Assessing quality assurance in the Technical and Vocational Education and Training system in Malawi

Quality Assurance in Malawian TVET institutions follows the legal provision, as stipulated in the TEVET Act of 1999, which mandates the Authority to regulate technical and vocational training in Malawi. Since 1999, the legal provision requiring TVET institutions to develop and implement quality management systems has been enacted. Informed by this regulatory provision, this research study had the exploration of critical issues that have hindered effective implementation of quality assurance systems in TVET institutions as purpose. To this purpose, the researcher conducted a content analysis of data collected from participants through focus group discussions, questionnaires, and interviews. The researcher adopted phenomenology as my research methodology since it enabled me to explore and describe the phenomenon being researched as it manifested in the real-life experiences of individuals with knowledge of quality management system practices in TVET institutions in Malawi. Again the researcher employed a purposive sampling technique to select participants who are conversant with Quality Assurance systems, and able to provide me with the information relevant to my research questions. Five themes emerged from my data analysis: Resources and facilities in TVET institutions; Quality assurance methods and processes; Recruitment and staff development; Parallel TVET qualification and curriculum, and Governance and management in TVET. Together, they constitute a framework within which challenges that have negatively affected implementation of quality management system in TVET institutions can be addressed. Regarding resources and facilities, research findings indicate that the general condition of facilities as well as teaching and learning materials, being in a poor state is negatively affecting training at TVET institutions. Quality management system practices and implementation at TVET institutions need to be adequately supported with resources to ensure that training provision meets the requirements of the industry. Research findings indicate, however, that the implementation of quality assurance systems is relatively non-existent at TVET institutions, thus quality output is poor. As to recruitment and staff development, the analysis of data revealed that a large proportion of teachers is inadequately qualified since Malawi Universities do not currently provide full training for TVET teachers. This makes it difficult for TVET institutions to provide effective teaching and learning. Regarding governance and management, the study found a lack of institutional autonomy with regard to the making of decisions on the number of students to admit, and the eligibility students to be enrolled at TVET institutions, factors which negatively affect the quality of teaching and learning at these institutions. Research findings suggest, moreover, that leadership and governance systems are inefficient, resulting in the ineffective implementation of internal quality management systems as required by the TEVET Act. Since the implementation of quality management systems in TVET institutions is inadequate, the study suggests that TEVETA, as a regulatory body, is not performing its functions as required. More specifically, due to a shortage of capable staff, it is unsuccessful in motivating and triggering internal quality promotion processes in TVET institutions hence the lack of a quality culture within these institutions. As regards the multiplicity of TVET qualifications, research participants mentioned parallel TVET qualifications as a problem, indicating that the use of different examination bodies for TVET programs results in students writing different TVET examinations for certification. The findings of this study have a number of implications for the implementation of quality management systems at TVET institutions in Malawi. Firstly, a theoretically pertinent insight emerging from the study is that merely putting a quality management system in place at TVET institutions is not a solution to the quality challenges of the TVET sector in Malawi. Various factors, critical to the effective implementation of quality management systems implementation are missing. The theoretical model of the study focused on two key assumptions regarding the implementation of quality assurance. Firstly, promoting quality training in general is the primary objective of TVET institutions. Secondly, the external organizational framework plays an important part in establishing the requirements that promote institutional quality assurance processes. The research findings indicate that the key problems for implementing quality assurance mechanisms in TVET institutions relate to lack of capacity and commitment of staff being some of the main challenges. The study has therefore revealed that internal and external factors of TVET institutions have negatively contributed in hampering the development and implementation of quality management systems. Internally, the research has revealed that lack of incapable, unmotivated, and uncommitted leadership is the key problem in TVET institutions. So far, TVET institutions lack systematic and supportive internal quality assurance mechanisms aimed at improving teaching and learning outcomes. Externally, ineffective regulatory frameworks, inadequate provision for secondary schools to prepare students for TVET is some key impediment to the quality assurance mechanisms implementation in TVET institutions. Additionally, on the implications of my study, there is inadequate implementation of quality assurance systems in TVET institutions due to inadequate regulatory framework to facilitate quality assurance system implementation in TVET institutions. One notable recommendation is that TVET institutions and TEVETA are staffed and led by committed and capable staff.Thesis (PhD)--University of Pretoria, 2018.Humanities EducationPh