The implementation of the integrated quality management system as an instrument of performance management in Lebowakgomo circuit,Limpopo Province.

Abstract

The democratic political breakthrough of 1994 in South Africa intensified debate on the delivery of quality public education among the teaching fraternity. This culminated in the promulgation of education legislation such as the South African Schools Act of 1996, the Education Employment Act of 1998 and finally the Collective Agreement Number 8 of 2003, which contains a section on the Integrated Quality Management System (IQMS).This was an attempt by the Department of Education to enhance the development of educators. The main purpose of the IQMS is to determine educators’ competence, to assess their strengths and areas in need of further development.What triggered the research was the fact that the Department of Education and teachers’unions were always at loggerheads regarding the implementation of the IQMS. This made the researcher investigate the feasibility, successes and shortcomings of the implementation of the IQMS. The researcher used questionnaires, interviews and a document study for the collection of data.The results indicated that the purpose, aim and objectives as enshrined in the Collective Agreement Number 8 of 2003 had not been realised in the implementation of the IQMS within Lebowakgomo circuit in Limpopo Province. Instead of being developed, educators were left demoralised and confused. The IQMS had lost its meaning in the sense that the monetary aspects were over-emphasized at the expense of the development aspects. The professional development of educators was ignored by the Department of Education, as it did not make in-service training or departmental support in any form available. The departmental officials never visited schools to effect the whole school evaluation required by Collective Agreement Number 8. Thus, educators simply completed the IQMS forms without proper evaluation just for the sake of the 1% salary increase. Lack of support by the Department of Education had indeed put the implementation of the IQMS in a crisis. Finally, recommendations were made. The key recommendation was the amendment of Collective Agreement No. 8 of 2003 so that the Development Support Groups are restructured. Furthermore, the review should take on board a reduction of the instruments that make up the IQMS. This is an attempt to streamline the IQMS and make it user-friendly.