by Wong Kung-Hin, Caleb. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 55-56). / ABSTRACT --- p.i / TABLE OF CONTENTS --- p.iii / LIST OF ILLUSTRATIONS --- p.iv / LIST OF TABLES --- p.v / ACKNOWLEDGEMENTS --- p.vi / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Quality--A Historical Perspective --- p.1 / Rise of Quality System Standards --- p.2 / ISO 9000 Series --- p.4 / Architecture of ISO 9000 Series of Standards --- p.5 / The Registration Process --- p.7 / Significance of ISO 9000 --- p.8 / Chapter II. --- METHODOLOGY --- p.13 / Purpose of the Paper --- p.13 / Literature Review --- p.14 / Chapter III. --- IMPLEMENTATION OF ISO 9002 --- p.16 / Company Profile --- p.16 / Selection of Standard --- p.18 / Overview of ISO 9002 --- p.19 / Process of Implementation --- p.20 / Selection of Registration Body --- p.26 / Hints to Successful Implementation --- p.27 / Cost and Benefit of Implementation --- p.33 / Limitation of ISO 9000 --- p.37 / Comparison of ISO 9000 and Malcolm Baldrige National Quality Award --- p.38 / Chapter IV. --- CONCLUSION --- p.43 / APPENDIX 1 History of QA Standards --- p.51 / APPENDIX 2 Adoption of ISO 9000 --- p.52 / APPENDIX 3 Asia Pacific Lens Plant Management Organization --- p.53 / APPENDIX 4 Asia Pacific Lens Plant Process Flow --- p.54 / BIBLIOGRAPHY --- p.55

This study examined the nature of quality assurance frameworks in science education and the factors negatively affecting the quality of science education in the Johannesburg South district. The study explored the quality assurance practices, challenges that impede the attainment of quality science education in schools and the impact of quality assurance on the quality of science education. The Integrated Quality Management System, which encompasses whole-school evaluation, is the main policy used in secondary schools’ quality assurance system. A mixed methodology design was used in the research. The data collected was both qualitative and quantitative and was obtained from both primary and secondary sources. The qualitative data provided research opportunities which extended the type of information collected. It implied an interpretive or subjective approach with the focus being on how the respondents experienced and understood the quality assurance processes. Concurrent triangulation designs or convergent parallel design was used in order to develop a complete understanding of the research problem by obtaining different but complementary data for validation purposes and enhancing triangulation. Quantitative and qualitative data was collected at the same time and the findings were integrated in order to understand deeper the quality assurance mechanisms applied in science education. The use of multiple perspectives, theories and research methods resulted in rich information being gathered for analysis. The study revealed that quality assurance practices, ranging from Integrated Quality Management System, Whole-school Evaluation and Assessment Quality Assurance among others, had a positive influence on the quality of science education. The results indicated that quality assurance policies and mechanisms present were followed by schools and the district support helped to improve the quality of science education. The presence of quality assurance policies and mechanisms had a positive bearing on the quality of science education. The lack of infrastructural resources, non-availability of laboratory technicians, science educator work overload, parents’ non-involvement in academic support, poor learner subject selection criteria and non-rigorous quality assurance follow-up mechanisms were the main factors hindering the quality of science education. / Educational Studies / D. Phil. (Education)

Quality assurance forms an integral part of education and training programme delivery. The purpose of this research was to determine whether the quality management systems (QMS) used by nursing education institutions in Gauteng are aligned to the SAQA criteria and guidelines for education and training providers. A quantitative, descriptive and exploratory design was followed using a self-administered questionnaire as data gathering instrument. A total of 32 respondents from three selected nursing education institutions completed the questionnaire. The data were analysed by using the Statistical Package for Social Sciences (SPSS) program. The findings revealed that the nursing education institutions only partially comply with SAQA’s core criteria for quality management systems. Recommendations to improve the current QMS were made. / Health Studies / M.A. (Health Studies)

The focus of the dissertation is on software quality assurance for object-oriented information systems development. A Quality Assurance Reference Model is proposed with aspects dealing with technical and managerial issues. A revised Spiral life cycle model is adopted as well as the Object Modelling Technique. The Quality Assurance Reference Model associates quality factors at various levels, quality criteria and metrics into a matrix framework that may be used to achieve quality assurance for all cycles of the Spiral Model. / Computing / M. Sc. (Information Systems)

The first cycle of quality assurance (QA) was conceptualised and developed between 2001 and 2004 as reflected in the policy documents of the Higher Education Quality Committee (HEQC). The HEQC as the national QA agency was created as the permanent sub-committee of the Council on Higher Education (CHE) to take care of the QA responsibility in 2001. The national QA agency had to operate within the divisions created in higher education under apartheid, which often created perceptions based on prejudice about the distribution of quality. The South African higher education landscape has been exposed to the first cycle of the Higher Education Quality Committee QA cycle during which conducted 34 institutional audits, accredited approximately 5000 new programmes, subjected 85 programmes to national reviews, trained approximately 550 institutional auditors and 1500 programme evaluators and conducted many workshops and training opportunities for higher education institutions (HEIs). The main aim posed by this study was to determine the response of HEIs to the recommendations in the HEQC audit reports. The sub-questions of the research are (i) What process was followed to develop the quality improvement plan? (ii) Who were the role-players in the development of the quality improvement plan? (iii) What influenced their actions in the development of the quality improvement plan? (iv) What value did the quality improvement plan development have for the institution? (v) How does the quality improvement plan fit into the comprehensive quality management system of the institution? To answer the research questions, interviews were carried out on six participants. The findings were that the primary research question has been addressed conclusively by the three institutions through the experience of participants. The responses indicate how they have embraced improvement at the respective institutions which in turn have grown as a result of the HEQC audit process. The conclusion was an in depth response to the recommendations in the audit reports, illustrating ownership of quality improvement plan processes within the institutions. From the results of the secondary research questions it is concluded that the participants’ responses provided the richness of the quality improvement plan process in the audit process. The responses reflected and confirmed the processes followed in developing the quality improvement plans and the role and influence of role- players in the quality improvement plan process. The responses reflected the value of this process and revealed how it had been incorporated into the comprehensive annual planning processes of the institutions. The study concludes that the participating institutions responded differently and effectively to the recommendations in the HEQC audit reports, with the improvement reflected in the manner and approach institutions displayed when responding to recommendations, reflecting systematic processes. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

Additional information available on a CD stored at the Merensky Library.The purpose of this study was to explore the concept of quality in early learning centres which could serve as the groundwork for the development of an early learning quality assurance framework in South Africa. The data used reflects different beneficiaries‘ experiences of quality in early learning centres. The unique contexts of, and situations at early learning centres were considered. A theoretical framework, based on Woodhead‘s model on quality development, informed the study. The framework consists of input (structural), process and outcome quality indicators. In this explanatory instrumental case study framed within social constructionism, the researcher partnered with 235 teachers, 235 mothers and 235 teacher students from a middle income group, to generate mixed method data using surveys, as well as interviews and reflective journals in a statistical and thematical analysis. Beneficiaries‘ conceptualisations of quality mirrored accepted norms of quality in early learning centres. Beneficiaries indicated the following as indicative of quality: children‘s social-emotional well-being and holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning. Aspects regarded as quality indicators by beneficiaries were available at early learning centres. In this regard early learning centres provided more indoor than outdoor facilities. The latter were mostly static outdoor structures which could negatively impact on sensory- and motor development. The promovenda developed a draft quality assurance framework based on the following criteria: school climate, infrastructure, curriculum, communication, teacher competence, learning environment, and support services. The findings show that aspects perceived by beneficiaries as quality indicators in an early learning centre are predominantly process indicators and hard to ‗measure‘ in a quantitative way. A quality school climate enables emotional and social well-being. In this regard, the findings suggest that for the beneficiaries quality concerns were not about that which early learning centres have provided in terms of facilities (input indicators), but rather about centres that promote children‘s holistic well-being. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Thesis (M. Tech.) - Central University of Technology, Free State, 2009

The purpose of this study was to explore and describe the factors that motivate the Primary Health Care Nurses to render quality care in the Ekurhuleni Metropolitan Municipality Health Care Facilities (in the Northern Region). The Ekurhuleni Metropolitan Municipality is located in Gauteng, South Africa. To achieve this, a quantitative, descriptive research study was undertaken. A purposive and voluntary sample of (n=54) Primary Health Care Nurses with two or more years’ experience of working in the Ekurhuleni Metropolitan Municipality, in the Northern Region, participated in the study. Data was collected using structured questionnaires. Findings from the study indicated those factors that enhance the motivation of the Primary Health Care Nurses and those factors which may demotivate them. The findings further revealed the need for greater motivation for the Primary Health Care Nurses. Based on the study results, guidelines and recommendations were formulated according to the manner in which these nurses’ motivation may be implemented and improved / Health Studies / M. A. (Health Studies)

Dissertation submitted in partial fulfilment of the requirements for the degree of Master of Business Administration, Business Studies Unit, Faculty of Commerce, Durban University of Techology, 2007. / Quality improvement is a fundamental and important attribute of a company’s business strategy and competitive positioning. The Durban-based paint factory of Dulux (Pty)Ltd, is the primary manufacturing and distribution site in South Africa. This site has to ensure that the consumers and customers in the target market, are satisfied with the quality of product and service received from the factory. This research focuses on the determination of employee perceptions of quality during 2006 at the paint factory site. In particular, how could these perceptions be effectively used by management as a basis for improving the quality ethic on the site. An improved quality ethic ensures a value- added product and service offer to the target market. The research investigates employee perceptions for various site departments and job grades within the context of several quality themes. Employee perceptions were determined by means of a quantitative survey conducted on the site population using a survey questionnaire. The study shows a primarily positive perception of quality by the employees. The subsequent descriptive and inferential statistical analysis quantifies these perceptions as statistically significant in relation to the research questions that were used in the research. There were some perceptions of quality that highlited potential areas for improvement within the site quality management system and the scope of application. These areas need to be considered by management in order to restore positive perception and support for the quality management system. It is recommended that an annual survey of employee perceptions be conducted by the Quality Assurance department and feedback discussed at the annual quality management review forum. An effective quality improvement and communications strategy can then be determined for implementation. It is also proposed that future research consider conducting a similar study at the service oriented Dulux Alberton site and another survey for the management team at the Durban factory.

Thesis (MBA)--Stellenbosch University, 2006. / ENGLISH ABSTRACT: The current skills development legislation was enacted in order to implement structures and processes to transform skills development in South Africa. Major changes to the South African training and education sector have taken place as a result of the implementation of the National Skills development strategy or NSDS (1998). One of the objectives of the National Skills development strategy is the implementation of learnerships, a work-based route for learning and gaining qualifications. The achievement of this objective is based not only on the quantity of learnerships implemented but also on the quality of the learnership implementation. This study project begins with a brief survey of learnerships and their context in vocational education and training in South Africa. A further review is conducted which explores the concept of quality, quality dimensions and quality indicators, in vocational education and training (VET) in South Africa and internationally. The aim is to identify quality dimensions and relevant quality indicators for the quality assurance of learnership implementation. One of the main challenges facing the SETAS is delivering not only the quantity but the quality of learnerships as set by the NSDS objective. The Serviceseta is a typical example of a SETA faced with the task of developing a quality assurance instrument to comprehensively assure the quality of learnership implementation. The Serviceseta Quality Assurance instrument for learnership implementation is examined by comparing the quality indicators to those identified in vocational education and training internationally. The achievement of quality assurance in learnership implementation will contribute to the achievement of the NSDS which will in turn solve the country's skills problems. / AFRIKAANSE OPSOMMING: Die wetgewing vir vaardigheidsontwikkeling is vasgestel om strukture en prosesse te implementeer om vaardigheidsontwikkeling in Suid-Afrika te omskep. Groot veranderinge aan die Suid-Afrikaanse opleidings- en ontwikkelingsektor het plaasgevind as gevolg van die implementering van die Nasionale Vaardigheidsontwikkeling-strategie of NVS (1998). Een van die doelwitte van die Nasionale Vaardigheidsontwikkeling-strategie is die implementering van leerlingskappe, 'n werk-gebaseerde roete om te leer en om kwalifikasies te verwerf. Die sukses van hierdie doelwit is nie alleen gebaseer op die hoeveelheid leerlingskappe wat geimplimenteer word nie maar ook op die kwaliteit van die leerlingskap-implementering. Hierdie studieprojek begin met 'n kort oorsig van leerlingskappe en hul verband in beroepsopvoeding en opleiding in Suid-Afrika. 'n Verdere oorsig is uitgevoer wat die konsep van kwaliteit, kwaliteit dimensies en kwaliteit aanwysers in beroepsopvoeding en opleiding in Suid-Afrika en internasionaal ondersoek. Die doel is om kwaliteit dimensies en toepaslike kwaliteit aanwysers vir die kwaliteitsversekering van leerlingskap-implementering te identifiseer. Een van die hoof uitdagings van die SETAS is om nie net die hoeveelheid maar ook die kwaliteit van leerlingskappe soos deur die NVS doelwit bepaal, te lewer. Die Diens-seta is 'n tipiese voorbeeld van 'n SETA wat die taak in die gesig staar om 'n kwaliteit- versekeringsinstrument te ontwikkel ten einde die kwaliteit van leierskapimplementering omvattend te verseker. Die Diens-seta Kwaliteit-versekeringsinstrument vir die implementering van leierskap word ondersoek deur die kwaliteit aanwysers te vergelyk met dit wat internasionaal in beroepsopvoeding en opleiding geidentifiseer word. Die bereiking van kwaliteitsversekering in die implementering van leerlingskappe sal bydra tot die bereiking van die NVS wat op sy beurt die land se vaardigheidsprobleme sal oplos.