The Integrated Quality Management System is a national policy that was introduced in 2003 by the Department of Education – with the aim of improving the performance of educators in teaching and learning. The policy integrates three programmes, namely: Developmental Appraisal, Performance Management and Whole-School Evaluation, which ought to complement one another, and run concurrently. The introduction and implementation of the Integrated Quality Management System is based on the premise that the quality of education in South African Schools would improve if the processes of the policy were used to evaluate and reward educators, and to institute corrective measures where necessary. The aim of the study was to evaluate the implementation of the Integrated Quality Management System for improving the quality of teaching and learning in schools. The study focused on schools in the King William’s Town Education District. Qualitative and quantitative research approaches were used to elicit the perceptions of educators, Senior Management Teams and District coordinators, with regard to the implementation process of the policy in the local schools. The findings indicate that the Department of Education needs to improve the processes of educating the educators in the implementation of the Integrated Quality Management system – in order to increase the possibility of achieving the objectives of the policy.

Thesis (MBA)--Stellenbosch University, 2001. / Some digitised pages may appear illegible due to the condition of the original hard copy / ENGLISH ABSTRACT: Successful organisations keep a well-balanced fit between their strategy, structure, processes, reward system and culture. Any significant change in any of the elements requires management to rethink and probably redesign the rest of the elements. Tshikondeni Coal Mine went through various changes the last few years. These changes were brought about by, amongst other things, a re-engineering project, production expansion and the appointment of new management A significant portion of the employees was newly appointed. Some of the older employees were appointed in other positions, or were required to do different work. Tshikondeni had to make sure that employees were equipped with the needed competency to do their job to the required standard and in a safe manner. The process started by ensuring that employees' medical profile fit that required by their jobs. They were also trained in identifying the hazards associated with their jobs and how to minimise exposure to risks. The gap between the competencies required for each job and that possessed by the job incumbent was identified. Training was designed to fill the identified gaps. Iscor management's annual salary increase is performance driven. The process of designing post profiles, competency documents and personal performance contracts is described. The link between the personal performance contract, the annual salary increase and the personal development plan is discussed. There is still no clear link between the annual salary increase of operational employees and their performance. Plans are in place to eventually reward all employees on a performance driven basis. The training section on Tshikondeni Mine was designed to support business objectives. It is also aligned with the trends experienced in modern training. The section, amongst other things, caters (through the use of an interactive multi media system) for the bulk of mining employees who can't read or write. All training information is kept on a central database. Employees must not only be able to do their job, but also willing or motivated to do it. Management created a work and home environment conducive towards motivated employees. A psychosocial study was done to. determine how employees and their families felt towards their environment. The results helped management to focus energy where problems were identified. Problems and pitfalls encountered during the process to ensure competency are discussed. The process followed by the mine is elucidated with modern trends, statements, remarks and suggestions found in literature. / AFRIKAANSE OPSOMMING: Hoë prestasie organisasies se strategië, strukture, prosesse, vergoedingstelsels en kultuur is in balans met dit wat sukses voorskryf. Enige wesenlike verandering in enige van die elemente kan veroorsaak dat die res van die elemente herbesoek en moontlik herontwerp moet word. Tshikondeni Steenkoolmyn het groot veranderinge oor die afgelope aantal jare beleef. Hierdie veranderinge was onder andere veroorsaak deur en proses herontwerp, produksie uitbreiding en die aanstelling van nuwe bestuur. en Beduidende hoeveelheid van wernemers was nuut aangestel. Van die ouer werknemers was aangestel in nuwe poste of was verwag om nuwe take te verrig. Tshikondeni moes verseker dat werknemers toegerus was met die nodige bevoegdheid om die werk te kan doen volgens die verlangde standaard en op en veilige manier. Die proses was begin deur te verseker dat werknemers se persoonlike mediese profiel pas by die profiel benodig deur hulle poste. Hulle was opgelei in die identifisering van gevaar in hulle werksomgewing en hoe om die risiko van blootstelling aan die gevaar te minimeer. Die gaping tussen werknemers se bevoegdhede en dié verlang deur hulle poste was geïdentifiseer. Opleiding was ontwikkel om die gapings aan te spreek. Iscor Bestuur ontvang jaarliks enprestasie gebasseerde salaris verhoging. Die proses wat gevolg is met die ontwerp van pos profiele, bevoegdheidsdokumente en persoonlike prestasiekontrakte word beskryf. me verhouding tussen die persoonlike prestasie kontrak, die jaarlikse salaris aanpassing en die persoonlike ontwikkelingsplan word bespreek. Daar is tans nie en duidelike ooreenkoms tussen die jaarlikse salaris aanpassing wat bedryfspersoneel ontvang en hulle prestasievlakke nie. Iscor het wel planne in plek om uiteindelik aan alle werknemers In prestasie gebasseerde vergoeding te betaal. Die opleidingseksie op Tshikondeni is ontwerp om besigheidsdoelwitte te ondersteun. Dit is ook belyn met moderne neigings met betrekking tot opleiding. Die seksie bedien, onder andere die grootste gedeelte van mynbou werknemers wat nie kan lees en skryf nie (met behulp van In interaktiewe multi media stelsel). Alle opleidings inligting word gestoor op In sentrale databasis. Werknemers moet nie net in staat wees om hul werk te kan doen nie, maar moet ook gemotiveerd wees om die werk te wil doen. Bestuur streef daarna om In werk- en huis omgewing te skep wat werknemers motiveer. In Psigososiale studie is gedoen om te bepaal hoe dat wememers en hulle gesinne voel ten opsigte van hulle omgewing. Die resultate het gehelp om bestuur se aandag en energie te fokus om probleme op te los. Probleme en slaggate ondervind tydens die bevoegdheidsproses word bespreek. Die proses gevolg word toegelig met moderne neigings, stellings, opmerkings en voorstelle soos wat gevind word in die literatuur.

MEd (Educational Management) / Department of Educational Management / This longitudinal research study investigated the attendance and academic performance of teen mothers enrolled at two schools in the Luvuvhu Circuit, Vhembe District, of the Limpopo Province over a period of two years, 2014 and 2015. Apart from this, it also sought out to examine factors in the school and home that influenced the schooling of teen mother learners (TMLs) and the available support that were provided to teen mothers with the aim of improving their poor performance in schools. The study used a qualitative approach and data were collected by means of school documents such as mark schedules and attendance registers and focus group interviews from a total of 40 participants from the two sampled schools. Purposive sampling was used to select 10 teen mother learners, 10 teachers and 20 other learners who were in the same school with the teen mother learners. Tables were used to present data on teen mother learners’ school performance and attendance in 2014 and 2015 in order to find out how their performance changed before, during and after pregnancy. Data from interviews was analysed using the thematic approach according to four themes. The main findings from the study were that both schools had over 20 teen mother learners, teen mother learners performance was good to fair in Tshivenda but poor in English and extremely poor in Mathematics and Science and most of them did not have marks in the last two subjects. Every month, teen mothers did not come to school for some days due to home problems such as baby being ill, taking baby to clinic for immunisation, collecting grant money and household duties. The general picture that actually emerged relationship-wise, within the school between teachers and non-mother or ordinary learners could generally be referred to as differing depending mostly on the pregnancy stages. This study revealed that teen mothers had some causes for being absent from school and for not being able to perform well at school. The factors were found both in the home and the school, such as illness during pregnancy, baby sitting and taking baby to clinic for immunisation, home duties, having to collect monthly government child grants, being ridiculed by other learners at school. With respect to support given to teen mothers by the school and the family or in the home, most teen mothers and teachers indicated in the interviews that not much was given to them. Based on little support for teen mother learners from the school and the home, the study recommended that there should be nurses and counsellors or social workers at schools, extra lessons to be organised by principals, religious leaders to be invited to pray for them and rules to be formulated by the school so that they are not ridiculed by other learners and teachers