Education and training system evaluation constructs as archetype for excellence in organisational performance

Abstract

Current system-based adult education and training (AET) models do not provide detailed descriptions of each process and process element of evaluation. This raises concerns about the practicality and effectiveness of present system-based evaluation models. In the existing literature, contemporary AET evaluation methods do not identify system-centred constructs which could be utilised to determine whether AET is assisting organisations to improve their performance and excellence. A sustainable approach to measure organisational results which will stimulate continuous improvement, is needed. From this vacuum arises a requirement to identify AET system evaluation constructs which are adaptable to different AET contexts. The purpose of this research was to describe and analyse considerations which can be drawn on by organisations offering AET to develop system evaluation constructs, with the intention of enhancing the quality of their provision. The research question which was used to guide this study was: “Which effective system evaluation constructs are appropriate for South Africa’s AET organisations to enhance performance excellence?”. The design adopted for this study was a qualitative approach, and the theory which informed this study was systems-thinking. Two data-collection methods were used. The first set of data was collected and analysed from thirty-six open-access documents which specifically detailed AET evaluation policies, procedures, processes and associated activities from South African higher education governing and professional entities. The second set was collected through seven open-ended, semi-structured interviews. Results revealed the specific system elements, namely organisational intent, enablers, drivers and results as well as learning culture as the best constructs which could be used to evaluate the performance and excellence of AET systems. In this study, it is recommended that leadership strategies and management activities have to direct and support context-specific AET intentions, process enablers, system-drivers and learning culture. Recommended AET system-constructs have to encourage systemic innovation, continuous improvement and organisational results. It is also recommended that these system-based results have to be presented as trustworthy and factual evidence of performance excellence in support of learning organisation structures and principles.