QUALITY ASSURANCE

Overview | Training for Sustainability | Assessment & Moderation Policies | How we work | Experiences  | Structures | Outcomes| Evaluation

What is Quality Assurance? Quality Assurance is a concept that is put into effect by Quality management, through Quality Control. Quality Assurance Quality management Quality Control Item of Quality Management The Quality management system The total list of quality controls Compliancy with NQF Principles of the NQF Checklist Compliancy with SAQA The 8 requirements of SAQA for QA Checklist Compliancy with OBET Best practice Checklist Compliancy with ETQA ETQA requirements Checklist The Provider’s Policy ETQA compliant policy document Checklist Culture of QA On going Organisation Development Intervention Performance management Self assessment Job descriptions QA audit, reporting and evaluation Continuing improvement QA evaluation Comparisons year on year What are the principles behind Quality Assurance? Item of Quality Management Basic Principles Compliancy with NQF Promote easy access to development by all learners Recognise learning achievement through formal and informal routes Provide for recognition of prior learning Provide employees with access to career development paths Assist in identifying the capabilities to perform work-related functions Help people to gain nationally and internationally recognised skills that are transferable (portable) Help to identify current skill gaps to develop training programmes Integrate on the job and off the job learning Relate to the professions. Evaluate all training projects and interventions in the spirit of Return on Investment. Compliancy with SAQA ü      Skills Development Act ü      SAQA Act ü      Skills Levy Act ü      Employment Equity Act Compliancy with OBET Focus on significant outcomes. All learning is centred on measurable and significant outcomes.  This means that educators and trainers start by defining exactly what is essential for all students to be able to “do” at the end of their learning experience. Design the learning experiences to meet the outcomes. Once the outcomes are clearly defined, learning material, courses and practicals are designed so that learners can meet those outcomes. Expect all learners to succeed. Learning should be structured in such a way that all learners have the best possible chance to meet the outcomes. Provide sufficient opportunity. Learning must be designed to give enough opportunity for learners to master the knowledge, practice skills, gain feedback and grow. Compliancy with ETQA ü      Accountable to ETQA – through primary focus – for management, development and delivery of learning programmes and services for which they are accredited ü      Responsible for ensuring the quality of the learning experience according to the requirements of the registered standards and qualifications ü      Responsible for recording, researching and reporting the outcomes and impact of their learning programmes and services. The Provider’s Policy Internal Policy that covers inter alia the following: ü      Organisation ü      Mission, Values and Objectives ü      Training Principles ü      Training Policy Design ü      Administration and record keeping ü      Needs Analysis ü      Workplace Skills Plans and Levy ü      Standard ü      Quality Assurance ü      Cost and Evaluation Parameter Design ü      Course Design ü      Course Writing ü      Enrolment ü      Course Conduct ü      Student Support Services ü      Students with disabilities ü      Personal difficulties ü      HIV Policy for Students ü      Student withdrawal ü      Discipline ü      Student grievance and complaints procedures ü      Assessment ü      Moderation ü      Certification ü      Off site Learning Centres ü      Learnerships and Practical Work ü      Student Union ü      Alumnus ü      Casual and Short Courses  Quality Assurance across the Value Chain Link Steps Built-in OBET controls Tools QA must design   Needs Analysis Define Skills Gap   Competency analysis 1 Competency assessment 2 Triangulation 3 Measure skills gap 4 Define required outcomes SAQA Guidelines Checklist 5 Report Needs Analysis   Checklist 6 Standard Define outcomes and assessment criteria SAQA Guidelines Checklist 7 Write unit or enterprise standard SAQA Guidelines Checklist 8 Quality Assurance Design systems and quality assurance management procedures SAQA Guidelines Policy and procedures 9 Manage the quality assurance   Policy and procedures 10 Admin-istration Database   Checklists for security, confidentiality and retrieval 11 Financial controls   Audit 12 Learner controls   Checklists and registers 13 Assess-ment Guide Write Assessment Guide SAQA Guidelines, Standard OBET practice, and 8 above. Checklist 14 Moderate Assessment Guide SAQA Guidelines, Standard OBET practice, and 8 above. Checklist 15 Cost and Evaluation Parameter Design Determine the benefits of competency in the stated skills   Custom-designed internal procedures 16 Determine a realistic cost for training and assessment, including lost production, recruitment etc.   Custom-designed internal procedures 17 Set cost limits and design budget   Custom-designed internal procedures 18 Design evaluation procedure   Custom-designed internal procedures 19 Course Design Define course objectives Unit or enterprise standard (8 above) Unit or enterprise standard (8 above) 20 Research expert input   Checklist 21 Design course structure (design matrix) Standard OBET practice, and 14 above. Checklist 22 Select training tools Standard OBET practice Checklist 23 Select formative assessment tools Standard OBET practice, and 14 above. Checklist 24 Course Writing Write Instructor Manual 22,23 and 24 above Checklist 25 Write Learner manual 22,23 and 24 above Checklist 26 Make up course materials 25 and 26 above. Checklist 27 Enrolment Enrol Learners   Policy and custom-designed internal procedures 28 Student Affairs   Policy and custom-designed internal procedures 29 Conduct Employ facilitators OBET best practice for training Reference checking, qualification and experience 30 Conduct course Standard OBET practice Checklist 31 Course Evaluation Evaluate course (Kirkpatrick level 1) Standard OBET practice Checklist 32 Assess-ment Assess learners SAQA Guidelines, Standard OBET practice and 11 and 21 above. Checklist 33 Moderate Assessments (Kirkpatrick level 2) SAQA Guidelines, Standard OBET practice Checklist 34 Training Evaluation Evaluate impact on the person and work area ( Kirkpatrick level 3) Standard OBET practice Checklist 35 Evaluate costs against budget and calculate Return on Investment (Kirkpatrick level 4) 17, 18 and 19 above Checklist 36