QMS guidelines for Accredited Providers


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  • #35047
    Lynel Farrell
    Keymaster

    Quality Assurance and the implementation thereof should be conducted as per SAQA’s core criteria for providers.  We read and understand that an accredited provider must:

    a Define and describe the purpose of the organisation, including a description of the vision and the vision of the provider.

    b Develop and document a quality management system (QMS), including policies and procedures for Programme delivery, staff, learners, assessment, review mechanisms in terms of the implementation of policies and procedures.

    c Maintain management systems, including financial and administrative resources and physical infrastructure of the provider.

    My views are as follows (taking in consideration the above);

    Using a basic Policy Framework to put your policies together:

    Always start with your Vision, Mission and your Core Values and then go on from there with the various policies addressing specific areas in your ETD environment.

    a. Start each policy with: Overview (policy purpose, legislation, related policies, scope (don’t forget to note your exclusions, if any) terminology, statement and appeals (if applicable)

    b. Then your Implementation (scope, process, guidelines (how you will implement it and the flow of your processes should be easily understandable for any person reading your policies)

    c. Following by your Maintenance (this is your quality assurance by reviews) here you will state how this will be done, when it will be done, how often it will be done and the person responsible to ensure it IS done. Reviews are important, as this is how we ensure that our quality policies are working for us and that the quality we want to uphold are implemented, followed through and non-conformance is avoided by all times. (You need to include non-conformance in your policies). Define Non-conformance, steps/action taken, the implementation as well as the recording.

    d. Lastly include your References (this is with regards to your procedures and those of your other inputs taken from various other policies from SAQA, QCTO, your SETA or any other institution that needs to be mentioned, in order to acknowledge them).  Important references are:

    • SAQA’s: “Criteria and Guidelines for ETQAs”
    • SAQA’s:  “Criteria and Guidelines for Providers”
    • SAQA’s: “Quality Management Systems for Education and Training Providers”
    • SAQA’s: “Criteria & Guidelines for Assessment of NQF Registered Unit standards & Qualifications”

    If you are thinking about accreditation for your ETD business, use the above to get some form of flow and standard. I would also suggest that you use the 7 Basic Policies (my view) which is:

    1. Education Training and Development (ETD) QMS Policy (monitoring, review)
    2. Learning Programme Policy (design, development, delivery, evaluation)
    3. Learning Programme (Learnerships), Skills Programmes Policy
    4. Assessment and Moderation Policy (don’t forget to add your RPL, Appeals, plagiarism, Assessors, Moderators, Facilitators, code of conduct etc)
    5. Learner Policy (selection, guidance, support, special needs etc)
    6. Staff Policy. (Management of ETD practitioners, selection, development)
    7. ETD Administration Policy (Financial, administrative, record keeping, storage, reporting, physical structures, resources)

    Ensure you make it generic enough for your Business when the QCTO is in full swing that your policies would still speak QUALITY and you are able to integrate your policies with any new developments and policies that could be legislated in the coming future.

     

    There is no use of writing policies for our organisation if you are unable to implement them.  They are written, implemented and reviewed to ensure that ETD practices are of high standard.  These policies are there to improve your quality of learning and developing skills.  If you are able to implement them correctly (and continuously), these policies can protect the Provider especially when it comes to programme approval, appeals, non-conformance, rejected skills programmes and learnerships and/or negative ETD audits.

    I hope this helps those that are struggling to get some form of structure. I am no expert, but this is what I would look at. I like this structure. Your comments are highly appreciated.

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    #35048
    Lynel Farrell
    Keymaster

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