When is the design clause applicable?

[pthareja]

While undertaking an assignment for auditing a school for QMS as per ISO9K2K, the auditor experienced a mixed situation; of appreciation for the school, for their having developed excellent science models, (and of the fear of having unjustly claimed exclusion under section 7.3 design clause). Majority of these experimental setups were working models; based upon simple scientific principles.

The +ve stimulii however had to be under threat, because of the applicability of design clause, which called for a Non conformance both in document review and initial audit. It is since the Principle of the school euphorically claimed that the models were indegenously developed and the school had saved good money developing them in house, including the cost of welding and steel/ other metals bars/ tubes.

The teacher incharge also claimed credit for the design and development. He said some of the experiments were definitely cited in the text books, but the ideas were duly translated into developed experiments by the two teachers teaching physics.

The teacher was however ignorant about a systematic design process.
Citing the need for a systemic planning to realise planned objectives, and citing possible and innovative corrections to the models ( logical enough to obviate handicaps duly consented upon by the teacher), the auditor convinced the auditees for the need to go in for systematic design and development methodology for the development of those teaching aids.

However the auditor still carries through the doubt: whether the teaching aids are a part of the teaching process, and /or whether this part calls for an imposition of NCR under the design clause 7.3, for which no documentation was generated? The non conformance request ( NCR) was however not raised.

Could the elite forum members share their wise counsel on the applicability of design clause in a teaching organisation.

p thareja

 

[RoxaneB]

This is my opinion, as a former student...and with no work experience in the service sector (except for high school jobs).

What is the output of education? The output is not the results of the experiements, but rather the knowledge of the students. When I paid tuition to my university, I did not do so because I knew I'd be "blowing things up" in the lab. I paid my tuition with belief that I would be learning something. That was what I expected (side note...blowing things up was a fringe benefit ).

Who designs the school's curriculum? I would think the school. Part of the curriculum does include deciding on which experiments/lab work to include as a method of imparting knowledge to the students.

Design is, in my opinion, applicable to a school. Their product is a service. How that service is designed is vital in distinguishing schools from each other.

We all know that certain universities have better reputations than others. Why is that? Because they care about their students, hire only the best professors (who care about their students), maintain up-to-date labs and resources...and ensure that their curriculum meets the needs of the real world (who will be hiring their students upon graduation).

I hope that answers your question.

 

[Douglas E. Purdy]

I can not!

Could the elite forum members share their wise counsel on the applicability of design clause in a teaching organisation.

p thareja

I wish I understood applicability of 7.3 in a manufacturing environment. If I did, then I might be able to give comment from a teaching organization.

Sorry,
Doug