and develpment f peple, and Prviding the structure and resurces that are necessary t supprt the rganizatin s strategic plans Benefits t the Organisatin The rganisatin will be able t Ensure a learner/client-centered fcus is in place. They are better able t understand current and future client needs, shuld meet client requirements and strive t exceed client expectatins. Establish unity f purpse and give the rganizatin clear directin. Create and maintain an internal envirnment in which staff becmes fully invlved in achieving the rganizatin s bjectives. Their full invlvement enables their abilities t be used fr the rganizatin s benefit. 11

12 Identify risks and manage these pr-actively Elements f Management Cmmitment t Quality Planning Evaluatin Management Cmmitment Cmmitment t Quality Mnitring and Reprting 12

13 Element Purpse Rle it plays Key elements Planning Planning ensures that the bjectives, targets and quality indicatrs f the business are well thught ut. Planning sets the framewrk fr the quality systems t which all activities must be measured. Determine the: Objectives Outcmes Quality indicatrs Measures and targets Cmmitment t quality Mnitring and Reprting Managements cmmitment t quality will ensure that the quality prcesses as designed in the planning phase are adhered t. This is imprtant t check the extent t which the quality indicatrs are being achieved against the set targets and reprting the actual results against the expected results The cmmitment t quality if well cmmunicated indicates t clients that the rganizatin is serius abut client needs and requirements. It als indicates that the rganizatin is serius abut its sustainability Mnitring ensures that the prvider is cnstantly aware f the level f delivery. Reprting against actual utcmes is imprtant fr the rganizatin t infrm the relevant stakehlders, eg, the SETA that it shuld retain its accreditatin because it meets quality requirements r that it has identified the fllwing gaps and the suggested slutin it has t reslve the utstanding issues Quality Plicy Quality recrd keeping Cmmunicatin Resurces required t maintain quality standards Mnitr the varius prcesses Cmpare the actual with the set targets Identify discrepancies Reprt these 13

14 Element Purpse Rle it plays Key elements Evaluatin Evaluatin allws the rganizatin the pprtunity t wrk ut what is wrking, what is nt and what needs t be dne t crrect the deficiencies The rle f evaluatin allws a prvider t lk back n the rganizatin ver a perid f time and evaluate what it has nt dne crrectly, and t put in place measures t crrect these Review the - Business plan - Budget - Cash flws - Due diligence - Business systems - Training systems The Business Plan template headings Visin Missin Cre business activities Objectives Values and Organisatinal Culture Success indicatrs - efficiency and effectiveness A marketing strategy/plan (Prducts/Price/Place/Prmtin) A three-t-five year financial prjectin. Human resurces required Equity Plan Capital resurces required Sustainability and grwth plan using SWOT Research and Develpment Quality Plicy Template headings Planning Purpse f the QMS Values and guiding principles f the QMS Dcumentatin requirements Internal and external cmmunicatin f QMS Resurce prvisin 14

15 Cmmitment t Quality Services Client and learner satisfactin Creating a quality-driven wrk ethic Emplyee satisfactin and requirements Mnitring and Reprting Timeframes Reprting Frmats Linkage t Perfrmance Management and Rewards Evaluatin/Review Quality Indicatrs Crrective actins Recrding Best Practice 15

16 Business Systems Purpse: The prvider s peratinal business systems capture and reflect the rganisatin s capacity t carry ut all its management and business functins, prviding a guarantee that it has adequate capacity t deliver training effectively and efficiently and in an accuntable manner. In rder t d this the prvider must have systems in place t manage its Human Resurces, Administratin, Finance, Client and Marketing and Reprting effectively. The purpse f the human resurce system is t indicate that staff members are cmpetent t carry ut their rles as administratrs, facilitatrs and/r assessrs. Staffing plicies and prcedures, including recruitment, selectin, appintment, remuneratin, prmtin and terminatin prvide clear guidelines fr acquiring new staff. The prvider is able t shw that sufficient and suitably qualified staff (fulltime r cntractual) is available t facilitate learning and t cnduct assessments. Evidence f pprtunities fr staff develpment makes it pssible fr staff t pursue their persnal and prfessinal grwth. Disciplinary and grievance prcedures allw staff pprtunities fr apprpriate recurse that is substantively fair. The emphasis n the administratin system is t ensure that all administratin related activities are carefully cntrlled t ensure management f services and t cntrl csts. The structure f the administratin is utlined t ensure that staff understands hw the administratin f the rganizatin wrks. Clear lines f respnsibility and accuntability must be utlined. A key feature f the administrative resurce requirements wuld be the database f learner infrmatin and learner recrds tgether with a detailed accunt f prcedures fr the accurate capturing, maintenance and regular updating and mnitring f learner infrmatin and recrds. The management, maintenance and upgrading f facilities, resurces and materials are essential requirements. Financial cntrls are critical fr ensuring the rganizatin has gd financial management principles, plicies and prcedures in place. The Financial system must shw that it cmplies with sund accunting principles since this is ne way in which the prvider can prve its sustainability. It reflects the financial systems that are used, the financial resurce base, the surces f funding and its plan fr sustainability. In respect f adequate financial resurces, the prvider must demnstrate that they have the necessary financial resurces t sustain the learning services thrughut the perid f accreditatin. In additin, the prvider shuld demnstrate that prper budgetary and financial management prcesses are in place including the allcatin f resurces adequate t the requirements fr prviding and develping quality learning services. Maintaining Client relatinships must be prperly spelt ut since all staff interact with clients and learners. In additin, it is imprtant t plan hw existing and new client s will be infrmed abut new educatinal and training develpments and prgrammes n ffer. 16

17 Reprting is a way f cmmunicating with clients, learners, the accrediting agency and funders n the prgress f learning and assessments. Users f learner prgress reprts wuld be the learner and the facilitatr. ETQAs will require infrmatin n learner cmpetence. Prviders als need t have plicies in place fr the learner infrmatin they release, fr example, t smene spnsring the learner. With respect t reprting n learners and learner achievements, the cnstitutinal right t privacy needs t be taken int accunt when designing what and hw infrmatin will be stred fr each learner. Benefits t the Organisatin All staff are better able t understand the principles by which the business perates and knw the bundaries within which they must wrk. The availability f standardized frmats makes it easier t capture and interpret infrmatin. Business prcedures ensure that all staff apply the same prcedures and hence maintain quality and service standards. Staff systems allw an pen yet develpmental apprach t handling all staff related issues. Reprting lines and reprting systems ensure that the prvider has a standard frmat fr reprting thus minimizing the pprtunity fr nt disclsing cnfidential infrmatin. 17

18 Elements f the Business System Human Resurces Reprting Adminis- tratin Business Systems Client and Marketing Finance 18

19 Element Rle it plays Key elements It prvides staff with all the guidelines, prcedures and details n all aspects that affect their emplyment Human Resurces Administratin Finance Client & Marketing Reprting It sets the peratinal prcedures and guidelines n which all administrative functins must fllw It establishes the bundaries f expenditures and details the cntrl mechanisms t ensure that financial cntrls are in place This explains hw client requirements must cnstantly be met and the way in which the cmpany is t engage in marketing its services and prgrammes It will prvide crrect infrmatin t the relevant persns wh requested the infrmatin Criteria used in staff selectin prcess Wh selects staff What selectin prcedures are fllwed Inductin int the wrkplace Staff perfrmance appraisal Staff training and develpment Disciplinary and Grievance Terminatin Infrmatin cntrl Recrd keeping Dcumentatin cntrl Filing Security and security f cnfidential infrmatin Health and security GAAP principles Budget detailing prjected incme and expenditure Client satisfactin Client surveys Client requests Client cmplaints Marketing tls Branding f the rganisatin Learner prgress Training prgress Human Resurce Plicy Template Headings Briefly utline the emplyment plicy in terms f full time, part time and cntract staff including facilitatrs, assessrs and mentrs. Inductin f new emplyees Staff Recruitment, Selectin, Appintment Perfrmance Management Perfrmance Appraisal Staff Remuneratin Emplyment Equity Staff Leave/Sabbatical 19

20 Staff Grievances Disciplinary Plicy and Prcedures Sexual harassment Cde f Cnduct Training and develpment f staff Managing HIV/AIDS in the wrkplace Smking Plicy Exit Interviews Staff Recruitment and Selectin Prcedure Identifying a vacancy Optins fr filling this pst Methd t advertise fr prspective candidates Criteria fr shrt listing candidates Interviewing techniques Methd fr Final Selectin Prcess fr reference checks Steps t make the appintment Unsuccessful candidates infrmed Jb Specificatin Emplyment Cntract Inductin int the wrkplace Staff Perfrmance Prcedure Self-evaluatin f staff Facilitatr evaluatin Assessr evaluatin by the Mderatrs Evaluatin f mentrs Evaluatin f nn-teaching staff Feedback n evaluatins Link evaluatins t the staff develpment plan and rewards system 20

21 Staff Training and Develpment Prcedure Link t the WSP Link t Emplyment Equity targets Cmpulsry and ptinal training Financing f training Hw t register nt a training prgramme Criteria fr Sabbatical Staff Grievance and Disciplinary Prcedure Different types f transgressins Detailed prcedure t be fllwed fr each transgressin Step-by-step prcedure t be fllwed fr cnstructive dismissal cases Internal systems and persnnel t deal with CCMA r litigatin. Detailed prcedure t fllw if a staff member has a grievance Detailed prcedure t fllw if a staff member feels he/she is being sexually harassed Administratin Plicy Day-t-day administrative prcedures Statinery Knwledge and Infrmatin Management - manual and electrnic Prvisin f Physical Resurces Dcumentatin and Recrd keeping Filing systems Occupatinal Health and Safety Security f infrmatin Cpyright Stck cntrl Cntrl f staff recrds 21

22 Administratin Prcedure Stck purchase, issue and cntrl Tenders Training materials purchase Training equipment bkings Manual filing system Electrnic filing system Back up f cmputer data Access f cmputer data Outging mail and curier services Cntrl f staff recrds Bking training venues Emergency prcedures Financial Plicy Financial principles Financial systems Authrity t purchase assets Authrity t sign cheques Financial Prcedures Making payments Bank Lans and Overdrafts Student Fees Regulatins Learner Reimbursements Managing the petty cash Travel, accmmdatin and meal allwance claims Purchasing f stck and cnsumables 22

23 Payment f accunts Budget The budget perid/financial year The prjected incme ver the perid The prjected expenditure ver the perid Client and Marketing Plicy Explain hw the prvider will cmmunicate with the Custmer Explain hw the prvider will handle bth verbal and written Custmer enquiries Explain all the endeavurs the prvider will undertake t ensure Custmer satisfactin Explain hw the prvider will handle bth verbal and written Custmer Cmplaints Explain hw Custmer Surveys will be cnducted and what will be dne with the utcmes f this survey Describe the different ways in which the business will cmmunicate with its stakehlders Describe the varius marketing tls the business will use, the target market it is intended t reach, and when each tl will be used Explain hw the business is t be branded Reprting Plicy Principles f reprting Infrmatin t be reprted Cnfidentiality in reprting Reprting t: Managing Bard/Quality Cmmittee Refer t Organgram Learner Facilitatr 23

24 Wrkplace/Emplyer SETA ETQA Funders Media Reprting Prcedures Methds f reprting Hw ften each reprt will be sent ut What will be dne with the feedback received frm reprts Infrmatin t be supplied in reprts Use f statistics and data in reprts Frmats fr reprting 24

25 Training Systems Purpse The Training Systems element ensures that the Organisatin has well designed systems fr planning its training, cnducting its training, assessing learners achievement against learning utcmes and evaluating the training simultaneusly ensuring that the learner is placed in the crrect prgramme, is guided and supprted thrugh the learning prcess and his recrds f learning are wellmaintained. Learning Prgrammes are flexible and designed with the needs f prspective learners and emplyers in mind; their frm and structure encurage access and are respnsive t changing envirnments; learning and assessment methds are apprpriate t the aims and purpses f the prgramme. The elements f the prgramme include its relatinship t the registered standard/s r qualificatin in respect f learning utcmes and purpse as well as assessment and accreditatin requirements. At the heart f prviders activities are the prgrammes that they deliver. This, mre than anything else, establishes the ratinale fr the existence f the prvider in the first instance. A prvider is differentiated frm thers because it ffers particular prgrammes t peple fr whm they may gain qualificatins. It is therefre critical that prviders give a clear and cherent descriptin f the ways in which the delivery f their prgrammes happens in practice. The prvider must utline hw it designs its curriculum and learning materials. Given that the establishment f the NQF is aimed at transfrming the nature f educatin and training, particularly at the level f prgramme delivery, it is als crucial fr prviders t be able t relate their descriptins f their prgramme delivery t NQF principles. Since the learner is at the centre f any learning system, the prvider must demnstrate hw the learner s prgress is managed frm the pint f entry until the learner exits the prgramme. These include criteria fr the selectin f learners, the extent t which their needs are met and what supprt and guidance they are given. Prviders must shw clearly hw training is learner-centered, encurages learner participatin, that the prgramme the learner is placed n is relevant t that learner and that the learner s prir learning is recgnized. The prvider must als reflect n hw it intends assisting the learner when he/she exits the rganizatin. Learners special needs need t be cnsidered and assessment arrangements and cmmunicatin with teachers, tutrs, lecturers, educatrs r trainers must be utlined. Fr managing ff-site practical r wrk-site cmpnents (where applicable), the prvider must give evidence f hw they will assure the quality f the practical r experiential element f the learning prgramme. Mechanisms fr ensuring valid ff-site learning experiences and fr safeguarding the rights f learners in this prcess will be required. As part f the system fr practical r experiential learning, the prvider will need t give evidence fr managing assessment acrss sites and fr the maintenance f learner infrmatin. 25

26 The rganizatin must prvide a detailed utline f its assessment strategy including hw the principles f gd assessment are assured. These are captured in the assessment plicy. Assessment plicies describe the appraches that are used by an rganisatin in its assessment practices. As such, assessment plicies need t indicate what apprach the rganisatin adpts with regard t assessment and whether this apprach is in line with NQF principles. Assessment plicies als utline hw the prcesses f assessment will be managed: by whm, hw and hw ften. They include internal assessment, external assessment, mderatin, prvisin f feedback t learners and maintaining recrds f assessment. They als include ways in which learner supprt requirements are identified, and ways in which this supprt is prvided. Benefits t the Organisatin Clear plicies and prcedures in place t drive the develpment, delivery and evaluatin f learning The curriculum design system and learning materials prcesses A well-structured Learner system ensures that each learner can be easily traced in his learning prgramme. Elements Learning Prgrammes Assessments Training System Learner Management Wrkplace Management 26

27 Element Rle it plays Key elements Prgramme Develpment, Delivery and Evaluatin It sets the framewrk that the prvider will use when designing training prgrammes It shws clearly the alignment f the training t NQF principles It is able t design learning prgramme strategies clearly utlining learning and assessment methdlgies Need fr the prgramme is established, becmes demand driven Designing a curriculum Designing learning materials Netwrking with industry emplyers Learner Management Wrkplace Management Assessment Management It prvides the ability t trace the learner frm entry, thrugh the training and assessment and finally when he/she exits. It manages learner prgress during the learning by the use f feedback and reprting. It prvides the fundatin n hw the rganizatin addresses learners with special needs It demarcates the rles and respnsibilities f the prvider in the wrkplace and establishes exactly what it must d. It als clarifies the mentring and caching f the learners ensuring that wrkplace learning is structured This prvides the framewrk fr the way in which assessments will be cnducted, by whm and when. It details the assessment prcess, the assessment instruments, the requirements f the rle-players in the assessment, the evaluatin f the evidence prvided, feedback t learners and assessment appeals. It als prvides the rganizatins apprach t RPL Learner recruitment Learner selectin Learner inductin Learner feedback Learner recrds Learner Prgress reprts Learner exit Rles and respnsibilities f emplyer, prvider and learner Matching f learner and mentr Guiding the mentring prcess and feedback Assessment strategy Assessment prcess Assessment prcedures Instruments Feedback Registratin f assessrs and mderatrs and verifiers 27

28 Template Headings: Prgramme Design and Develpment Includes curriculum, learning prgramme and materials design and develpment The relatinship f the learning prgramme t the NQF The link between the learning prgramme and scarce skills requirements Curriculum design Prgramme Prtability and Articulatin Learning material design Integratin f thery and wrkplace learning Wrkplace experience needed Style f learning and teaching (including training) Key features f the learning envirnment Learning and learning supprt resurces and requirements Assessment methds Requirements necessary fr the successful cmpletin f the prgramme; including theretical and practical learning cmpnents and, wherever pssible and apprpriate, experiential learning. Integratin f the relevant critical crss-field utcmes Entry requirements fr the prgramme Prvisin fr the recgnitin f prir learning and exemptins Language plicy Prgramme eths that supprts lifelng learning Research that underpins the develpment f the learning prgramme Adapting the learning prgramme, materials and venues fr learners with special needs 28

29 Plicy n Prgramme Delivery This fcuses n the infrastructure used in the actual training f learners Nature f the prgrammes the rganisatin delivers NQF status f the prgrammes (e.g. NQF level) Cmpnents (fr example, prgramme mdules) that make up the prgrammes Hw ften are the prgrammes delivered, and the duratin in ntinal learning hurs Mdes used in the delivery f the prgrammes (Fr example, the use f grup wrk, pprtunities t learn in the wrkplace, r the rle f distance learning wuld be described at this pint.) Extent f flexibility in the delivery f the prgrammes Hw is learner-centeredness ensured in the delivery f the prgrammes Hw des prgramme delivery ensure that the prgrammes are relevant t learners Hw are learners assessed during the prgramme delivery? Hw ften? By whm? Hw are learners given feedback n their perfrmance during the delivery f prgrammes and what frms des this take Hw are resurces planned fr the delivery f prgrammes? Accessibility t learners with special needs and ther vulnerable grups Plicy n Learner Management This includes entry requirements, learner guidance, learner supprt and learner recrd keeping Hw learners are selected fr the prgramme T what extent d such selectin prcedures recgnise the prir learning learners have What is the demgraphic cmpsitin f the learner ppulatin? (Gender, race, disabled, vulnerable learners in utlying areas and lw pverty indices). 29

30 Is the rganisatin planning t diversify the demgraphic cmpsitin f the learner ppulatin, taking int accunt histrical disadvantages and discriminatin? Hw des the prvider ensure that the prgramme is relevant t the needs and aspiratins f the learners? Hw des the delivery f the prgramme encurage learner participatin Hw des the rganisatin identify the nature f supprt learners require What supprt is given t learners What guidance is ffered t learners? Hw are pprtunities fr further learning prvided fr by the rganisatin? Hw, by whm and hw ften are learners given feedback n their perfrmance? D yu prvide career guidance curse/prgramme advice befre and during prgramme delivery? What is yur Learner Exit Strategy? Prcedure t recruit and select learners Request fr infrmatin Cmpletin f training applicatin frm Checklist t assess whether learner meets minimum requirements Pre-assessment f learners (RPL) Interview f learners Placement f learner in mst apprpriate prgramme Rejected learners Cmpletin f acceptance dcumentatin Cllectin f fees Inductin f learners Individual learning plans Prcedure t supprt learners during learning Learners with special needs Access t advice and infrmatin Access t special services 30

31 Access t cunseling Remediatin Individual tutring due t absenteeism fr valid reasns Learner recrds Name and unique learner number (pssibly an ID number r a SAQA generated number) Cntact details Demgraphic infrmatin (age, race, gender, gegraphical lcatin, ccupatin if applicable) Educatin and training backgrund and experience (prir qualificatins; prir learning and previus learning experiences; learning skills; language skills and preference) Special learning needs (relevant disabilities r learning difficulties) Additinal learning needs (necessary experience and knwledge f relevant technlgy) Resurce factrs (place and time f learning, access t resurces including electricity and technlgy, financial resurces fr additinal learning r supprt materials) Mtivatin fr entering a prgramme f learning Prgramme/s fr which the learner is registered Perfrmance during the prgramme (internal and cntinuus assessment) Achievement during and at the end f the prgramme (internal and external assessment, final assessment, award achieved) Plicy n Managing Wrkplace Learning including mentring Rle f the Wrkplace Training Cmmittee/Manager Internal and external mentrs Inductin f the learner int the wrkplace Learner recrds in the wrkplace Prcedure t mentr learners Appintment f mentrs Matching f mentr t learner 31

32 Prepare a Mentr Guide Mentr meetings and feedback Mnitring the learner s prgress Plicy n Assessment including mderatin and RPL What is the rganisatin s apprach t assessment? Hw des the rganisatin s assessment plicy incrprate principles f lifelng learning, recgnitin f prir learning and integratin f thery and practice? Principles f gd assessment Hw are assessments cnducted, by whm and hw ften? What are the mechanisms that the rganisatin puts int place t assure the quality f assessments cnducted? Are mderatrs used fr assessments? Are plicies and prcedures fr pssible appeals in place? Hw are learners given feedback n the ways in which they have been assessed? Hw des this ccur? Wh des it, and hw ften? Hw des the rganisatin ensure that assessments are used t identify and prvide fr the supprt and guidance learners need? Hw is assessment results fed back int prgramme develpment? Criteria fr the registratin f assessrs Technical and Assessr Cmpetence Registratin with the SETA Capacity building f assessrs Criteria fr the registratin f mderatrs Mderatr qualificatin and registratin with ETDP Registratin with SETA Scpe f mderatin 32

33 Assessment appeals When t ldge appeals Hw t ldge appeals Appeal results recrded Mderatin principles Mderatin Guide Templates and Tls Verificatin Principles Assessment Prcedure including design f assessment instruments Purpse f assessment Parties invlved in the assessment Assessment plan Preparatin f assessment instruments Assessment evidence Cnducting the assessment Evaluating the evidence Declaring cmpetence Recrds f assessments Feedback t learners Appeals prcedure Re-assessment Mderatin Prcedure Appintment f mderatr Mderatin f assessments Requesting additinal evidence 33

34 Preparing a mderatin reprt Submit reprt t SETA fr certificatin RPL Plicy and Prcedure Principles f RPL Currency f evidence Sufficiency f evidence Validity f evidence Authenticity f evidence Fairness Practicability The RPL Prcess The target grup Numbers f candidates fr RPL prcess The budget and financial supprt t the prject The unit standards that will be used The assessment methds that will be adpted Preparatin and supprt fr candidates Cmmunicatin Strategy Time frames, lgistics, Wrk arrangements during the RPL prcess Certificatin Handling Disputes Appeals and Reassessments 34

35 Mnitring and Evaluating the QMS Purpse It is true that withut its learners and clients the rganizatin will nt exist. Therefre the rganizatins success, sustainability and grwth are dependent n what the rganizatin des t keep their existing clients and hw they plan t attract new clients. The best way t achieve this is t ensure that they ffer relevant and high quality learning services (prgrammes and assessments). The way t measure this is by evaluating learner and client satisfactin. Since client requirements are nt stagnant but cntinuusly changing, the rganisatin must ensure that it strives t cntinuusly imprve its services and strives fr excellence in everything that it des. Objectives Quality Indicatrs Measures Targets FEEDBACK LOOP The rganizatin must first determine the bjectives it wants t achieve and the targets it intends t achieve. Bth efficiency and effectiveness quality indicatrs must be set fr the bjectives. This will prvide a clear idea f hw the rganizatin will measure the targets against the bjectives. Prviders need t prvide a detailed accunt f hw, by whm, hw ften and fr what purpses the activities f the rganisatin will be researched, mnitred, audited and/r reviewed. Organizatins can nly develp if they mnitr and review their wn activities. There are varius ways that the prvider can mnitr and review the quality, including external evaluatins, the use f mderatrs, internal review and mnitring systems, assessments, appraisals, research, and auditing. Prviders need t prvide a clear descriptin f what system they have in place, hw it perates in practice and what its tangible and intangible achievements are. Als included here shuld be a clear indicatin f hw such review findings get fed back int the rganisatin s that imprvements are peratinalised. Quality indicatrs: Quality indicatrs must be measurable. Indicatrs f quality must fcus n the efficiency and the effectiveness f the training. 35

36 Efficiency implies ding the right thing, fr example: N f enrlments High Pass rates Lw drp ut rates Effectiveness implies ding things right, e.g. Retaining accreditatin status Benefits t the Organisatin It lets the rganizatin knw what it is ding right It lets the rganizatin knw what it is ding wrng It shws the gap between the actual and the targeted results It allws the prvider the pprtunity t identify crrective actins and t implement these It indicates t the client that the rganizatin is pen, transparent and wants t be accuntable fr the quality f the services it delivers 36

37 Cmpnents f the Quality Manual 1. Business plan 2. Quality Plicy 3. Human Resurce Plicy 4. Staff Recruitment and Selectin Prcedure 5. Staff Perfrmance Prcedure 6. Staff Training and develpment prcedure 7. Staff and Learner Grievance Prcedure 8. Administratin Plicy 9. Administratin Prcedure 10. Financial Plicy 11. Financial Prcedures 12. Budget 13. Custmer and Marketing Plicy 14. Reprting Plicy 15. Reprting Prcedures 16. Plicy n Prgramme Develpment, Delivery and Evaluatin 17. Plicy n Learner Management 18. Prcedure t recruit and select learners 19. Prcedure t supprt learners during learning 20. Plicy n Managing Wrkplace Learning 21. Prcedure t mentr learners 22. Plicy n Assessment 23. Recgnitin f Prir Learning Plicy 24. Mderatin Plicy 25. Appeals Prcedure 26. The Registratin f Assessrs 27. Plicy n Mnitring, Evaluatin and Reviewing the QMS 28. Mnitring and Evaluatin Prcedure 29. Prcedure t review the QMS 37

38 ORGANOGRAM SENIOR MANAGEMENT OPERATIONAL MANAGEMENT ACADEMIC AND ADMINISTRATIVE STAFF LEARNERS QUALIT Y COMMI TTEE IS MADE UP OF REPRE SENTA TIVES OF EACH TIER 38