Whole-school evaluation is defined as a system of evaluating the performance of schools as a whole, where the contributions of all nine focus areas to improving performance are measured rather than simply the performance of an individual member of staff (DOE, 2001a:iii). WSE is viewed as the cornerstone of the quality assurance system in South African schools. Most schools in also use other quality assurance mechanisms, according to Sambumbu (2010:103), to improve the quality of education. These include whole-school evaluations (WSE), systematic evaluation, internal supervision and a workplace skills plan. Sambumbu (2010) indicates that the following mechanisms were in operation during the research period: WSE (all schools), systematic evaluations (89% of schools), internal supervision (67% of schools) and a workplace skills plan (56% of schools). The research showed that none of these systems were integrated in any of the schools as they were all being implemented as separate entities in a compartmentalised manner. This study investigated how the IQMS processes were being run in schools in order to improve the quality of science education.
To prevent bias in quality assurance evaluators or supervisors indicators should be designed. A veritable measurement tool was developed by some scholars in education which measures educational effectiveness, efficiency and performance in different contexts and is referred to as quality assurance indicators (QAIs) (Chalmers, 2008). Indicators that need to be considered, according to UNESCO (2002), include the following: what learners gain; quality learning environments; quality content; processes that support quality; and outcomes from the learning environment (UNESCO, 2002).
According to Ayeni (2012) there are six indicators that can be used to quality-assure schools, namely learning resource inputs; instructional process; educators’ capacities development; effective management; monitoring and evaluation; and quality learning outcome. Chalmers proposes that policymakers should use outcome indicators to measure complex processes qualitatively, thus helping supervisors to be objective (Chalmers, 2008). Quality assurance has been classified as input, process and output, which also tend to measure quantitative variables like learner results, infrastructure and instructional resources (Akhuemonkhan & Raimi, 2013).
Nine areas to be quality-assured or evaluated have been identified by the Department of Basic Education to be carried out (DBE, 2001:13). They are the basic functionality of the school; leadership, management and communication; governance and relationships; quality of teaching and learning, and educator development; curriculum provision and resources; learner achievement; school safety, security and discipline; school infrastructure; parents and community. The scale in Table 2.1 is applied when giving judgements or rating the schools on all of the nine focus areas.
Table 2.1 Whole-school Evaluation Tool Rating Scale Rating Performance
level
Interpretation
1 Needs urgent
support
It also means, “Does it exist? Is it done? Does it occur?” To answer this question the evaluator must look at documentary evidence or evidence gathered through interviews, lesson and other observations, etc. and may also refer to a particular practice or occurrence that is happening at the school.
Noncompliance, not appropriate, not available, not adhered to, not implemented. There are major
weaknesses that require immediate remedial intervention and action. Province/District needs to intervene urgently.
2 Needs
improvement
Everything that happens at a school or that is documented should be tested against all relevant legislation applicable to education, e.g. Constitution of SA., SA Schools Act and its Amendments, Public Servants Act, Educator
Employment Act, Public Finance Management Act, Child Act, Occupational Health Services Act, Department of Basic Education and Provincial Education Department policies and regulations.
Non-compliance with a significant number of minimum requirements for a particular indicator. There are some
strengths but they are outweighed by areas for
development (weaknesses). The school needs structured and planned action to provide learners with basic
education. Implementation is not effective and assisted by all stakeholders.
3 Acceptable Policies, procedures, practices and planning at school are implemented. Evidence may be gathered through
observations, registers, written communication, interviews with stakeholders, questionnaires etc. Implementation must also be appropriate and in line with legislation. Adequate compliance with most minimum requirements, strengths just outweigh areas for development, policies, plans and procedures are fully implemented. Quality of teaching is reasonably good and learners achieve on average (60%-70%) in annual national assessments and Grade 12. Learners have access to a basic level of provision, minimum expectations are met.
4 Good The policy, plan, procedure, conduct, occurrence add most possible value to school operations. It works and is cost effective. School complies with all legislative, regulatory and policy requirements, quality of teaching is
characterised by major strengths that clearly outweigh any areas for development, learners’ experiences and
achievement are above average expectation, the school’s policies, plans and procedures are fully effective.
5 Outstanding Exceptional, very best practice that inspires other schools. Exceptional effective implementation, exceptional quality of learning and teaching, learners’ experiences and
achievements are of very high quality as a result of innovative practices.
Table 2.1 shows that the ratings range from 1 to 5, of which 1 is the lowest rating associated with noncompliance and 5 is the highest rating associated with best practices or excellence.
2.11.1 Basic functionality of the school
For a school to function efficiently and effectively conditions should be favourable. Ratings are made by evaluators or supervisors on the effectiveness of the school’s policies and procedures; the level of absence, lateness and truancy as well as procedures for dealing with them; and learners’ response to the school’s provision, the ethos they show and their behaviour. The information here is gathered by the evaluators from admission policy, admission register, attendance registers, summary register, quarterly attendance returns, late-coming and truancy registers. More information can be gathered from educator time book or time register; leave register; leave forms file; any notes, letters written to learners’ parents or educators with regard to late-coming and any other documents that may assist with the evaluation of this area, and the code of conduct for learners and educators.
2.11.2 Leadership, management and communication
The supervisors evaluate the effectiveness of the leadership and management of the school. This is done through checking whether the School Management Team (SMT) gives clear direction to the school. The information is gathered from vision and mission statements; the school’s improvement plans; SSE report; staff establishment; job descriptions; minutes and agendas of staff/SMT meetings, school calendar, prospectus, school magazine, diaries, letters; management activity calendar, monthly plan, plans of HODs/subject heads; and asset register and maintenance plan.
2.10.3 Governance and relationships
The purpose is to evaluate the effectiveness of the governing body in fulfilling its roles and responsibilities with regard to the establishment of a purposeful and disciplined school environment. The evaluators establish whether the School Governing Body (SGB) is duly established and functions effectively. Some of the information is obtained
from all SGB documents, all financial documents, all asset and stock registers, all policies, minutes of SGB and committee meetings, constitution and staff records.
2.11.4 Quality of teaching and learning, and educator development
Evaluators or supervisors evaluate the quality of teaching and learning and the extent to which the school provides and promotes educator development. The rating is based on the extent to which the school embarks on effective curriculum planning. Sources of information include IQMS documents, teacher files, learner workbooks and assessment records, monitoring and control records, lesson observations etc.
2.11.5 Curriculum provision and resources
Evaluators rate the implementation of the curriculum and enrichment programmes offered at schools and to what extent it enhances the aims and objectives of the education system. The school should comply with the provisions of the CAPS in terms of notional/contact time of the curriculum offered. Sources of information are the school’s curriculum; the school’s year plan; timetables; school annual report; results of extra- and co-curricular activities; co-curricular planning; extracurricular planning; school inventory lists; lesson plans; distribution lists; retrieval system documents; lesson observation and the observation of storerooms.
2.11.6 Learner achievement
The purpose is to evaluate the level of achievement of learners academically as well as in extra- and co-curricular activities. The criterion is based on learner achievement in standardised assessment on an average above 50% in the different learning areas. The supervisors and evaluators source the information from the November results (Promotion Schedules), the Annual National Assessment results and other surveys/results; NSC, records of learners who participate in sports and cultural activities; records that show learner achievement in sports and cultural competitions.
2.11.7 School safety, security and discipline
Supervisors evaluate the level at which the school provides for a healthy, safe and secure environment for learners, staff, parents and others. The evaluators check if Health, Safety and Security (HSS) policy includes procedures to support, care and protect the learners, staff and others at school.
Sources of information include health, safety and security policy; records of working with welfare agencies, SAPS and guidance teacher; learner profile records; records on incidents of medical emergencies and accidents at school; first aid kits; school’s file on nutrition programme; safety rules and safe practices; all posters and hazard signs; records of hazards and unsafe and unhealthy structures and conditions at school; emergency and evacuation procedures and plans; fire extinguishers; visitors’ books; gate control and signs at the entrance; early release registers and required letters and other required documents; campus duty rosters; Schedule 1 of Safety regulations in SASA completed for school visits; drivers’ and vehicle licences; SGB roadworthy inspection document; consent forms; plans and records for random searches; code of conduct for learners; records of disciplinary proceedings, actions and sanctions.
2.11.8 School infrastructure
This area of evaluation rates to what extent the school has sufficient and appropriate infrastructure and how it is maintained. There is a need to establish whether or not the school has reliable and sufficient functional services. The information is obtained from the electricity network, light fittings and plugs; water network, drinking taps; ablution block; classrooms; library; classrooms with specialised equipment; furniture in rooms; inventory list/register; offices and storerooms; staffroom, kitchens, nutrition centre, tuck shop, school hall, workshop; documentary evidence; maintenance policy; finance policy; maintenance committee minutes; project contracts; cleaner, maintenance duty roster.
2.11.9 Parents and community
Supervisors evaluate the extent to which the school encourages parental and community involvement in the education of the learners and how it makes use of their contributions to support learners’ progress. The schools should communicate regularly and effectively with parents. Sources of information include communication with parents, i.e. invitations, letters, newsletters, notices, learner report cards; minutes of meetings with parents; handouts at parents’ meetings; proof/correspondence of partnerships with community organisations and NGOs; visitors’ book and logbook; registers/correspondence of usage of facilities; environmental programme; agendas and minutes of relevant meetings; attendance registers; and written evidence of links with other schools.