Browsing by Author "Melton, Demi"

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    Quality Assurance - A Comparative Analysis of South Africa's Occupational Learning System (OLS)
    (Stellenbosch : Stellenbosch University, 2019-04) Melton, Demi; Rabie, Babette; Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership.
    ENGLISH SUMMARY : The study was prompted by a quality assurance (QA) practice that is limited in terms of efficacy and efficiency within the culture of vocational institutions. This issue is widespread even with the presence of numerous criteria, guidelines, policies, templates as well as legislative frameworks in vocational institutions (specifically in private and public vocational institutions). What has contributed to this discrepancy was the genesis of generic monitoring and evaluation (M&E) requirements such as the relationship between provider and external moderator; the QA department’s knowledge of QA practices and procedures including technological QA platforms; the supervision of the QA process; the hierarchical process followed when serious quality errors are made; the efficacy of the institutions’ QMS; and manipulating compliance documentation in order to achieve the desired outcome. The study analysed and evaluated the similarities and differences identified in the findings of the private and public vocational institution's QA practice. Furthermore, it provides recommendations for both groups of institutions based on the findings, with the intention of contributing to their QA practice. This study was aimed at creating a better-quality culture that filters down to all individuals within the institution, even those who are placed at different institutional locations. Findings of this study may assist vocational institutions in improving their QA practices and procedures, and align these processes to their quality management systems (QMS). It may also contribute to employer and employee awareness that everyone within the organisation is responsible for quality. The literature reviewed provided an understanding of the importance of QA and its relationship to M&E. The study also delivers a comparison of QA practices internationally, which entailed analysis of three vocational models of QA practices in order to determine best practices. Furthermore, it analysed and evaluated the skills development policies and legislation which governs the South African Occupational Learning System (OLS). This research is case-study based and has a qualitative research design. The primary data will be collected by means of analysing a public and private vocational institution’s QMS in order to compare and contrast the similarities and differences of these institutions. Furthermore, a participatory observation was conducted in order to determine institutional QA practices. Finally, a semi-structured questionnaire was administered to participants. The participants were purposively selected as key informants of this study. It is important to note that the intention is not to substantiate quality for the purpose of judgement, rather it is to discuss quality for the purpose of advancing best practice. Because of the competitiveness within the vocational sector, especially for private institutions, and the confidentiality of policies, this study is entirely anonymous. Pseudo codes are used throughout the empirical study. The study found that the problematic issues identified were largely a consequence of the way in which the definitions of quality were applied to institutional QA practices; lack of internal staff capacity; the absence of technological innovation along with templates and policy guidelines that are vague as well as out-dated; and the way in which risk or non-conformance is perceived and addressed. Ultimately, the research is about determining the PROs of the QA practice in order to create opportunities for improvement.