Quality Management Systems FIETA Providers Herman Letoka ETQA MANAGER

Quality Management System “ The combination of processes used to ensure that the degree of excellence specified is achieved”.

QMS Criteria Policy statement: aims, objectives, purposes QMS: procedures for implementation of quality management system Review mechanisms: Policies monitored Program delivery: Developed, delivered and evaluated Staff policies: selection, appraisal, development Learner policies: selection, guidance, support Assessment policies: management of assessment Management systems: financial, administrative, physical resources and procedures of accountability within the organization

Policy statement What are the organization’s values and principles? How do these link with the NQF? What are the structures, systems and activities that attempt to apply such values? What is the aim of the organization? What does it offer? To whom is it directed?

Quality Management System(1) How does the organization create and sustain a quality culture? How is information about the organization collected, how often and by whom? How are learners’ needs actually met? How often are programs delivered reviewed? How does the organization ensure that facilitators are competent?

Quality Management System(2) How does the organization ensure that learning and assessment are monitored and reviewed? How does the organization ensure that audits lead to improvement? How does the organization report to people within? How does the organization ensure that resources are utilized effectively and efficiently? How does the organization report and relate to its ETQA? How does the organization relate to other providers?

Review mechanisms What are the review, monitoring, research and/or auditing mechanisms? How often and how do they work? How are the review finding reported on? How do the review findings inform improvements in the organization?

Program delivery What is the nature of the programs? What is the NQF status? What are the components that make up the program? How is theory/practice integrated? How often is it delivered and what is the duration? What are the modes of delivery? To what extent is the program flexible? How is learner-centredness ensured? How is relevance ensured? How are the learners assessed? By whom?

Staff policies What criteria are used in staff selection processes? Who selects the staff? What selection procedures are followed? To what extent are the stipulations of the Employment Equity Act (1998) respected in the selection process? To what extent does the staff have access to ongoing professional development? How does staff reflect on their performance?

Learner policies How are learners selected for programs? To what extent does selection recognize prior learning? The demographics of the student population? How are the disadvantaged given access? How is support needs identified and given? What guidance is given to learners? How do learners hear about further learning? How do learners receive feedback?

Assessment policies What is the approach to assessment? Is it consistent with NQF principles? How are lifelong learning principles, RPL and integration of theory and practice incorporated? How are assessments conducted, by whom? How is quality of assessments ensured? Moderators? Internal verification? How are assessment results fed back into program development?

Management systems Management and administrative structure? How are decisions taken? By whom? Financial resource base? Funding? Self- sustaining? Adequate human and material resources? Accountability and transparency?

Conclusion These core criteria do not replace the criteria outlined in the Criteria and Guideline document for accreditation of ETQAs; but an elaboration of those criteria for deeper understanding among providers these are minimum criteria

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