Summaries in Afrikaans and English / Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by tersiere onderriginstellings soos universiteite en technikons. Die integrering van die totale kwaliteitverwante konsepte van strategiese TOM -intensie, eksterne omgewingsfaktore, bestuur se reaksie, kwaliteitstelseleffektiwiteit en deurlopende verbetering in 'n model, dui die gekombineerde gevolge van genoemde konsepte op die institusionele verbetering van technikons en • universiteite aan. Die belangrikste veranderlikes (binne bogenoemde dimensies van die model) wat vir institusionele verbetering by onderskeidelik universiteite en technikons verantwoordelik is, toon ooreenstemming - universiteite en technikons verskil egter ten opsigte van ander minder belangrike veranderlikes. Die funksionering van die model is soos volg: Die bestuur (akademies en administratief) van die tersiere onderriginstelling identifiseer en erken, onderhewig aan aspekte soos leierskap, kennis, ervaring, en aanvaarding, sekere eksterne omgewingsfaktore wat verband hou met die klientebehoeftes (ekstern en intern) en institusionele verbetering. Gegewe genoemde beperkings en faktore besluit bestuur op die (suboptimale) strategiese TQM-intensie om aan klientebehoeftes te voldoen. Die strategiese TQM-intensie sal nou saam met bestuur se reaksie (deur die toepassing van die TQM-beginsels en -filosofie) wat die effektiwiteit van die kwaliteitstelsel bepaal, bepaal op watter kwaliteitvlak die instelling sal opereer. Die kwaliteitstelsel bestaan uit die bestuur-, tegniese. en sosiale stelsel, en is weer eens I aan deurlopende verbetering onderhewig. (Die bestuurstelsel dien as integreerder van die ander twee stelsels.) Die eindresultaat van die toepassing van die TQMfilosofie en -beginsels is institusionele verbetering. Verder kan die model en die resultate van hierdie studie deur universiteite en technikons gebruik word by die verbetering/implementering van hulle eie, unieke totale kwaliteitimplementeringsmodel(le) - 'n uitgebreide implementeringsmodel is vir die rede voorgehou. Laastens kan die (verkorte) meetinstrumente wat vir universiteite en technikons onderskeidelik bepaal is, gebruik word om die sukses met die implementering van TQM by 'n individuele instelling te meet. / The necessity to improve productivity and quality in higher education has resulted in the relatively new movement of Total Qua~ity Management(TQM) at tertiary institutions such as universities and technikons. The integration of the total quality-related concepts of_ strategic TQM intent, external environmental factors, reaction of management, effectiveness of the quality system and continuous improvement in a model, can be used to indicate their combined results on the institutional improvement of technikons and universities. The most important variables (within the above-mentioned dimensions of the model) responsible for institutional improvement at universities and technikons respectively, correspond - however, universities and technikons differ regarding the less important variables. The functioning of the model is. as follows: The management (academic and administrative) of the tertiary educational institution identifies and recognises, subject to aspects such as leadership, knowledge, experience and acceptance, certain external environmental factors which are related to the client's requirements (external and internal) and institutional improvement. Given the above restrictions and factors, management decides on the (sub-optimal) strategic TQM intent to satisfy client requirements. The strategic TOM intent together with the reaction of the management (by the application of the TOM principles and philosophy) which determines the effectiveness of the quality system, will determine on which quality level the institution will operate. The quality system comprises the management, technical and social system, and is again subject to continuous improvement. (The management system serves as an integrator of the other two systems). The end result of the application of the TOM philosophy and principles is institutional improvement. The model and results of the study can further be used by universities and technikons for the improvement\implementation of their own, unique, total quality implementation model(s) - for this reason an extended implementation model was presented. Lastly, the (abridged) measuring instruments established for universities and technikons respectively, can be used to measure the success with the implementation of TQM at an individual institution. / Business Management / D.B.L.

The principles of Total Quality Management (TQM) have been used in the business, commercial and industrial sectors to improve both product and service. In a limited number of schools worldwide, there have been attempts to adapt TQM theory and practice to the educational management of institutions. In this thesis there has been an attempt to adapt the TQM philosophy to the field of educational practice. Quality tools and techniques used in TQM organisations have been studied to ascertain their applicability in schools. During the course of the study, the researcher discerned the need to give TQM a distinct identity within the domain of educational management. In the management of schools, there are philosophies and practices which are different from those encountered in noneducational settings. The concept Total Quality Education (TQE) was used to acknowledge this reality. Action research was done over a three-year period at a South African co-educational public primary school. During the four research cycles of looking, thinking and acting, TQE principles were implemented in the school. Stakeholders such as parents, learners and teachers identified areas for improvement of the quality of education. Areas identified included the curriculum, physical resources, extramural activities, staff development, learning and financial management of the school. Quality tools and techniques were applied by all stakeholders to effect the desired improvements. In the fourth and last cycle of the research a questionnaire was given to a sample of the parent community. Progress made in the improvement of the quality of education provided was noted and areas to be improved further were identified. The researcher submits that TQE can be meaningfully applied in South African schools. The various stakeholders can make contributions to the betterment of schools. Through the application of the principles of the TQE philosophy, it is possible to transform South African schools into institutions where all learners can experience education of true quality. / Educational Leadership and Management / D. Ed. (Educational Management)

The Common Assessment Framework (CAF or Commom Assessment Framework), used in the education sector in European countries and the assessment tool of the National Quality Foundation (FNQ) named Model Management Excellence (MEG) used in public and private organizations in Brazil are assessment models of organizational performance, specially developed to help organizations apply the techniques of Total Quality Management (TQM) in order to better their performance levels and their management. However, the study lies in the general assessment of the quality management of Higher Education Institutions (HEIs) in Brazil based on the external evaluation component of the National Higher Education Evaluation (SINAES). Had the motivation to empirical perception about the difficulties that, in general, undergraduate courses face in adopting a system of quality management and implementation of a system with features evaluative management and continuous improvement. This thesis aims to propose the integration of Model Management Excellence Foundation National Quality - FNQ with the Common Assessment Framework - CAF, making a conversãoBrasil / Europe. Using the method of action research as directed qualitative research strategy, the study sought to reconcile the two models and processes your criteria with indicators of the National Assessment of Higher Education SINAES, generating a guidance booklet called SIMECA. This work will serve as support to managers of undergraduate seeking quality assurance and support for the IES rumen toward excellence, fulfilling the main objective of this work. For future research, it is recommended to deepen, through case studies, the study demonstrated the application. / A Estrutura Comum de Avaliação (Commom Assessment Framework ou CAF), usada no setor da educação em países europeus e o instrumento de avaliação da Fundação Nacional da Qualidade (FNQ) denominado Modelo de Excelência da Gestão (MEG) utilizada em organizações públicas e privadas do Brasil são modelos de avaliação de desempenho organizacional, especialmente desenvolvidos para ajudar as organizações aplicarem as técnicas da Gestão da Qualidade Total (TQM) a fim de melhorar os seus níveis de desempenho e da sua gestão. Contudo, o estudo situa-se no quadro geral da avaliação da gestão da qualidade das Instituições de Educação Superior Privada (IESP) no Brasil tendo como base o componente de avaliação externa do Sistema Nacional de Avaliação da Educação Superior (SINAES). Teve como motivação a percepção empírica acerca das dificuldades que, de modo geral, as IES enfrentam na adoção de um sistema de gestão da qualidade e na implementação de um sistema avaliativo com características gerenciais e de melhoria continua. A presente dissertação visa propor a integração do Modelo de Excelência da Gestão da Fundação Nacional da Qualidade FNQ com a Estrutura Comum de Avaliação CAF, fazendo uma conversão Brasil / Europa. Com a utilização do método de pesquisa qualitativa direcionada como estratégia de pesquisa, o trabalho buscou a compatibilização dos dois modelos e seus critérios processos com os indicadores do Sistema Nacional de Avaliação da Educação Superior SINAES, gerando uma cartilha de orientação denominada SIMECA. O presente trabalho servirá como apoio aos gestores educacionais que buscam a garantia da qualidade além do suporte para que as IES rumem em direção da excelência, cumprindo o objetivo principal deste trabalho. Para futuras pesquisas, recomenda-se aprofundar, por meio de estudo de casos, a aplicação do estudo demonstrado.

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The role of the principal can no longer be viewed as merely being a manager and administrator but rather as learning-expert and lifelong learner. Principals are expected to establish appropriate preconditions for effective teaching, learning and assessment, and flow through with interactions aimed at improving teaching and leaning. The problem statement for this study was based on the researcher’s opinion that the lack of knowledge of effective assessment practices by principals as instructional leaders seemed to have a negative influence on teacher’s perceptions of the implementation of quality assessment practices in their respective classrooms. The reason for this challenge is because principals are not involved in the classroom assessment practices, to revise, support and manage the quality of assessment by indentifying teacher’s assessment to them. The purpose of this study was to design a proposed instructional leadership model/ framework to ensure effective and quality assessment practices at school level. This ILQA framework/model was designed from the literature review, findings and personal experience as a principal. The aim of this ILQA framework/model was to support principals understand their roles in the teaching and learning environment in ensuring quality assessment practices at school level. This study investigates how principals execute their roles as instructional leaders in ensuring effective and the implementation of quality assessment practices using structured questionnaire from a sample of 250 respondents and semi structured interviews with five primary school principals in the Free State Department of Basic Education. It was found that to ensure quality assessment practices, principals should understand their role in assessment for learning, assessment of learning and assessment as learning and integrate them into classroom instruction as an important component of quality teaching and learning. In summary the researcher further hopes that when the findings and the recommendations of this study are implemented, it will add value to the school principals’ instructional leadership roles in ensuring quality assessment practices at school level. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)