-----------------------------------------------
Product and design aspects as stated in IWA 2:
=================================================
7.1 Planning of product realization in the education sector
The organization should plan the necessary resources for all processes.
In educational organizations, some processes for the product realization are:
a) teaching-learning activities,
b) designing and developing curricula,
c) formulation or establishment of research areas or projects,
d) training or other activities,
e) hiring staff,
f) acquiring materials and other resources,
g) admitting of candidates-students.
h) Controlling design and development changes in curricula, course calendars, timetables and prerequisites.
i) Securing accreditation of programs, professional degrees, and post-graduate studies
j) Providing library, audio-visual equipment, computers, and other services.
k) Providing security, safety and civil protection services.
l) Allocating classrooms, laboratories, workshops, auditorium, classroom for ceremonies, multi-use room and other similar spaces.
m) Maintaining facilities
7.1.1 Introduction
The major instructional processes that should be controlled may include needs assessment, instructional design, development, and delivery, and outcome measurement.
The major support processes described in ISO 9001 should also be controlled. For institutions selecting ISO 9001 control methods developed by instructors or a control committee may be established. The control method should be part of the management review to assure that instructional specifications are met and that the control methods are consistent with accepted quality practices. Changes in the control method of these major processes should be documented and the instruction should be evaluated after any change has taken place.
Observations should be made to verify that control methods are effective. Ineffective control methods should be modified.
7.2 Processes related to interested parties
For the most part, education institutions provide a service that is intangible, not storable, and consumed during delivery. Education institutions provide the opportunity for students to study existing knowledge and to practice its application. These institutions also have administrative support systems that help to ensure quality instruction.
Generic independent interested parties requirements may include (but not restricted to):
a) Safe, clean, facilities with someone in charge;
b) Two-way communication procedures between individuals and the instructional organization should be responsive;
c) All the organizations’ personnel treat interested parties with respect;
d) Appropriate activities conducted by qualified personnel.
7.2.1 Determination of product-related requirements in the educational institution
The education requirements are expressed as behaviour needed to meet academic professional and societies expectations
7.3.1 Design and development planning in the educational institution
In designing and developing the curriculum plan, the institution should consider entrance for the next grade to be the exit level of the present grade or competence level.
Top management should consider the design and development of education for the benefits of students and other interested parties.
Design control activities should be appropriate to the purpose and duration of the education.
Procedures should ensure that appropriate instruction materials match the instruction requirements.
Calibrated equipment may be needed for some instructional purposes.
Since needs assessment include student achievement and organization effectiveness these assessments should include potential or actual performance requirements to determine:
o how instruction can help students to become competent;
o how new requirements can be met;
o specific measures of instructional effectiveness; and
o if skills to be taught match curricular requirements.
These assessments should provide information that can be used in the instruction review process. Where experimental validation of instruction is not permitted, a peer review process could be adopted.
A needs analysis report should provide input to the instructional design process, describe the results of the needs assessment and state the goals for design.
Typically a report should:
o State why training was chosen as the intervention to improve performance;
o State any differences between required and acquired performance gaps, which the instruction was designed to meet;
o State how the gaps are to be met in performance terms and state the rationale;
o Identify the target student population;
o Identify preventive action;
o Specify any changes in instruction activities; and
o State that all relevant safety and legislative regulations are observed even when unstated in a contract, instruction specification, or curriculum.
===========================
