Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 229-224). Available also in a digital version from Dissertation Abstracts.

Thesis (MS)--University of Montana, 2009. / Contents viewed on February 11, 2010. Title from author supplied metadata. Includes bibliographical references.

Not available / text

The focus of this research study is to determine teacher's perceptions on Total Quality Management(TQM) in secondary schools in the Lobatse area, Kanye area and the South East District of Botswana. Lobatse is an urban area and this research was carried out in all the secondary schools of the town, whilst Ramotswa and Kanye are peri-urban areas. The schools in which this research was carried out consist of both Junior secondary schools and Senior secondary schools. TQM basically means conscious improvement, in this context on matters of education. Only well managed schools can provide quality education and "managed education" means quality education. School facilities, teachers, the principal, the students, learning materials, teaching methods, assessment and technology, forms the base in educational success in all comers of the global village. Therefore for the success of any form of education to be a reality, the above measures should always be available. A survey in the form of a questionnaire was carried out with the intention to get views from teachers form the locations mentioned above as samples. The perceptions are not radical from each other in general on matters pertaining to how education is administered generally in Botswana. However it is worth noting that to come up with a broad outline on important views from teachers, the questionnaire was systematically broken into subtopics each dealing with a specific area of interest in the profession. Those ranged from the biographical and demographical data that include among others ;gender, age category, school Location, school enrolment, academic qualifications among others. The study also dealt with all the measures that inculcate TQM as a tool to improve effectiveness, productivity and performance, the role of school management in the improvement of quality education, Total Quality Management principles and implementation of Total Quality Management in schools. Total Quality Management is also equated to Work Improvement Teams(WITs) and the Performance Management Systems(PMS).In this a strong academic relationship was realized since all theses programmes emphasize efficiency and productivity at workplace. If there is any difference among the three the there is a thin line of that hence the different ways they have been coined. Under Qualitative data, teachers were given a form to jot down their views and perceptions about Total Quality Management. This is a more open portion and views ranged from worries and concerns about the conditions of service that ranged from matters of accommodation, salaries and advancement in education like being sent for further education and being sent for courses to update themselves with the latest technology needs so as to increase accessibility of information in the process of teaching and learning in the classroom. Over and above other factors the research was a great success. / (M.Ed.) North-West University, Mafikeng Campus, 2004

No description available.

Countries are developing ambitious strategies to produce a globally competitive workforce. International expectations, standards, local, and national needs contribute towards the desire to improve on the quality of education provided to the nation. With the realisation that diamonds are not forever, Botswana is striving ‘towards a knowledge society’. Quality tertiary education has been identified as a catalyst that can propel Botswana towards an educated and informed nation as per one of the vision 2016 pillars. In this light, programme accreditation as one of the quality assurance tools used in the tertiary education sector needs to be up to date. The accreditation status can be regarded as a mark of quality. The aim of this study was to contribute towards improvement of the programme accreditation system by developing characteristics of an effective programme accreditation system for tertiary education institutions in Botswana. Educational design research was found suitable for this study because it is a methodology that is aimed to improve educational practices. The research subjects were people in the tertiary education sector who participated in the programme accreditation process of tertiary education institutions in Botswana. Data was collected through interviews, questionnaires, and document analysis. Formative evaluation was done throughout to approach product quality. The findings indicated that Botswana’s programme accreditation system is in line with international procedure of self-evaluation, a site visit resulting in a programme accreditation report, followed by a programme accreditation decision. Accreditation agencies studied subscribe to such a model. The model allows institutions to do a critical analysis of their programme environment and find ways of providing ‘an exemplary programme’ by designing improvement strategies, thereby allowing them to be innovative. The quality of the self-evaluation report is partly determined by the intensity of the research into the programme provision, which should contain the programme content, resources and delivery. The institution is expected to give an authentic view of the situation as it exists, stating both strengths and weaknesses and the opportunities for improvement being guided by programme accreditation standards, requirements, and criteria. Assessment for conferment of the accreditation status is carried out by a team from academia and industry, the programme review team. Every accreditation report is expected to contain recommendations for programme improvement. An effective programme accreditation system should be relevant to the environment in which it is carried out, transparent so that all stakeholders are clear about the requirements, inclusive and adaptable to accommodate different situations and responsive to contemporary issues. A prototype of a relevant, practical, and valid programme accreditation system that is appropriate for use in the tertiary education institutions in Botswana as well as characteristics of an effective programme accreditation system were realised. The long-term goal of the output of this research is that the designed characteristics should be applicable not only to tertiary education level but also to the whole education system, and should be internationally applicable so that other programme accreditation systems, both emerging and maturing, could benefit. / Thesis (PhD)--University of Pretoria, 2015. / Science, Mathematics and Technology Education / Unrestricted

This PhD thesis is structured in two phases. The first phase looks to an enhancement of the current operations in the development of quality through creating a systematisation of quality of higher education in the world. The second phase theorises this systematisation using systems analysis and design methodology based on seven levels of analysis: individual; programme; department/faculty; institutional; national; regional; and the world level. This analytical approach generates theories about systems and applications. The investigation reaches the conclusion that establishing a United Nations Organisation for Systematisation of Quality would constitute a final stage in the systematisation process of international quality and accreditation of higher education in the world. However, the proposed organisation would not be a substitute organisation for national and/or regional agencies and networks of quality but would complement them by creating systematic understanding of quality in the world. The thesis offers a practical contribution to the international improvement of higher education institutions across the globe.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 247-260). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 247-260). Also available on the Internet.