Further Education and Training Report

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South African President

His Excellency J.G Zuma

KwaZulu-Natal Premier

Hon. Dr Zweli Mkhize

“We shall not fail in our quest to prioritise education andelevate it to be a societal issue.”

“As government we want to encourage all stakeholdersto take an interest in the child’s education.”

Vision

Mission

Strategic Goals and Objectives

Values

Foreword by the MEC

Overview by the Head of Department

Acronyms

1. Introduction

2. Legislative mandate

3. The FET Colleges

4. Qualifications awarded in the sector

5. Placement

6. Funding

7. FET College campuses in Kwazulu-Natal

8. Verified NC(V) and Report 191 (NATED) Programme enrolments in 2011

9. Private FET Colleges

10. Partnerships/Linkages

11. Bursaries

12. Examination Results:2011

13. Registration for 2012

14. Public FET College Contact Details

15. Conclusion

16. Annexures

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9

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B. MISSION

To provide equitable access to quality education for the people of KwaZulu-Natal

A well educated, skilled and highly developed citizenry

The strategic goals are an instrument focusing the Department on its aim of achieving the vision using the missionas a vehicle. The articulation of the goals contributes to a concerted effort in ensuring that goals achieve the visionwhich in turn achieves the Provincial, National and International mandates of the education sector. The strategicgoals of the Department are:

STRATEGIC GOAL 1 BROADEN ACCESS TO EDUCATION AND PROVIDE RESOURCES

C. STRATEGIC GOALS AND OBJECTIVES

A. V ISION

Strategic Objective 1.1




To increase access to education in public ordinary schools.

To provide infrastructure, financial, human and technological resources.

To implement teaching, management and governance supportprogrammes at all schools.

To provide diverse curricula and skills orientated programmes across the system.

STRATEGIC GOAL 2 IMPROVE SCHOOLS’ FUNCTIONALITY AND EDUCATIONAL OUTCOMESAT ALL LEVELS.




To implement quality assurance measures, assessment policies and systemsto monitor success of learners.

To develop and enhance the professional quality and academic performanceof managers and teachers in all institutions.

To administer effective and efficient examination and assessment services.

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DEVELOP HUMAN RESOURCE AND ORGANISATIONAL CAPACITY ANDENHANCE SKILLS

To develop the skills of the Department’s workforce at all levels.

To ensure equitable distribution of human resource in the Department.

STRATEGIC GOAL 3

STRATEGIC GOAL 4



DEVELOP SCHOOLS INTO CENTRES OF COMMUNITY FOCUS, CAREAND SUPPORT

To implement an integrated programme in dealing with the impact ofcommunicable diseases, and HIV/AIDS in the workplace and in all institutions.

To provide support to mitigate the challenges of unemployment, and child-headedhouseholds.

STRATEGIC GOAL 5 ENSURE GOOD CORPORATE GOVERNANCE, MANAGEMENT ANDAN EFFICIENT ADMINISTRATION





To implement administrative management systems and accounting procedures in order to ensure maximum support to curriculum delivery.

To implement the Batho Pele principles in all institutions.

To decisively deal with issues of fraud, corruption and maladministration.

To implement the Education Management System to improveinformation management.

STRATEGIC GOAL 6 PROMOTE NATIONAL IDENTITY AND SOCIAL COHESION





To promote youth development, arts, culture and sports in all institutions.

To preserve heritage through utilisation of national symbols in encouragingunity and patriotism amongst the people of KZN.

To develop strong partnerships with all education stakeholders.

To implement nation building programmes and projects.

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foreword by the mec

MEC: Education

Hon. E.S Mchunu, MPL

Further Education and Training (FET) Colleges are vehicles for skills delivery in the country. These institutions have an

important role in the skills development agenda of the country. They are also strategic institutions for access to education

given their proximity to communities. They are therefore important to contribute to addressing the challenges faced by

out of school youth who require further training.

Problems which FET Colleges seek to address as indicated in the National Skills Development Strategy 3 (NSDS 3) are

as follows:

• The inadequate skills levels and poor work readiness of many young peopleleaving formal secondary and tertiary

education and entering the labour market for the first time.

• The desperate plight of so many of the longer term unemployed who lack basic numeracy and literacy, do not possess

entry-level skills, and do not have the work experience and work-based training needed to enable them to seek and

obtain work.

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D. VALUES

The KwaZulu-Natal Department of Education subscribes to the following values:

(i) Honesty

Displaying honesty in service, as well as intolerance to fraud, corruption, nepotism and maladministration

(ii) Caring

Discharging our duties with kindness and generosity, and being mindful of the circumstances of other people, their

needs and special requirements

(iii) Empathy

Sharing one another's emotions and feelings

(iv) Professionalism

Demonstrating the highest standard and exceptional conduct of our profession

(v) Integrity

Ensuring of actions and conduct with the highest ethical and moral standards

(vi) Fairness

Treating all people in a manner that is fair and just

(vii) Excellence

Maintaining high standards of performance and professionalism by aiming for excellence in everything we do

(viii) Teamwork

Establishing and maintaining shared goals, and working together towards improving service delivery

Acronyms

SETA

HET

QCTO

DHET

CHE

NQF

NC(V)

FET

NSF

Sector Education and Training Authority

Higher Education and Training

Quality Council for Trades and Occupations

Department of Higher Education and Training

Council on Higher Education

National Qualifications Framework

National Certificate (Vocational)

Further Education and Training

National Skills Fund

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• Continuing skills shortages in the artisanal, technical and professional fields that are fundamental to the development

and growth of our economy.

• An over-emphasis on NQF level 1-3 learnerships, with insufficient progression towards more appropriate (intermediate

and higher) skills required for growth sectors in a knowledge economy.

• Systemic blockages such as: a lack of synergy between the various post-school sub-systems (e.g. universities, FET

colleges, SETAs); a lack of clarity in relation to the role expected of the various parts of the skills development

system; inefficiency and waste; and the silo mentality which prevents the partnerships and alignments needed to

improve effectiveness.

• The absence of coherent strategies within economic and industrial sectors, compounded by the lack of systematic

skills development to support and sustain growth and development.

• The urban bias of our economic development and therefore the urban bias in our skills development initiatives, resulting

in skills for rural development being neglected.

Central to the achievement of the skills development agenda as outlined in the NSDS 3 are the FET Colleges. Positive

synergies are now possible as all the institutions that drive the skills agenda (viz, FET Colleges, Universities and the

SETAs) are under the same ministry.

FET Colleges fall under the competency of the Department of Higher Education and Training. In 2011 the Further Education

and Training Colleges Bill was passed by Parliament and has been referred to the National Council of Provinces for final

comment.

Currently the administration of FET Colleges in the province is formalized through two protocol documents; firstly between

the Minister of Higher Education and Training and the Member of the Executive Council (MEC) for Education in the province

and secondly between the Director General and the Head of Department in the province. These protocol documents

ensure that due consultation is made before performing essential functions in the sector.

In 2011, a skills development forum has been formed comprising of FET Colleges, the Sector Education and Training

Authorities, Business and Labour in the province of KwaZulu - Natal. This is an attempt to address the lack of skills in the

province by ensuring that these partners can work together to utilize the capacity of each component to respond to the

training needs of the province of KZN

_________________________

Honourable E.S. Mchunu, MPL

MEC: Education

KwaZulu Natal Provincial Government

Republic of South Africa

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Overview by the Head of Department

Superintendent-General

Dr SNP Sishi

Recent reports have indicated that the country has a shortage of skills especially in specific sectors of the economy. In

particular the training of artisans have been highlighted as an area that requires immediate attention. Government has

set a target of 10,000 artisans to be trained. The FET colleges are important institutions to contribute to this training

programme.

In addition government has adopted the National Skills Development Strategy (NSDS)3 as a roadmap to guide the skills

and training programmes. Many of these programmes to address the objectives of the strategy are offered at FET colleges.

This makes FET colleges strategic institutions of choice that can contribute to the realisation of the skills development

agenda.

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In this regard we are pleased to report that in 2011 the nine FET Colleges in Kwazulu Natal had enrolled 24,306 students

for the National Certificate (Vocational) Programme and 22,536 students for the N - Programmes. This is a commendable

enrolment. However, an area that would require constant check in ensuring that these students complete their programmes

successfully.

This report provides an overview of the progress made in training by our FET College System. The Department of Education

in Kwazulu-Natal is determined to win the war against poverty through skills development.

The 9 FET college institutions in the province are ready and determined to serve.

Nothing can stop us now!

_____________________________

Dr SNP Sishi

Superintendent-General

Head of Department: Education

KwaZulu-Natal, RSA

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1. Introduction

The critical transformation of the FET College sector began in 2000 after the promulgation of the FET Act in 1998. A task

team was established to plot the restructuring of the institutional landscape. This resulted in the development of 9 provincial

plans outlining the new configuration of merged colleges, and the transformation of 152 technical colleges into 50 multi

site FET Colleges (of which nine belong to KwaZulu-Natal). This process was completed in 2003.

The Further Education and Training Act in 1998 came with four significant interventions:

a) In 2005, the National Treasury allocated R1.9billion recapitalization conditional grant aimed primarily at infrastructure

development for modernized programme delivery.

b) In 2006, a new curriculum and qualification framework called the National Certificate (Vocational) or NC(V) was

developed; aimed at addressing quality and relevant shortcomings in the college curriculum.

c) The promulgation of the Further Education and Training Colleges Act in 2006, which stipulated that all public FET

Colleges become autonomous bodies with their own Councils, thus partially removing this responsibility from the

provincial departments of education.

d) Bursary Scheme by the Department of Higher Education and Training (the DHET). Most of the learners that attend

the public FET Colleges come from very poor families; and as such cannot afford the fees to access the FET College

Programmes. It supports students taking NC(V) programmes or Report 191(N- Programmes).

The current shift towards a post-school system suggests that the different needs of post-school youth will be addressed

in a more coherent manner, with enhanced access to and articulation with higher education, as well as a clearer pathway

to occupational qualifications and the workplace. At the same time, however, there is recognition of a need to ensure that

each of the subsystems within the post-school system has the requisite institutional capacity to fulfill its role if this coherence

is going to be achieved.

The purpose of this report is to inform the public of KwaZulu-Natal about the role of public Further Education and Training

Colleges

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2. Legislative mandate

1. Legislative mandates

Public FET Colleges operate under the following legislative mandates:

• The Further Education and Training Colleges Act (Act No. 16 of 2006).

• South African Council for Educators Act No.: 31 of 2000

• The South African Qualifications Authority Act (No. 58 of 1995)

• The General and Further Education and Training Quality Assurance Act, (Act No. 58 of 2001)

• Education White Paper 6 on Inclusive Education (2001)

• Education White Paper 7 on e-learning

• Public Service Act of 1994 (as amended)

• Labour Relations Act of 1999 (as amended)

• Employment Equity Act of 1999

• Public Finance Management Act of 1999 (as amended)

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3. The FET Colleges

The dual mission and purpose of FET Colleges in this post-school environment is as follows:

a) Primarily, colleges offer post-school youth a strong theoretical foundation in disciplinary knowledge which

equips them to enter into higher education, to access academic qualification, or the workplace to be further

trained towards specialised occupations, including through apprenticeships.

b) In addition, however, colleges can offer school leavers, as well as employed and unemployed people the

theoretical components of an occupational qualification that leads to a formally recognised trade or occupation.

These dual purposes form the basis of an understanding of the role of FET Colleges and its relationship to other

subsystems in the post-school environment.

The large number of post-school youth who are not in employment or education creates a significant pressure

point for expansion in FET Colleges. The shift in funding to the Department of Higher Education and Training

allows for a more comprehensive analysis of the entire landscape and the development of a strategy which caters

for differentiation and targeted support where needed.

Effective planning requires a sound understanding of the nature of the problem. In the first instance, unemployment

amongst 15-24 year olds stood at 50% in 2006, twice that of the general economically active population (Simkins

et al, 2008). At the same time, post-school education and training remains elusive for many young people. Each

year the national schooling system supplies around 330,000 Grade 12 school leavers. Around 80,000 to 90,000

of these Grade 12 school leavers gain access to higher education. The remaining 250,000 join the approximately

750,000 young people that drop out or fail further down the system. The large number of school-leavers that exit

the education system and do not enroll in some form of post-school education and training is a significant challenge

for the state as it has the potential to further entrench long-term unemployment for the youth.

A recent study estimated an immediate pool of 750,000 18-24 year olds who have successfully completed a Grade

12 but have not engaged in post-school education (Sheppard and Cloete, 2009). In addition, there is a further

990,000 young people out of school who have at least a Grade 10 qualification and therefore are prime candidates

for FET College provision. Therefore, the country sits with a significant challenge in post-school access to education

and training. This lack of access serves to perpetuate and exacerbate the youth unemployment crisis.

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The policy interventions to date have sought to position colleges primarily to offer a sound general-vocational

qualification to a critical mass of school leavers in preparation for higher education or for entry-level employment

and further training in the workplace.

3.1. Quality Assurance

This shift in approach coincides with the review of the NQF itself with the promulgation of the National Qualifications

Framework Act (Act 67 of 2008), which consolidates the responsibility for implementing the NQF with three bodies:

Umalusi, the Council on Higher Education (CHE) and the newly formed Quality Council for Trades and Occupations

(QCTO). The Act also calls for a move away from a highly standardized and prescriptive approach to the design

and management of qualifications to a more differentiated approach taking into account the different institutional

contexts. Therefore, while higher education institutions may be given more autonomy to develop and manage

qualifications, the new QCTO will adopt a more tightly prescribed approach. At the same time, the new Department

of Higher Education and Training (DHET) seeks to move the FET Colleges into a more flexible and responsive

framework, allowing colleges (particularly better equipped colleges) to respond to the demands of employers and

have increased levels of autonomy.

3.2. College Councils and Student Representative Councils (SRC)

The Further Education and Training Colleges Act (Act 16 of 2006) stipulates that every public college must

establish a council, an academic board and a student representative council.

The college councils have a very important task of monitoring the manner in which the colleges are governed.

The recruitment, placement and maintenance of all lecturers and support staff is the college responsibility. Thus

important decisions (regarding such matters) to be implemented by the college are taken at council meetings.

The student representative council is also an important structure in the governance of the college. It is therefore

critical that the college council members and SRC are capacitated to perform their important tasks. All college

council members and SRC are:

• Orientated /inducted on college activities, roles and responsibilities

• Workshopped on the FET College Act as amended since there are significant challenges that will come with

the amendments.

• Capacitated on leadership skills

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4. qualifications awarded in the sector

FET Colleges are able to offer the following qualifications:

4.1. National Certificate (Vocational) or NC(V)

A new range of vocationally based programmes introduced at FET Colleges in 2007 qualify students for the

national certificate (vocational). Currently there are 18 different vocational programmes to choose from.

This certificate is issued by Umalusi. A student must pass all 7 subjects in order to be awarded a National Certificate

(Vocational). It is pitched at NQF Level 4 on completion of three years of successful study. Students however

get certificates on successful completion (passing all 7 subjects) of year one and two of studies. These certificates

are pitched at NQF levels 2 and 3 respectively.

The duration of the National Certificate (Vocational) at NQF level 4 is three years.

The minimum entry requirements for these programmes are:

1) Grade 9 certificate/ report or GETC/ABET level 4 or any equivalent at NQF level 1

2) A student, who has successfully completed grade 12, will be credited with the fundamental subjects passed.

The duration of the National Certificate (Vocational) at NQF level 4 in this case will be 18 months instead of

3 years.

4.2. National Certificate / National Diplomas

The Report 191 (N-programmes or NATED) Programmes were originally designed for the employed people who

were already having practical experience in their field but required the theoretical studies. After having successfully

completed the theoretical studies the student would then be awarded a Diploma, which is a post matric qualification

The duration of the Diploma is three years constituting of 18 months of study and 18 months of internship in the

field of study.

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The student must pass all twelve subjects (i.e. N4= 4 subjects, N5 = 4 subjects and N6 = 4 subjects) and

complete 18 months internship in order to be awarded a National Diploma. This Diploma is awarded by

Umalusi. A student who has successfully completed N6 Courses but has not completed 18 months internship

qualifies for a National Certificate and not a diploma.

The minimum entry level for the National Diploma is National Senior Certificate or equivalence. People fresh

from school and those in employment with National Senior Certificate are eligible for studying for a National

Diploma

4.3. Other Certificates

FET Colleges offer a variety of accredited short duration skills based programmes, usually at rurally

located skills campuses.The duration of these programmes vary from three months to a year. There are

however some courses that have a duration of less than 3 months. On successful completion of these

courses, the college will issue a certificate to the student.

The minimum entry requirement to these programmes is Prior knowledge / recognition of prior learning

The other programmes for which public FET Colleges issue certificates are:

4.3.1. Co-operative training & support

This is training for young people on the fundamentals of establishing and managing a youth cooperative

business. A co-operative is an autonomous association of persons, united voluntarily, to meet their common

economic, social, and cultural needs and aspirations through a jointly-owned and democratically-controlled

enterprise.

4.3.2. Learnerships

A training programme that combines theory at a college or training centre with relevant practice on-the-job.

It is a legally binding agreement between an employer, a learner (typically an existing employee of the

company) and a training provider.

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5. PLACEMENT

The main challenge FET Colleges face is the certification rate. This is affected by mainly unavailability of inservice

opportunities for college students. This also has a bearing on permanent placement due to lack of experience. An appeal

is made to both public and private sector to contribute to the DHET slogan of “making every work space a training

space” by providing college students with training space for either inservice purpose or permanent employment. FET

Colleges as employers also assist their students in finding work experience as a requirement for the awarding of a Diploma

as well as permanent employment where affordable.

6. FUNDING

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Public FET Colleges are funded through the following sources:

6.1. Conditional Grant

Programme based funding is used to fund programmes at public FET Colleges. 80% of the total programme

costs are funded through the conditional grant from the equitable share allocation. This applies to the NC (V)

and Report 191 (NATED) Programmes only. Currently (in 2011/12 financial year, the conditional grant

allocated to the nine FET Colleges in the Province is R 760 million

6.2. Student fees/ Bursaries

20% of the programme costs is paid by the affording students or the bursary scheme for those qualifying students.

Currently a total amount of R254,065,372 was allocated for bursaries in this Province. For the financial year

2012/13 a total of R375,811,333 is allocated for bursaries which will cater for 48 000 NC(V) and Report 191

students

6.3. National Skills Fund (NSF)

All other programmes e.g. short skills in demand by the communities are funded through the NSF. Public FET

Colleges must apply for this funding in a prescribed format. All nine FET Colleges have applied for this funding

for the financial year 2012/13.

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The National Certificate (Vocational) or NC(V) Programmes offered by Coastal KZN FET College in its various

campuses are:

1) Electrical Infrastructure Engineering

2) Engineering and Related Design

3) Civil Engineering

4) Office Administration

5) Finance, Economics and Accounting

6) General Management

7) Marketing Management

8) Information Technology and Computer Science

9) Education and Development

10) Hospitality

11) Tourism

12) Primary Agriculture

The Report 191 (NATED) Programmes offered by Coastal KZN FET College in its various campuses are:

1) Electrical Engineering (N1 – N3)

2) Mechanical Engineering( N1 – N3)

3) Civil Engineering (N1 – N3)



6) Mechanical Engineering (N4 – N6)

7) Business Management (N4 – N6)

8) Human Resources (N4 – N6)

9) Financial Management (N4 – N6)

10) Marketing Management (N4 – N6)

11) Public Management (N4 – N6)

The Skills and short Courses offered by Coastal KZN FET College in its various campuses are:

Additional NATED Programmes Offered at the following colleges

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6.4. Beneficiary government departments / business sector

Other training requirements by various government departments / business sector are funded by those departments

/ business sector through service level agreements signed between them and the Public FET Colleges concerned.

6.5. Summary of sources of funding FET Colleges

In summary colleges are funded from the following sources:

1) any donations or contributions received by the public college;

2) money raised by the public college;

3) money raised by means of loans, subject to the approval of the Member of the Executive Council;

4) income derived from investments;

5) money received from services rendered;

6) money payable by students for further education and training programmes

7) provided by the public college;

8) money received from students or employees of the public college

9) funds from any other source.

7. FET COLLEGE CAMPUSES IN KWAZULU-NATAL

KwaZulu-Natal has nine public FET Colleges totaling 76 delivery sites spread throughout the Province. They

are committed to the delivery of skills in a struggle to fight poverty and unemployment in all the Municipalities in KZN. The

nine public FET Colleges with some of their main campuses in KwaZulu-Natal are as fol lows:

7.1. Coastal KZN FET College

Coastal KZN FET College has the following main campuses:

1) Umbumbulu

2) Durban

3) Swinton

4) Umlazi V

5) Umlazi BB

6) Ubuhlebogu

7) As-Salaam

8) Appelsbosch

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The National Certificate (Vocational) or NC(V) Programmes offered by Esayidi FET College in its various

campuses are:







7) Hospitality

8) Tourism


The Report 191 (NATED) Programmes offered by Esayidi FET College in its various campuses are:







7) Public Administration (N4 – N6)



10) Hospitality (N4 – N6)

11) Tourism (N4 – N6)

The skills and short courses offered by Esayidi FET College in its various campuses are:

a) Automotive Repairs Mechanical

b) Plumbing & Drain Laying

c) Computer Courses

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a) MDDOP: National Certificate in Draughting, N4& N5 (3 months per level)

b) Water & Wastewater Treatment, N3 (3 months)

Self-Enrichment Programmes / Skills Training

a) Computer Studies,

b) Cisco Computer Programme

c) Pastel Accounting Intermediate Course

d) Version10 (3 Months)

e) Garment Making / Sewing,

f) Cabinet Making

g) Carpentry

h) Welding,

i) Electrical

j) Fitting & Turning

k) Plumbing

l) Bricklaying,

m) Motor Mechanics,

n) Motor Body Repair

o) Graphic Design

p) Haircare

q) Beauty Technology

7.2. Elangeni FET College

Elangeni FET College has the following main campuses:

1) Mpumalanga

2) KwaMashu

3) Ntuzuma

4) Qadi

5) Pinetown

6) Ndwedwe

7) KwaDabeka

8) Inanda

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The National Certificate (Vocational) or NC(V) Programmes offered by Elangeni FET College in its various

campuses are:








8) Safety in Society

9) Hospitality

10) Tourism


The Report 191 (NATED) Programmes offered by Elangeni FET College in its various campuses are:









9) Management Assistant (N4 – N6)

10) Computer Practice (N4 – N6)

The Skills and short Courses offered by Elangeni FET College in its various campuses are:

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7.4. Majuba FET College

Majuba FET College has the following main campuses

1) Centre for People Development

2) New Castle Technology Centre

3) IT & B Centre

The National Certificate (Vocational) or NC(V) Programmes

offered by Majuba FET College in its various campuses are:








8) Hospitality

9) Tourism



The Report 191 (NATED) Programmes offered by Majuba FET College in its various campuses are:








8) Human Resources Management (N4 – N6)



11) Hospitality and Catering Services (N4 – N6)

12) Travel and Tourism (N4 – N6)

13) Multi-Disciplinary Drawing Office Practice (N4 – N6)

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Occupational Programmes (1 Year/Level)

a) Certifi cate In General Travel (NQF 5

b) Diploma In Retail Travel (NQF 5)

c) Certifi cate In Food & Beverage Management (NQF 4)

d) Diploma In Food & Beverage Management (NQF 5)

e) Certifi cate In Professional Cooking (NQF 4)

f) Diploma In Professional Cooking (NQF 5)

g) Community House Building (NQF 2)

Skills Programmes (6 Months/Level)

a) Basic Computer

b) Bricklaying

c) Carpentry

d) Catering & Food Preperation

e) Domestic Electrical

f) Motor Vehicle Repairs

g) Panelbeating & Spraypainting

h) Plumbing & Drain Laying

i) Refrigeration

j) Welding

7.3. Esayidi FET College

Esayidi FET College has the following main campuses:

1) Gamalakhe

2) Enyenyezi

3) Kokstad

4) Port Shepstone

5) Umzimkhulu

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The Skills and short Courses offered by Majuba FET College in its various campuses are:

a) Automotive Repairs Mechanical

b) Brick Laying & Plastering

c) Carpentry

d) Plumbing & Drain Laying

e) Welding

f) Electrical

g) Engineering Short Courses:

h) Furniture and Cabinet Making

i) Tiling

j) Community House Building

k) Construction Carpentry

Other courses

a) Multi-Disciplinary Office Practice (MDDOP)

b) Motor Mechanics

c) Auto Electrical

d) Electrical Appliance Repairs

e) House Wiring and Electrical Compliance

f) Electrical Installations

g) Refrigeration and Air Conditioning

h) Crop Farming

i) Livestock Farming

j) Basic Computer Skills

k) Advanced Computer Skills

l) Fashion Design and Garment Making

m) Adult Basic Education and Training (ABET)

n) Pastel Accounting

o) Bookkeeping

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7.5. Mnambithi FET College

Mnambithi FET College has the following main campuses:

1) Ladysmith

2) Ezakheni

3) Ezakheni Skills Centre

4) Escourt


offered by Mnambithi FET College in its various campuses are:




4) Hospitality

5) Tourism

6) Information Technology and computer Science


The Report 191 (NATED) Programmes offered by Mnambithi FET College in its various campuses are:

1) Engineering Studies (N4 – N6)


3) Management Assistant (N4 –N6)



6) Marketing Management ( N4 – N6)

The Skills and short Courses offered by Mnambithi FET College in its various campuses are:

a) Automotive Repairs Mechanical)

b) Brick Laying & Plastering

c) Carpentry

d) Plumbing

e) Welding

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7.6. Mthashana FET College

Mthashana FET College has the following main campuses:

1) KwaGqikazi

2) Vryheid

3) Maputa

4) Nongoma

5) Babanango

6) Nquthu

7) Emandleni


offered by Mthashana FET College in its various campuses are:





5) Hospitality

6) Tourism


The Report 191 (NATED) Programmes offered by Mthashana FET College in its various campuses are:


2) Civil Engineering ( N1 –N3)






8) Management Assistant (N4 –N6)

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9) Public Relations (N4 – N6)


11) Marketing Management ( N4 – N6)

The Skills and short Courses offered by Mthashana FET College in its various campuses are:

The following short courses offered to SMME’s

a) Business Management

b) Financial Management

c) Computer Practice

The following skills courses offered:

a) Beadwork

b) Sewing

c) Block Making

d) Bricklaying

e) Electrical

f) Plumbing

g) Shoemaking

h) Egg layers

i) Piggery

j) Welding

7.7. Thekwini FET College

Thekwinin FET College has the following main campuses:

1) Melbourne

2) Centec

3) Umbilo

4) Springfield

5) Asherville

6) Cato Manor

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7.7.1. Special Needs Inclusive Programmes (SNIP)

These programmes (SNIP) are offered to learners who have learning difficulties in the main stream schooling

sector. All colleges have such learners. They are either integrated in the NC(V) programmes or in the skills

programmes. Cator Manor campus of Thekwini FET College has niched on special needs inclusive programmes offered

in various fields as listed below:

i. SNIP Motor Skills Senior/ SNIP Motor Skills Junior

ii. SNIP Welding

iii. SNIP Fitting & Turning

iv. SNIP Hand Skills/Plumbing

v. SNIP Electrical

vi. SNIP Woodwork

vii. SNIP Hospitality

viii. SNIP Haircare

ix. SNIP Beauty

Most of the learners that complete these programmes find employment with ease. They are recruited before they

complete the programmes.

7.8. Umfolozi FET College

Umfolozi FET College has the following main campuses:

1) Esikhawini

2) Eshowe

3) Mandeni

4) Richtek

5) Chief Albert Luthuli


offered by Umfolozi FET College in its various campuses are:





29

The National Certificate (Vocational) or NC(V) Programmes offered by Thekwini FET College in its various campuses

are:









9) Hospitality

10) Tourism

11) Transport Logistics

The Report 191 (NATED) Programmes offered by Thekwini FET College in its various campuses are:









9) Art and Design (N4 – N6)

10) Hospitality and Catering (N4 – N6)

11) Marketing Management(N4 – N6)

12) Public Relations Management(N4 – N6)


14) Travel and Tourism (N4 – N6)

31




8) Hospitality

9) Tourism


11) Process Plant Operations

12) Transport and Logistics


The Report 191 (NATED) Programmes offered by Umfolozi FET College in its various campuses are:


2) Mechanical Engineering- fitting (N1 – N3)

3) Mechanical Engineering – Motor mechanics (N1 – N3)

4) Mechanical Engineering – welding/ boiler making (N1 – N3)

5) Production (N1 – N3)

6) Pulp and Paper making (N1 – N3)


8) Electrical Engineering – Heavy current (N4 – N6)

9) Electrical Engineering – Light Current (N4 – N6)

10) Mechanical Engineering – Fitting (N4 – N6)

11) Mechanical Engineering – Motor mechanics (N4 – N6)

12) Mechanical Engineering – welding/ boiler making (N4 – N6)

13) Pulp and Paper making (N4 – N6)

14) Production (N4 – N6)





19) Public Relations Management (N4 – N6)


32

7.8.1. The Skills and short Courses offered by Umfolozi FET College in its various campuses are:

a) Bricklaying and Plastering

b) Automatic repair Mechanical

c) Carpentry

d) Clothing Production

e) Computer Courses

f) Cooking and Catering

g) Electrical

h) Garment Making

i) Home Decor

j) ICDL

k) Boilermaking

l) Panelbeating

m) Plant Production

n) Plumbing

o) Vehicle Services

p) Welding

7.9. Umgungundlovu FET College

Umgungundlovu FET College has the following main campuses:

1) Msunduzi

2) Midlands

3) Northdale

4) Plessislaer

5) Edendale


offered by Umgungundlovu FET College in its various campuses are:





33


6) Marketing



9) Hospitality

10) Tourism


The Report 191 (NATED) Programmes offered by Umgungundlovu FET College in its various campuses are:











11) Marketing Management (N4 – N6)

12) Public Relations (N4 – N6)


14) Educare (N4 – N6)

The Skills and short Courses offered by Umgungundlovu FET College in its various campuses are:

a) Plumbing

b) Bricklaying

c) Carpentry

d) Motor Mechanics

e) Fitting

f) Welding

g) Construction Electrical

34

8. Verified NC(V) and Report 191 (NATED) Programme enrolments in 2011

Treasury Regulations for the departments, trading entities, constitutional institutions and public entities sections

8.4.1 and 8.4.2 state that: “an Accounting Officer must maintain appropriate measures to ensure that grants and

other transfer payments are applied for their intended purposes”. Such measures may include:

a) Regular reporting procedures;

b) Internal and external audit requirements and where appropriate, submission of audited statements

c) Regular monitoring procedures;

d) Scheduled or unscheduled inspection visits or review of performance.

The NC(V) and Report 191 programme enrolments at 22 February 2011 as submitted by public FET Colleges

were verified through Coltec records and actual site visits to check registers as well as counting the heads. The

result of the verification process is presented in the tables below:

Summary of Verified NC(V) Programme Enrolments: 2011

NO NAME OF THECOLLEGE

LEVEL 2 LEVEL 3 LEVEL 4 TOTAL VERIFIED

1

2

3

4

5

6

7

8

9

Coastal KZN

Elangeni

Esayidi

Majuba

Mnambithi

Mthashana

Thekwini

Umfolozi

Umgungundlovu

3348

2027

1392

2047

1268

674

924

1487

553

1666

609

569

1464

480

199

356

790

376

976

279

273

975

110

109

206

515

142

5990

2915

2234

4486

1858

982

1486

2792

1071

TOTAL 13720 6509 358523814

(22 Feb 2011:24,306)

38

No Name of FET College Partnerships/Linkages

Arcelormittal

Eskom

Sasol

Department of Public Works

Nestle SA (Pty) Ltd

NTE (Pty) Ltd

SAPPI SAICCOR

Solar Spectrum Trading

Department of Labour

School of Excellence

Construction Resource Development Centre

Southern Ambition 442 & CC

Department of Correctional Services

Moses Kotane Institute & NIIT

Departnment of Economic Development &

Tourism

Moses Kotane Institute

National Institute of Information Technology

(NIIT)


Newcastle Municipality

Endumeni Municipality

Amajuba District Municipality

South African Police Services

The Skills to Furnish International

NETA

MERSETA

CHIETA

CETA

ESETA

Majuba4

35

Summary of Verified Report 191(NATED) Programme Enrolments: 2011

NO NAME OF THECOLLEGE

N1 N2 N3 N4 N5 N6 TOTAL

Coastal KZN

Elangeni

Esayidi

Majuba

Mnambithi

Mthashana

Thekwini

Umfolozi

Umgungundlovu

1

2

3

4

5

6

7

8

9

0

0

298

72

0

0

270

0

378

0

0

122

530

0

0

282

131

0

108

150

9

967

0

0

132

120

83

1673

613

2012

1444

893

646

948

734

1507

476

13

298

516

49

223

268

283

517

358

33

235

405

65

190

216

254

395

2615

809

2974

3934

1007

1059

2116

1522

2880

TOTAL 1018 1065 1569 10470 2643 2151 18 916(22 Feb 2011 Enrol: 22,536)

The projected enrolments for the 2012 academic year are 24,703 and 41,240 students for NC(V) and Report 191

programmes respectively.

9. Private FET Colleges

In addition to the 50 public FET Colleges there are currently 452 private FET Colleges established in terms of the FET

Colleges Act (Act 16 of 2006). These colleges sometimes operate in more than one province, city, etc. In the province

of KwaZulu-Natal there are 114 currently registered private FET Colleges (Annexure 3 is attached). All registered

private FET Colleges are administered and monitored directly by the Department of Higher Education and

Training (DHET).

36

10. Partnerships/Linkages

Public/ Private sector partnership with FET Colleges assist colleges in many ways; firstly by creating an assurance

of the demand side of their supply of skills, secondly by raising the base in terms of enabling more people to access

skills and thirdly by providing relevant support to the FET Colleges so that they can provide quality services. An

appeal is further made to the government departments and business sector to enter in partnership with public FET

Colleges. FET Colleges have various partnerships and linkages which assist in the achievement of their skills delivery

mandate. The FET Colleges currently have the following valuable partnerships/linkages:


Unilever

Toyota

MerSETA

Chieta

NIIT/MKI

Department of Economic Development

and Tourism

Dept of Communications – Information

Technology Computer Science Innovation

UCAASA – Information Technology &

Resources

Department Of Economic Development &

Tourism

ESKOM – Workshop Resourcing

MK Veterans Skills Training programme

Education Training Development SETA

Institute of Certified Bookkeepers

Vibe FM radio station

Inanda FM radio station

MD Goba & Associate learnership

CETA

CATHSSETA

W&R SETA

Training and Development Specialists [TDS]

Food and Beverages union

National Skills Development Academy


CoastalKZN

Elangeni

1

2

39


Ladysmith Municipality

Department of Economic Development and

Tourism (DEDT)

W & R SETA

DEFY

ESKOM

Department of Health

Department of Education


Mnambithi

AgriSETA

ESETA

EtdpSETA

LGSETA

MerSETA

PSETA

SasSETA

ServiceSETA

TetaSETA

W&RSETA

Mthashana

NIIT/MKI partnership –Database Processing/

Software Engineering/ Network Engineering

Melbourne Campus.

Department of Economic Development and Tourism-

SMME Training.

Department of Health- FinancialManagement /Plumbing/

Painting

Dept of Rural Development

ECD/Agriculture/Cooperatives/Hospitality

and Tourism

MerSETA

Thekwini

5

6

7

37


Department of Rural Development –NARYSEC


Ethekwini Municipality

SSACI

HWSETA

LGSETA

ETDP SETA

CTFL

Department of Social Welfare and

Development

Department of Economic Dev and Finance

UGU Regional Municipality

Hibiscus Coast Municipality

Dept of Labour (Port Shepstone)

Ezinqoleni Municipality

Chamber of Commerce (KZN South Coast)

Idwala Carbonates

MERSETA (accredited trade test centre)

MAPPSETA – media studies

SAPS Garages – KZN Province

All Motor Dealerships in Southern KZN, as -

well as those in Matatiele (Eastern Cape),and

selected dealerships in Durban and

Pietermaritzburg.

Ford SA.

Lelethu – automotive learnerships

Desto –udies media st

Rotary

Esayidi3

40


SACCI

Service Seta

DUT-Articulation Agreement

SAPS

Zama Construction

EPWP (Department of Public Works)

NARYSEC- NC- Building and Civil

Construction – level 3

W& R SETA/Ethekwini Municipality- Training

of Informal Traders

Umfolozi DEDT/NIIT/CII/MKI

SAPPI TUGELA( MANDENI)

Department of Economic Development

and Tourism

SAPPI FINE PAPER( STANGER)

Richards Bay Minerals

Bell equipment

FOSKOR

SACCI

Richards Bay Coal Terminal

Whirlpool and Ithala



BHP Billiton

Tata Steel

ESKOM

Department of Communication

FIETA

WILBAT

OKAPI SOUTH AFRICA (PTY) LTD

Stanger Brick and Tile

8

41


Umhlathuze,Ilembe, Ntambanana and

Umlalazi Municipalities

Powertrans

Nedbank

Zuzukuhulu Distributors

M3 CARRIERS

Department Of Community Safety

and Liason

CAO

IEC

Burchardt Technical Services

INTERNATIONAL:

Korean Government – ICT development and

training

Belgian Government – SMME development

and training

Programmable Logic Computers (PLC) training

& support of staff and development of lab.

Exchange of staff

Vietnam-partners with Mshwathi Municipality

in Furniture manufacture and forestry

Bronx Community College – HE Articulation

funded by Ford Foundation

India-Call centre; ICT and NSIC initiatives

SSACI-Swiss – SA partnership to develop

and support work based experience

for learners

Umgungundlovu9

42


LOCAL:

Msunduzi Municipality

Umgungundlovu District Municipality

Mshwathi Municipality – learnership & Vietnam project

development

Mkhambathini Municipality – skills training support

Public Works Dept – apprenticeship support

Health Department – WBE

Department of Finance - WBE

Dept of Arts & Culture – skills project

DED & Tourism – skills development

& Co-operative training

SMME training with Municipality & SEDA

PTI / NTI tooling partnership

INDUSTRY:

PCB

Local Manufacturing Industry - skills training

apprenticeship training

SEDA- SMME New Venture Creation training SETA’S

FIETA-Centre of Excellence & Material development

MERSETA -Training

CTFL SETA-Training

W&R SETA-Training / material development

H&W SETA-Maths training

CETA-Training

INSETA- Material development / training

TETA-Material development / training

CHIETA-Training – NVC project

Services SETA – NVC &

Management/e-learning project

HET

DUT – Articulation Agreement

Bridging programmes

43

11. Bursaries

In 2011 all students that qualified for a bursary were awarded bursaries. It is projected that a total 48 000 qualifying

students will be awarded bursaries in 2012. On registration, students must take the bursary application form. It

must be completely filled and returned with all the accompanying documents so that the means test can be

conducted. On availability of bursary funds, students whose parents’ joint income is less than or equal to R122,000

per annum qualify to be means tested for a bursary.

12. Examination Results: 2011

The public FET Colleges conduct annual, semester and trimester examinations. These examinations are the

responsibility of the DHET. Results when released will be sent directly to the public FET College Campuses.

13. Registration for 2012

FET Colleges will open on 9 January 2012. Actual teaching will commence on 16 January 2012. Those students

that have not yet registered will go to the nearest campus on 9 January 2012. Spaces are limited since

most of the colleges commenced registration on October 2011. Registration will be concluded before 16 January

2012 so that colleges can commence teaching by 16 January 2012.

14. Public FET College Contact Details

Each FET College has central administration office. These offices will open on 9 January 2012. Any enquiry

at a public FET College is made through the Central Office. The details of the Central Offices are as follows:

44

No Name of Public FET College Contact Details

P O Box 1795, Amanzimtoti, 4126Tel: 031 905 7000/1 Fax: 031 905 1399E-Mail: [email protected]@coastalkzn.co.zaWebsite: www.coastalkzn.co.za

Private Bag X9032, Pinetown, 3600Tel: 031 716 6700 Fax: 031 716 6777E-Mail: [email protected]: www.efet.co.za

P O Box 2364, Port Shepstone, 4240Tel: 039 684 0110 Fax: 039 684 0280E-Mail: [email protected]: www.esayidifet.co.za

Private Bag X6602, Newcastle, 2940,83 Allen Street, Newcastle, 2940Tel: 034 326 4888 Fax: 034 326 4889E-Mail: [email protected]: www.majuba.edu.co.za

Private Bag X9903, Ladysmith, 3370Tel: 036 638 3800 Fax: 036 631 4146E-Mail: [email protected]

Private Bag X9424, Vryheid, 3100Tel: 034 980 1010 Fax: 034 980 1012E-Mail: [email protected]

Private Bag X06, Dormerton, 4015Tel: 031 250 8400 Fax: 031 250 8414E-Mail: [email protected]: www.thekwinicollege.co.za

Private Bag X5023, Richards Bay, 390058 Via Ricardia Road, Gate 1, ArboretumRichards Bay, 3900Tel: 035 902 9501, Fax: 035 789 2585Email: [email protected]: www.umfolozicollege.co.za

Private Bag X9060, Pietermaritzburg, 3201Tel: 086 010 5790, Fax: 033 345 9827E-mail: [email protected]: www.ufetcollege.co.za

Coastal KZN

Elangeni

Esayidi

Majuba

Mnambithi

Mthashana

Thekwini

Umfolozi

Umgungundlovu

45

15. Conclusion

The province of KwaZulu – Natal aims to meet the skills development needs of communities by providing access

to education and training through the FET colleges. The nine FET Colleges with their 76 delivery sites can provide

training for the relevant skills needed for employment.

Colleges have skills centres which provide the necessary training to communities,to enable them to gain the

required skills. FET Colleges could become institutions of first choice for the majority of the youth of South Africa.

They have the capacity to produce a skilled and capable work force that can change the economy of this country.

Prospective employers (both private and public) are strongly urged to provide space for training in order to enhance

the chances of employability and economic growth.

16. Annexures

Annexure 16.1: NC(V) PROGRAMME ENROLMENTS PER PROGRAMME IN 2011 (as at 22 February 2011)

46

47

Annexure 16.2:

REPORT 191 (NATED) PROGRAMME ENROLMENTS PER PROGRAMME IN 2011 (as at 22 February 2011)

48

Annexure 16.3: List of Registered Private FET Colleges in KwaZulu-Natal (Source: www.dhet.gov.za)

49

50

HEAD OFFICE

247 Burger StreetPietermaritzburg 3200

Tel: 033 392 1028 Fax: 033 342 1790www.kzneducation.gov.za

Printed by: Process Litho / 031 569 1020

Further Education and Training Report

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