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CHAPTER FIVE RESEARCH FINDINGS, RECOMMENDATIONS AND CONCLUSION
INTRODUCTION
The previous chapter produced information emanating from juxtaposed qualitative and quantitative data analyses. Findings of this research investigation in response to the problem statement revolved around research aims, objectives and questions. During the 1st session of the 4th Parliament on the 11 September 2009 and in response to the enquiry about the posting of the 76 external moderators for the purpose of moderating IQMS outcomes and their location, the Department indicated that although the moderators were appointed at national level, they were based in rural areas (Government Gazzette no. 57; page 812). This clearly underpins the fact that even in Parliament where legislature is debated, amended and put in place there are still no adequate auditing policies and procedures for the implementation of IQMS. Imagine the fact that moderators are placed in rural areas and what about urban areas? The fragmented implementation of IQMS as a dependable tool to measure and improve teaching and learning is in this regard evident and quite deems this study worthy to meet its intended purpose which is:
“To explore the dependability and authenticity of using IQMS as a quality assurance instrument to measure the quality of teaching and learning in the FET sector in South Africa”.
SUMMARY OF THE RESEARCH STUDY
This research study was based on the role of IQMS to measure and improve teaching and learning in the FET sector. IQMS is an instrument that correlates three sub-tools which are DAS, PMDS and WSE to one another. Therefore, correlational techniques were implemented to relate theory to practice. Wilkinson and McNeil (1996: 220) stipulate that all correlational techniques are rooted in the basic idea that two events go together. Researchers in the ‘helping’ professions extend this idea to include variables of interest such as intelligence and achievement, depression and anxiety, case load and quality of service, and so on. This research study was based on the on the latter aspect of ‘case load and quality service’. The researcher’s point of interest in this study was based on the implementation of quality assurance practices (case load) to measure and improve teaching and learning (quality of service) in the FET sector. The two aspects of this study proved researchable because clearly, subjects were easily identified on the basis of the speciality of tasks for the measurement of quality teaching and learning which can be done by Institutional managements who are very few in numbers.
In view of correlation research, the empirical reflection mode of this research rallies around the Oedipal Model: A Discourse of Sameness and Difference (McCallum, 2005: 59). This model is based on the distinction between sameness and difference (between the conscious and unconscious or symbolic and semiotic realms) upon which subjectivity is traditionally constructed. Consciously in 1994, the South African Education Ministry shifted education paradigm from the Apartheid type of education to OBE of which as a new system it was subjected to align to specific National and International Standards.
The sameness mode
The sameness mode in terms of the role of IQMS to measure teaching and learning in the FET sector has reliably been tested and achieved through questionnaires and interviews. This research study through the researcher’s observation revealed that the new education framework in South Africa brought the former Technical Colleges and High Schools into the same education band, the FET Band (refer to chapter 2 fig. 3.1). Even the modus operandi is common with reference to the qualification requirements as stipulated in figure 3.2 (also refer to observation research).
The difference mode
The researcher observed that the difference between the FET Schools and FET Colleges is on Curriculum Delivery. FET Schools provide more of Academic directed curriculum that leads to further study at Universities while FET Colleges provide vocationally directed curriculum for further study at Universities of Technology (former Technikons).
The collective mode
Both FET Schools and FET Colleges are expected to produce a common qualification known as the Further Education and Training Certificate (FETC) at NQF Level 4.
CONCLUSION OF THE STUDY
The focus of this research study was on the role of IQMS to measure and improve teaching and learning in the South African FET sector. The study was aimed at establishing the efficiency and effectiveness of the role of IQMS as a dependable instrument to establish improvement strategies for teaching and learning in the South African FET sector.
The central problem here is: What is the role of an Integrated Quality Management System (IQMS) in measuring and improving teaching and learning in the South African FET sector?
To explore the role played by IQMS as a quality assurance tool, I empirically discovered that IQMS is an integral part of other quality management principles like TQM and QMS operating interdependently (also refer to figure 5.1). The study also revealed that the success of quality classroom teaching and learning delivery depends on synergic strategies and operations of all institutional stakeholders.
The research in chapter 1, began with a backround to the study, the problem statement that promulgated the research.
In chapter 2 the focus was based on literature study on perceptions regard IQMS in the new South African education system compared to African and global trends. Education quality assurance practices which directly affect classroom teaching and learning were cited. South African literature on the perspective of the FET education system that replaced Apartheid education was explored to on the role of IQMS as an instrument used to assure quality teaching and learning in the FET sector.
In chapter 3 the research methodology and design were discussed. This was done against the backround of this research study with the juxtaposition of quantitative and qualitative research methods.
In chapter 4 the collected qualitative data was presented and analyzed. Focus group interviews were conducted in 5 FET Schools and one College in the North-West Province with diverse geographical locations. In justifying qualitative findings, questionnaires were used for learners as recipients of Education and Training.
Chapter 5 is the final chapter of this research where the conclusion, findings and recommendations are given. The researcher in this study implemented Correlational Research to indicate the relationships of theories to practices, quality to quantity and perceptions to perspectives.
1. Backround, problem formulation and aims
1.1 Introduction
1.2 Background statistics to support the establishment of an IQMS system in an education institution
1.3 STATEMENT OF THE PROBLEM
1.4 RESEARCH QUESTIONS
1.5 AIMS AND OBJECTIVES OF THE STUDY
1.6 MOTIVATION FOR THE STUDY
1.7 DEFINITION OF TERMS
1.8 RESEARCH DESIGN
1.9 LIMITATIONS OF THE STUDY
1.10 CHAPTER DIVISION
1.11 SUMMARY
Chapter Two ITEM,CONTENT
2.1 INTRODUCTION
2.2 WESTERN PERSPECTIVES OF QUALITY ASSURANCE PRACTICES
2.3 AFRICAN PERSPECTIVES ON THE QUALITY CONTROL OF TEACHING AND LEARNING
2.4 THE SOUTH AFRICAN PERSPECTIVE OF QUALITY ASSURANCES PRACTICES
2.5TRANSFORMATION IN THE SOUTH AFRICAN EDUCATION AND TRAINING SYSTEM
2.6OUTCOMES BASED EDUCATION AND TRAINING IN THE FET SECTOR IN SOUTH AFRICA
2.7CO-OPERATIVE EDUCATION
2.8EDUCATION POLICY DISCOURSE FOR THE FET SECTOR IN SOUTH AFRICA
2.9RECOGNITION OF PRIOR LEARNING (RPL) AS A DEPENDABLE TOOL FOR IQMS
2.10THE ROLE OF INSTITUTIONAL MANAGEMENT IN THE FET SECTOR
2.11GOVERNANCE OF FET INSTITUTIONS IN SOUTH AFRICA
2.12CURRICULUM TRANSFORMATION IN THE FET SECTOR
2.13THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY ACT (SAQA ACT)
2.14DISTINCTION BETWEEN RURAL AND URBAN AREAS IN MANAGING QUALITY EDUCATION
2.15NATIONAL BOARD FOR FET (NBFET)
2.16 SUMMARY
Chapter Three
3.1INTRODUCTION
3.2RESEARCH DESIGN
3.3THE QUALITATIVE METHODOLOGY
3.4 GROUNDED THEORY OF THIS RESEARCH STUDY
3.5THE QUANTITATIVE METHOD
3.6OBSERVATIONAL RESEARCH
3.7THE ROLE OF THE RESEARCHER
3.8Conceptualizing this research study through the matrix
3.9SUMMARY
Chapter Four
4.1INTRODUCTION
4.2DATA ANALYSIS
4.3.1SUMMARY OF EMPIRICAL DATA
4.4 QUANTITATIVE DATA PRESENTATION
4.5 QUANTITATIVE DATA ANALYSIS AND INTERPRETATION
4.6DEDUCTIVE ANALYSIS OF THE STUDY
4.7SUMMARY
Chapter Five
5.1INTRODUCTION
5.2SUMMARY OF THE RESEARCH STUDY
5.3 CONCLUSION OF THE STUDY
5.4CRITICAL FINDINGS
5.5FINDINGS FROM EMPIRICAL OBSERVATIONS
5.6RECOMMENDATIONS
5.7RECOMMENDED FURTHER RESEARCH TOPICS
5.8NEW KNOWLEDGE CREATED
5.9PROPOSED MODEL OF QUALITY ASSURANCE PRACTICES (QAP)
5.10SUMMARY
6.BIBLIOGRAPHY
ANNEXURES
GET THE COMPLETE PROJECT
THE ROLE OF INTEGRATED QUALITY MANAGEMENT SYSTEM TO MEASURE AND IMPROVE TEACHING AND LEARNING IN SOUTH AFRICAN FURTHER EDUCATION AND TRAINING SECTOR
