Upon setting up a quality system and adapting ISO 9001 section by
section will have to be implemented. The sections 1,2 and 3 of ISO 9001 can be seen to be
of a general nature which have been covered in the previous paragraphs and apply to all QA
efforts.
Section 1 Management responsibilities
Section 2 Quality system
Section 3 Contract review
The remaining more specific elelments in the other relevant sections
with adapted jargon are as follows (Freeman 1993):
Section 4 Design control
This is an important part which can be interpreted in two ways:
design control of the process (the experience of learning) and design
control of the product (what has been learned at the end). It will be the actual course
planning including the planning of the teaching of the courses what is understood by
design control.
This design control will have to cover a number of essential items
which should already be in place in a bonafide educational system: curriculum plans,
course plans, handouts, learning materials, assessment materials, workplacements, course
visits.
The basic aspects to design control are then: design and development
planning, design input, design output, design verification, design changes.
Section 5 Document control
This implies that all involved have the up to date versions of those
documents which are needed in the teaching.
Section 6 Purchasing
Obtaining the goods critical to your service as perceived by your
customers from any external supplier which for education can be: learning materials,
consultancy, external examiners, assessors, awarding body services.
Section 7 Purchaser supplied product
For instance customer supplied training manuals and/or course equipment
is described and controlled in this section.
Section 8 Product identification and tracebility
In manufacturing one can compare version number vs. batch number. In
education the version relates to: course taken by learner; award given to learner; course
numbering. The batch number will refer to: learner records.
Section 9 Process control
This is quite different in education than in manufacturing. It relates
to staff and to teaching methods and can be seen to be the actual teaching, training,
tutoring, assessment, everything to be done during teaching process; staff skills and
quality of such, standards for staff selection, how continuing relevance of staff skills
is monitored, how staff development needs are met, teaching methods, as well as: feedback
to
