Basic information on public education


The Integrated Quality Management System (IQMS)

Posted by Magali von Blottnitz on 09 March 2019 8:25 AM SAST
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The Integrated Quality Management System (IQMS) was promulgated in 2003 to integrate the existing programmes on quality management in education into a comprehensive package. It is a voluminous eighty-four-page document which consists of three programmes, aimed at enhancing and monitoring performance. They are:

  • developmental appraisal;
  • performance measurement; and
  • whole school evaluation

The purpose of developmental appraisal (DA) is to appraise individual educators in a transparent manner, with a view to determining areas of strength and weakness, and to draw up programmes for individual development.

 The purpose of performance measurement (PM) is to evaluate individual teachers for salary progression, grade progression, affirmation of appointments, and rewards and incentives.

The purpose of whole-school evaluation (WSE) is to evaluate the overall effectiveness of a school, as well as the quality of teaching and learning. (See also the blog post on Whole School Evaluation)

The IQMS instrument is made up of two parts. One part (made up of four performance standards) is for lesson observation and the other part (made up of eight performance standards) is related to aspects for evaluation that fall outside of the classroom.

It needs to be pointed out that these are national performance tools which are binding on teachers in all provinces.  

Lesson Observation Performance Standards

This part of the instrument is designed for observation of educators in practice for developmental appraisal, performance measurement, and whole school evaluation (external).

  1. The creation of a positive learning environment.
  2. Knowledge of curriculum and learning programmes.
  3. Lesson planning, preparation, and presentation.
  4. Learner assessment.


Outside the Classroom Performance Standards

The instrument for aspects outside of the classroom:

  1. Professional development in field of work/career and participation in professional bodies.
  2. Human relations and contribution to school development.
  3. Extra-curricular and co-curricular participation.
  4. Administration of resources and records.
  5. Personnel.
  6. Decision-making and accountability.
  7. Leadership, communication, and servicing the governing body.
  8. Strategic planning, financial planning, and Education Management Development (EMD) (pp. 16–17).

 There is a four-point rating scale:

  • Rating 1: unacceptable.
  • Rating 2: satisfies minimum expectations.
  • Rating 3: good.
  • Rating 4: outstanding.

The rating for educators can be adjusted upwards taking contextual factors into account, such as the lack of opportunities for development, lack of in-service training provided by the district/local departmental office, or lack of support and mentoring within the school (p. 20).

 In terms of performance management, you have to be evaluated firstly by your superior, that is, teachers by heads of department, heads of departments by deputy principals, and principals by circuit managers and, secondly, by your peers. The unions are not involved in the evaluations: they only get involved if there are grievances and disputes around the process.

Application of Instrument

For developmental appraisal, no overall ratings or totals are required. With respect to performance measurement for purposes of pay or grade progression, total scores must be calculated. The final score (total) is used to arrive at an overall rating.

For the purposes of WSE, it is not required to make judgements about the performance of individual educators. It is, however, necessary to evaluate the school’s overall performance in respect of each of the performance standards, in order to enable the school to plan for appropriate programmes that will ensure improvement in those areas that are identified (pp. 20–1).

Source: Levy et al (2018), The Politics and Governance of Basic Education, © Oxford University Press

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