An analysis of the design of evaluation standards in the South African National Evaluation System
- Authors: Segopolo, Morakane Jocobeth
- Date: 2022-01
- Subjects: Quality control , Educational evaluation
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23448 , vital:57735
- Description: Globally, the development of evaluation standards and related quality assurance measures for managing and assessing evaluation quality has been the focus of much debate in the evaluation community. Especially in the current context of COVID 19, validating the quality of evaluation and research evidence to respond to the global pandemic and to socio-economic development has become more relevant. The question of evaluation quality has also become important in South Africa. This has resulted in a need for a National Evaluation System to manage the quality of the evaluation process and outputs; so that critical stakeholders can trust and use the evaluation evidence to measure performance and accountability of government. The South African National Evaluation System through the National Evaluation Policy Framework (NEPF) was adopted by Cabinet to guide the development and management of systemic and institutional evaluation policy and practice. This research responds to the conceptual gap in the design of the evaluation standards. The purpose of the research study is to analyse the design of evaluation standards in the South African National Evaluation System (NES). The research objectives of the study were: To analyse the design of evaluation standard in the South African National Evaluation System against international evaluation normative frameworks, To assess the theory underpinning the evaluation standards in the South African National Evaluation System. A qualitative research approach using a semi-structured interview was used to collect data from the eight respondents. The participants included in the sample were those who played a meaningful role in the design and application of the evaluation standards and the Evaluation Quality Assessment Tool (EQAT) of the NES. Content and thematic analysis were used to process and analyse the empirical data. The research study produced the following key findings. The design of the national evaluation standards as a component of the South African National Evaluation System was technically and conceptually clear about its context, rationale, purpose and its claims to manage the evaluation process to promote evaluation quality. Although most national evaluation standards of the NES were consistent with international frameworks, both national and international standards did not adequately address the development and transformative issues such as equity, diversity and inclusion. Finally, the discourse of paradigms was absent in the design of the standards. The national evaluation standards did not explicitly show the influence of the paradigm on methodological approaches, evaluation designs and methods. This theoretical gap is also evident in most of the international frameworks that the national standards were benchmarked against. , Thesis (MPA) -- Faculty of Management and Commerce, 2022
- Full Text:
- Date Issued: 2022-01
- Authors: Segopolo, Morakane Jocobeth
- Date: 2022-01
- Subjects: Quality control , Educational evaluation
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23448 , vital:57735
- Description: Globally, the development of evaluation standards and related quality assurance measures for managing and assessing evaluation quality has been the focus of much debate in the evaluation community. Especially in the current context of COVID 19, validating the quality of evaluation and research evidence to respond to the global pandemic and to socio-economic development has become more relevant. The question of evaluation quality has also become important in South Africa. This has resulted in a need for a National Evaluation System to manage the quality of the evaluation process and outputs; so that critical stakeholders can trust and use the evaluation evidence to measure performance and accountability of government. The South African National Evaluation System through the National Evaluation Policy Framework (NEPF) was adopted by Cabinet to guide the development and management of systemic and institutional evaluation policy and practice. This research responds to the conceptual gap in the design of the evaluation standards. The purpose of the research study is to analyse the design of evaluation standards in the South African National Evaluation System (NES). The research objectives of the study were: To analyse the design of evaluation standard in the South African National Evaluation System against international evaluation normative frameworks, To assess the theory underpinning the evaluation standards in the South African National Evaluation System. A qualitative research approach using a semi-structured interview was used to collect data from the eight respondents. The participants included in the sample were those who played a meaningful role in the design and application of the evaluation standards and the Evaluation Quality Assessment Tool (EQAT) of the NES. Content and thematic analysis were used to process and analyse the empirical data. The research study produced the following key findings. The design of the national evaluation standards as a component of the South African National Evaluation System was technically and conceptually clear about its context, rationale, purpose and its claims to manage the evaluation process to promote evaluation quality. Although most national evaluation standards of the NES were consistent with international frameworks, both national and international standards did not adequately address the development and transformative issues such as equity, diversity and inclusion. Finally, the discourse of paradigms was absent in the design of the standards. The national evaluation standards did not explicitly show the influence of the paradigm on methodological approaches, evaluation designs and methods. This theoretical gap is also evident in most of the international frameworks that the national standards were benchmarked against. , Thesis (MPA) -- Faculty of Management and Commerce, 2022
- Full Text:
- Date Issued: 2022-01
Assessing education's relevance to industry needs and the impact on graduate employability: a case study of UFH communication graduates
- Authors: Siwela, Ntandokazulu
- Date: 2011
- Subjects: Graduate students -- South Africa , Curriculum-based assessment -- South Africa , Educational evaluation , Employability -- South Africa
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11425 , http://hdl.handle.net/10353/571 , Graduate students -- South Africa , Curriculum-based assessment -- South Africa , Educational evaluation , Employability -- South Africa
- Description: The 21st century has seen nations becoming more competitive yet ironically more interdependent as their future becomes even more dependent on the knowledge, skills, and resourcefulness of its people, creating new opportunities and difficulties for education, (Power, 2000). The education-work-society interdependency has therefore become more important now than ever. It is also because of this triad-interdependency that tertiary education‟s relevance to industry needs has become a crucial issue in societal development. The ever changing needs of South Africa, the unemployment rate, introduction of new technologies and many other ripple effects of globalization have seen more and more pressure mounting on the South African education system as more and more people try to ensure that the education system answers the crucial challenges of the country today and tomorrow.The discussion below provides a detailed account of the context, in which this discourse on curriculum relevance takes place, highlighting some relevant cornerstones of the Reconstruction and Development Programme, (RDP, 1994). Furthermore, this chapter exposes the key research questions and significance of the study. The subsequent chapter 2 gives an account of what other scholars have said on issues of curriculum relevance, development and the South African Higher Education system. Chapter 3 explains the research methodology as a research process used to investigate the problem in question. In this research study the researcher uses both quantitative and qualitative design (online surveys of three groups, these are the graduates, prospective employers and the lecturers). The analysis is based on quantitative data and further substantiated through qualitative data analysis. The subsequent chapter tabulates and lays out the results according to the surveys. The final chapter discusses the findings and makes future recommendations.
- Full Text:
- Date Issued: 2011
- Authors: Siwela, Ntandokazulu
- Date: 2011
- Subjects: Graduate students -- South Africa , Curriculum-based assessment -- South Africa , Educational evaluation , Employability -- South Africa
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11425 , http://hdl.handle.net/10353/571 , Graduate students -- South Africa , Curriculum-based assessment -- South Africa , Educational evaluation , Employability -- South Africa
- Description: The 21st century has seen nations becoming more competitive yet ironically more interdependent as their future becomes even more dependent on the knowledge, skills, and resourcefulness of its people, creating new opportunities and difficulties for education, (Power, 2000). The education-work-society interdependency has therefore become more important now than ever. It is also because of this triad-interdependency that tertiary education‟s relevance to industry needs has become a crucial issue in societal development. The ever changing needs of South Africa, the unemployment rate, introduction of new technologies and many other ripple effects of globalization have seen more and more pressure mounting on the South African education system as more and more people try to ensure that the education system answers the crucial challenges of the country today and tomorrow.The discussion below provides a detailed account of the context, in which this discourse on curriculum relevance takes place, highlighting some relevant cornerstones of the Reconstruction and Development Programme, (RDP, 1994). Furthermore, this chapter exposes the key research questions and significance of the study. The subsequent chapter 2 gives an account of what other scholars have said on issues of curriculum relevance, development and the South African Higher Education system. Chapter 3 explains the research methodology as a research process used to investigate the problem in question. In this research study the researcher uses both quantitative and qualitative design (online surveys of three groups, these are the graduates, prospective employers and the lecturers). The analysis is based on quantitative data and further substantiated through qualitative data analysis. The subsequent chapter tabulates and lays out the results according to the surveys. The final chapter discusses the findings and makes future recommendations.
- Full Text:
- Date Issued: 2011
Principals' perceptions of the management of staff appraisal in schools.
- Authors: Blaauw, Lindiwe Ellen
- Date: 2000
- Subjects: Educational evaluation , Teachers -- Rating of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2011 , http://hdl.handle.net/10962/d1016080
- Description: Teacher appraisal has long been a contentious and contested area in educational management. The recent implementation of a new system of appraisal in Eastern Cape Schools has led to renewed interest in the role and management of appraisal. The objective of this study was to investigate principals' perception of the management of staff appraisal. An interpretive paradigm was adopted and the research is a case study of four secondary schools in Port Elizabeth. Two methods were used in collecting data, namely, questionnaires and interviews. The content comparative method was used to analyse the data. The findings of this study showed areas of continuities and discontinuities with the literature and the new document on appraisal. There is a clear understanding among the principals interviewed that staff appraisal should be used to assess individual teacher performance and that it should also be developmental. There is clear support from the principals on the involvement of other stakeholders. They see the process as transformative and participatory. They find it acceptable and are willing to be involved. However, the findings also indicate a lack of readiness on the part of the principals to fully embrace a fully participative and developmental approach to appraisal. On the strength of these findings I conclude the thesis by making recommendations for policy, principals, teachers and for future researchers in the field.
- Full Text:
- Date Issued: 2000
- Authors: Blaauw, Lindiwe Ellen
- Date: 2000
- Subjects: Educational evaluation , Teachers -- Rating of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2011 , http://hdl.handle.net/10962/d1016080
- Description: Teacher appraisal has long been a contentious and contested area in educational management. The recent implementation of a new system of appraisal in Eastern Cape Schools has led to renewed interest in the role and management of appraisal. The objective of this study was to investigate principals' perception of the management of staff appraisal. An interpretive paradigm was adopted and the research is a case study of four secondary schools in Port Elizabeth. Two methods were used in collecting data, namely, questionnaires and interviews. The content comparative method was used to analyse the data. The findings of this study showed areas of continuities and discontinuities with the literature and the new document on appraisal. There is a clear understanding among the principals interviewed that staff appraisal should be used to assess individual teacher performance and that it should also be developmental. There is clear support from the principals on the involvement of other stakeholders. They see the process as transformative and participatory. They find it acceptable and are willing to be involved. However, the findings also indicate a lack of readiness on the part of the principals to fully embrace a fully participative and developmental approach to appraisal. On the strength of these findings I conclude the thesis by making recommendations for policy, principals, teachers and for future researchers in the field.
- Full Text:
- Date Issued: 2000
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