The purpose of this study was to investigate the extent to which Integrated Quality Management System (IQMS) is implemented in schools in the Libode education district. The study focused on the existence of IQMS documents as evidence or proof that IQMS is being implemented. In addition, the study looked at the existence and functionality of structures and processes for the implementation of IQMS in the selected schools. Lastly, the study focused on the deliverables and outcomes arising out of the implementation of IQMS in schools. The pragmatic paradigm and the case study design were used to frame and focus the research. Data was obtained from sixty (60) educators who were surveyed, principals of the three (3) selected schools, and three (3) Education District Officials (EDOs) selected on purpose for interviews. Data thus obtained was analysed both quantitatively using descriptive statistics, and qualitatively through extraction of themes. The study draws conclusions on findings based on the attendance of IQMS workshops meant to capacitate teachers on the conceptualisation and practice of IQMS; the availability and quality of IQMS workshops; understanding of IQMS processes by teachers and the officials; IQMS evaluation processes underwent by teachers; alignment between School Improvement Plans and the District Improvement Plan, and the connection between individual growth and school improvement; the constitution and functioning of IQMS structures; and the form and content of IQMS deliverables and outcomes. This research makes recommendations for IQMS implementation and further research.

The study sought to investigate problems encountered by educators in the implementation of IQMS in selected schools in the Butterworth Education District. The study emerged out of an agreement reached by the Department of Education, Education Labour Relation Council, unions and stakeholders (ELRC, 2003) that Integrated Quality Management System (IQMS) be a developmental programme for quality performance in teaching and learning in public schools. The programme was based on the merging of three programmes, namely the Developmental Appraisal System (DAS), Performance Management System (PMS) and Whole School Evaluation (WSE) which were integrated in the implementation of IQMS (Resolution No.8 of 2003).The first three programmes, DAS, PMS and WSE, were less effective and had some flaws that caused implementers (educators) not to accept them as performance developmental programmes as they were punitive and judgmental. The researcher was interested in investigating those problems encountered by the educators in the implementation of IQMS. The study employed a qualitative research methodology with a qualitative survey design. Structured interviews were used to collect data. Five (5) schools out of three hundred and twenty five schools (325) in the Butterworth Education District were conveniently selected. From each school a sample of five (5) educators was purposively selected according to their duty lines on the IQMS structures, i.e. principal, school coordinator and three educators, for the purpose of getting relevant information from each level. Some of the main findings of the study were: the duration of the training was too short; unclear roles and responsibilities of role-players resulted in non-implementation of the programme; attachment of incentive to the programme made educators to focus on the incentives rather than on the programme and the heavy workload of educators hindered the implementation of IQMS. The researcher recommended that administrators/clerks be employed as a matter of urgency to all schools in order to lessen the educators’ workload especially the principals, for the benefit of accomplishing the objectives of IQMS programmes. Re-training was absolutely a necessity. Delinking of incentives to the development programme was a crucial issue. The researcher also recommended that the IQMS Departmental Officials should monitor the implementation of the programme timeuosly so as to tackle the problems in their premature stages. The improvement of working conditions in schools is essential. Key words: quality performance; quality management; quality performance measurement and quality implementation of IQMS programme.

With Chiptech’s current growth rate and size it has become necessary to develop a Quality Management System to enable repeatability, meet customer demands, and protect Chiptech from staff turnover. ISO 9001 was identified as a base for development, with the imperative that the system identified and developed must deliver value for Chiptech. Several frameworks were investigated, along with journal articles and discussions with industry members in order to determine the aspects that would deliver value, and determine the key success factors. Two factors were identified as critical: employee involvement, and the utilisation of metrics – both of which were leveraged for the project results and recommendations. The systems developed have already proved they offer benefits, however, in order to maintain performance Chiptech must a) keep evaluating the measured results, b) ensure that quality forms an integral part of the organisational culture and, c) continue the systematic approach of continual improvement.

Submitted in partial fulfilment of a Masters Degree in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2005. / Current demands in education necessitate a shift away from traditional inspection and supervision models for school improvement, toward a transparent and democratic approach for Whole School Development (WSD). This has resulted in the need for schools to implement an Integrated Quality Management System (IQMS). The IGMS, in an educational context, is a collective concept that integrates three fundamental components of WSD, namely the Developmental Appraisal System (DAS), the Performance Measurement (PM) and Whole School Evaluation (WSE). This study investigates the implementation of the IQMS in secondary schools within the Umlazi district. Insight into the IQMS is provided via a review of relevant literature. Furthermore, questionnaires have been used to access data from educators about the implementation of the IQMS. Although most secondary schools have introduced the IQMS, many educators are still confused, not only about the process of implementing the IQMS, but also about the concepts used by the IQMS. Key findings of this study indicate the following: • In some schools, educators do not understand the IQMS instrument. • Advocacy and training programmes, in respect of the IQMS, are ineffective in some schools. • Some IQMS structures are not yet in place. Although the majority of educators indicated that they were aware of the IQMS instrument, 32% of the educators who participated in the survey indicated they had never heard about the IQMS instrument for educator evaluation. It is evident that such educators need greater exposure to the IQMS through advocacy and training programmes. It is also clear from this study that most schools are aware of the IQMS instrument but that implementation thereof remains problematic. This study is significant in that it exposes, in its findings, some of the problems experienced by schools in the implementation of the 1QMS. Recommendations to address some of these limitations are made in the last chapter of this publication.

Submitted in fulfilment of the requirements for the degree Doctor of Education in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, South Africa, 2013. / Integrated Quality Management System (IQMS) is an appraisal system of the KwaZulu-Natal Department of Education. The appraisal system intended to develop educators on an on-going basis. The primary aim of this investigation was to establish the effect that IQMS has on educator efficacy. As an introduction to the study, the requirements for educator efficacy were reviewed. In so doing, the various characteristics for effective teaching-learning situation and of an “ideal” educator were highlighted. The didactical behaviour of successful educators was also in focus. The requirements for educator efficacy and the effects of IQMS on educator efficacy were investigated using a literature and empirical study. The study revealed that IQMS has a positive effect on educator performances. For the purposes of the empirical investigation, a structured questionnaire was used. Four hundred and six (406) questionnaires were completed by educators from the primary and secondary schools from the Pinetown District in the Ethekwini Region of KZN and these questionnaires were analysed. The data was processed and interpreted using descriptive and inferential statistics. / University of Zululand

A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017 / This study focuses on the critical evaluation of how the Integrated Quality Management System as an appraisal tool is implemented in a few selected schools in the ILembe District. In recent times, the system of education in South Africa has required teachers who are highly skilled to impart knowledge of high quality to learners. The introduction of Integrated Quality Management System (IQMS) was meant to enhance the quality of teaching and learning by addressing the matter of developmental appraisal in order to enhance teachers’ professional development. This approach has been facing serious challenges and attracted unjustified criticism for quite some time. Since teachers’ performance has been under the spotlight as measured by learners’ results, it is important to evaluate their performance using a highly reliable instrument which can produce learners who can compete globally. This research was conducted using both quantitative and qualitative methodologies that were based on a case study approach of 10 schools that were purposefully selected from rural, semi-rural, urban and semi-urban areas. Data from district officials, principals, deputy principals and Heads of Department were collected through interviews, and questionnaires were used to collect data from six teachers at each school. The findings indicate that most teachers are finding it difficult to implement the IQMS policy effectively. The major concern was that managers are reluctant to participate in the process, and do not comply with the requirement of the IQMS, namely the advocacy and training of teachers before they embark on the process of the IQMS. The researcher recommends the use of IQMS for effective teachers’ through professional development and keeping politics out of this process.

Thesis (MPA)--University of Limpopo, 2009. / The democratic political breakthrough of 1994 in South Africa intensified debate on the delivery of quality public education among the teaching fraternity. This culminated in the promulgation of education legislation such as the South African Schools Act of 1996, the Education Employment Act of 1998 and finally the Collective Agreement Number 8 of 2003, which contains a section on the Integrated Quality Management System (IQMS).This was an attempt by the Department of Education to enhance the development of educators. The main purpose of the IQMS is to determine educators’ competence, to assess their strengths and areas in need of further development.What triggered the research was the fact that the Department of Education and teachers’unions were always at loggerheads regarding the implementation of the IQMS. This made the researcher investigate the feasibility, successes and shortcomings of the implementation of the IQMS. The researcher used questionnaires, interviews and a document study for the collection of data.The results indicated that the purpose, aim and objectives as enshrined in the Collective Agreement Number 8 of 2003 had not been realised in the implementation of the IQMS within Lebowakgomo circuit in Limpopo Province. Instead of being developed, educators were left demoralised and confused. The IQMS had lost its meaning in the sense that the monetary aspects were over-emphasized at the expense of the development aspects. The professional development of educators was ignored by the Department of Education, as it did not make in-service training or departmental support in any form available. The departmental officials never visited schools to effect the whole school evaluation required by Collective Agreement Number 8. Thus, educators simply completed the IQMS forms without proper evaluation just for the sake of the 1% salary increase. Lack of support by the Department of Education had indeed put the implementation of the IQMS in a crisis. Finally, recommendations were made. The key recommendation was the amendment of Collective Agreement No. 8 of 2003 so that the Development Support Groups are restructured. Furthermore, the review should take on board a reduction of the instruments that make up the IQMS. This is an attempt to streamline the IQMS and make it user-friendly.

Recently, Quality management has become the important management method of every enterprise especially the government which confront the government-own-civil-operate(GOCO) competitive trend in view of rapidly changing generation. This research aims at investigating the quality management system development of military organization (Example: military facility) in response of future mission demand. Furthermore, through analyzing the related documentation and questionnaire to build up a feasible model ¡§NEW QUALITY MANAGEMENT SYSTEM¡¨ which is composed of four main axes including of ¡¥Organization coordination¡¦, ¡¦Precise goal¡¦, ¡¥Simplified management¡¦, ¡¥Human-base value¡¦. The model not only evaluates the improved performance of efficiency, quality, cost in the facility, but also offers profit to a considerable extent and reference value for the current various governmental organization no matter what it might become civil-operative or not.

Abstract In this study, the theoretical basis of the management of teacher quality in U.S.A. in recent years was examined from several aspects such as human resource management, accountability, and related studies. Based on these measures, the theoretical structures developed in the process of the management changes of teacher quality since 1990s were studied. Secondly, the background and reasons of the reform were analyzed, and some concrete suggestions and methods were concluded from the various U.S. education reports and bills. Then, from realistic points of view, the policies developed by different states during the process of reforms were also probed into. Then, a questionnaire was developed as a tool for data collection. The populations of the questionnaire survey included teachers, school administrators, the members of parents¡¦ organizations, educational scholars, educational authorities, councilors and the representatives of teacher organizations. There were 1,360 samples, which contain 1,050 valid ones. The valid returned percentage was 77.2%. The data were testified through frequency distribution, percentage, means, standard deviation, one-way ANOVA, then were analyzed and discussed according to the results. Finally, the conclusions and suggestions were proposed as a result. When reflecting on the present conditions of U.S. teacher quality management, this research probed into five aspects: the access of teacher qualifications, selection and employment, payment and working conditions, assessment and dealing with incompetent teachers. The representatives of parents¡¦ organizations, councilors and elementary school teachers had significant correlation with each other in the perceptions of teachers¡¦ quality management problems and the measures. In addition, this study found that there were diversity in some aspects such as getting payment according to teachers¡¦ actual performances, assessing teachers according to their students¡¦ performance in exams, carrying out teacher career ladder program, and having principals observe in class. Most samples were quite unanimous in other aspects, such as raising the selection criteria of teacher education program, evaluating teacher education programs institutions, establishing professional development schools, setting up nationwide professional educational standard committees, implementing beginning teachers mentoring system, every elementary and secondary school posting reports on educational progress, the government posting nationwide teacher quality assessment report, raising teachers¡¦ basic hours of professional development, helping incompetent teachers improve their teaching methods. Finally, this study will propose several suggestions: 1. The measures of the reform should be taken from all aspects. 2. To select teacher education programs, post reports on teacher quality assessment and strengthen the cultivation and assessment system. 3. To establish the way to assess and report unqualified teachers for dismissal in order to raise the teaching quality. 4. Central government will request each elementary and secondary school to propose each report on teaching quality to raise the efficiency. 5. To set up beginning teachers mentoring system to improve teaching quality. 6. To raise teachers¡¦ professional recognition, correct the unreasonable long teaching hours and class distribution. 7.To give teachers various ways to get professional development to access different certificates to strengthen teaching abilities. 8. Teacher organizations will actively provide advices for education reform. 9. Teacher organizations will initiatively cooperate or participate with central government in the designing of the system in raising teacher quality.

Consulting Engineers worldwide, and in South Africa, render a professional service to clients consisting of project feasibility studies, planning reports, design, documentation and construction monitoring for infrastructure projects. In rendering this service, consulting engineers are subject to certain project risks that can have a huge influence on their company’s success and hence their profitability. Quality Management is an instrument through which the risks associated with consulting engineering can be mitigated to a certain degree, if a Quality Management System (QMS) is successfully introduced and continuously managed. The QMS must conform to the requirements of a recognized system like the International Organization for Standardization (ISO), and in this particular case ISO 9001, which is a model for quality assurance systems in design, development, production, installation and servicing. The quality system requirements of ISO 9001 are aimed at preventing nonconformity at all phases of the product life cycle from design and/or development to servicing. The study was carried out by obtaining a convenience sample of qualitative questionnaires among professional civil engineers in consulting management positions, testing their experience of a QMS. This study has indicated that a QMS can only be successful in a company if the users have a positive attitude towards the system, and if they believe in the benefits thereof. It is therefore required that the system be launched and maintained in a user-friendly manner, with the emphasis on real risk-reducing aspects. As one of the requirements of ISO 9001 is continuous improvement of the system, recommendations are made in this study towards improving the QMS of the particular company. The influence of a QMS on the frequency and extent of Professional Indemnity cases against a company was investigated and reported on by studying 20 case studies of projects that have experienced difficulties, and have resulted in lawsuits against the consulting engineer. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013