TVET College Times

TVET Colleges serve a wealth of opportunities

ISSN

207

6-70

21

December 2014Volume 39

The Official Quarterly TVET College Newsletter and Journal

TVETCollege Times

TVET COLLEGE TIMES December 20142

TVET Colleges serve a wealth of opportunities

Welcome to TVET College Times! In line with the shifts indicated

in this column in the September edition, we have embraced the determinations of the White Paper on Post School Education and Training and the corresponding amendments to legislation. In doing so we have accordingly rebranded FET College Times as TVET College Times! No doubt all former public FET Colleges will be following suit, as TVET Colleges!

In this final edition of the year, we have decided for forgo our usual Intellectual Debate column and accommodate as many as possible of the fascinating items provided by our contributors. If your heart is truly in TVET education and training, this publication will interest you from cover to cover. We commence with a special word from the Minister and his speech presented on the occasion of the launch of the skills development strategy for and through the Strategic Integrated Projects (SIPS). Having set the tone, we take a brief look at a landmark partnership between UNISA and TVET Colleges, preparation for WorldSkills 2015, and some

inspiring Movers and Shakers to remind us of why we are in this business in the first place. In Campus Matters we run a special feature on TVET Month, look at a number of interesting course developments and practices and some generally inspiring news from campuses across SA. In Policy and Operation Shifts we take a look at recent conferences and a summit, before getting to the core issues of Function Shift and further items that illustrate the symbiotic relationship between TVET Colleges and Universities. Read of an initiative in which Rivonia Trialists address and inspire TVET College students. There are policy and operational shifts guaranteed to be of interest to all college faculty, managers, councillors and well, simply everyone who has an interest in this sector!

In closing we wish all our readers, contributors (more than 35 in this edition!) and advertisers, safe and joyously memorable holidays. Take TVET College Times with you! It is sure to inspire you and set you in the right frame of mind for the best ever Academic Year – 2015. Happy Holidays!

Editorial Team

Editor: Keith LoynesRotating Assistant Editors: Ivan Swart, Heinrich Robertson, Cheslynn JohnsonDesign & Printing: Blue Dot Ink

TVET Colleges Website

www.fetcolleges.co.za

Cover Photograph

TVET Colleges serve a wealth of opportunities. Photograph supplied by College of Cape Town.

Waiver

The views & opinions of contributors do not necessarily reflect those of DHET. TVET College Times and the DHET accept no liability with regard to authorship and content of articles and photographs and present these as the bona fide contributions of correspondents.

Contributors

Kefilwe Makhanya, Tilly Reddy, René Gilbert, Nadine Moodaely, Gert Witbooi, Monica Tshangana, Gugulethu Moyo and Thokozani Ndhlovu, Dr Maboreng Maharaswa, Vusumuzi Nkosi, Trever Mabila, Lame Morubane, Cheslynn Johnson, Charlene Matthews, Ivan Swart, Heinrich Robertson, Adele Ebrahim, Michael Radzilani and Lehlohonolo Mphuthi, Tina Little, Ryno Bredenkamp, Jandre Bakker, Christopher Brink and Faruk Hoosain, Marian Theron and Deon Halls, Lungisa Mbulawa, Elias Mbuyane, Jolandi Daniels and Karen Kleintjies, Andre van der Bijl and Vanessa Taylor, Sven Hager, Colleen Brennon, Heinrich Snyders.

Contributors send articles to:

Webmail: www.fetcolleges.co.zaFET College Times/Send Your Article Or use this url: http://www.fetcolleges.co.za/Site_FET_College_Times.aspx

FROM THE MINISTER

SRCs are an important component of our institutional governance

In this edition, I want to reflect briefly on the role of Student Representative

Councils (SRCs) in the technical and vocational education and training system. SRCs are not just the representative of students in so far as their grievances are concerned; they are an integral part of institutional governance and leadership. Through their representation in Councils, they influence administrative decisions in various ways.

We look at diverse ways to train SRCs on leadership. We aim, and have started, to assist in nurturing young leadership. Investing in student leadership capacity is a core duty of the DHET. Many of our leaders today were shaped, in one way or the other, by student politics.

An important role for student leaders should be that of organising and articulating the voice of students both within colleges and nationally. As a government, we would like to see strong student leaders that can represent the interests of students as a whole. The first duty of an SRC is to ensure that it helps to create, in the college, an environment that is conducive to

academic success. Students, after all, are primarily at college to develop their knowledge and skills. The aim of most is to become productive members of society who can earn a living for themselves and their families, and can contribute to building a skilled and capable nation. SRCs should seek to build a cooperative and mutually respectful relationship with the college management and staff and with the surrounding communities. SRC members should be role models in so far as academic effort and success are concerned and leaders in encouraging students to prioritise their studies.

Student leaders should be role models in fighting corruption in society, starting with SRC members themselves. Bribe-taking and other forms of corruption should be unacceptable to all student leaders of integrity. Similarly student leaders must partner with management and the DHET in fighting corruption in the National Student Financial Aid Scheme (NSFAS). A student leader (or anyone) who engages in corruption, is ultimately benefitting personally at the expense of others, usually of the very people that they are meant

to be representing and serving. I wish all students, management, staff and Council members a good rest during December. For those who are completing their studies, I wish them success in finding jobs and ultimately successful careers. Do keep in mind that learning does not end with a qualification. Life-long learning is an essential part of a successful career in today’s fast-changing world.

Life may not always be easy, but success generally comes to those who persist in pursuing their goals. For those who are returning to college in the New Year, they should come back with a determination to succeed in their studies and to help our nation to build a strong and effective college system that will benefit the young people who will come after them.

Dr Blade Nzimande, MPMinister of Higher Education & Training

IN THIS ISSUE: Cover Story TVET Colleges serve a wealth of opportunities - see WorldSkills 2015 - Page 8

From the Ministry

Page 3 - 5

Cutting Edge News

Page 6 - 8

Movers and Shakers

Page 9 - 11

Campus Matters

Page 12 - 20

Policy & Operational Shifts

Page 21 - 31

College Contact Details

Page 32

DHET TVET Colleges, Private Bag X174, Pretoria 0001, South Africa, December 2014

Copyright

Advertising, Subscriptions and editorial matters:

E-mail: [email protected] Fax: 012 328 3322Telephone: 012 312 6182Closing date for volume 40: Wednesday, 28 January 2015TVET College Times is supported by subscribers and advertisers

P.S. Do not forget that the closing date for items for the March 2015 edition is Wednesday 28 January 2015.

http://www.fetcolleges.co.za

http://www.fetcolleges.co.za/Site_FET_College_Times.aspx

http://www.fetcolleges.co.za/Site_FET_College_Times.aspx


FROM THE MINISTRY

On the Occasion of the launch of “Skills for and through SIPs”Minister Blade Nzimande’s Opening address at the event on 2 September

It was a year ago that I first launched the idea of Occupational Teams – on 6thAugust 2013 to be exact. And on that occasion I asked that these teams be established

to advise me on what needs to be done to ensure that we deliver the skills for the Strategic Integrated Projects or SIPs as they are now commonly known.

Today I am delighted to receive the product of their work. And judging by the size and weight of the publication the work has been substantial. However I see that it is not just the physical volume of the work that has been substantial, I see that its contents are pioneering in a number of ways too.

Firstly its focus is on ‘occupation’, which of course I expected having established Occupational Teams. Nevertheless it is worth emphasising this as it gives us a new lens through which to look at our post-school system. Occupation is the language of the labour market, of employers in the public and private sectors who express their skill needs in these terms: ‘I need a qualified plumber, a professional engineer, and so on, particularly where professional and technical skills are concerned.

It also provides a focus on the destination to which learning journeys leads, adding to our normal focus on the entry or access. Of course for some, the professionals and artisans in particular, this focus is not new, but to bring the same logic to all is novel. In this Report we see this ‘occupation’ focus adopted for Elementary and Non-Trade Production workers as well as for Service and Clerical Workers which will surely strengthen our goal of building an inclusive growth path. The shared benefit of being a qualified moulder, a professionally registered electrical engineer or a licensed road-grader operator significantly increases a person’s chances of finding decent work. It also gives those who qualify a distinguishing identity, ‘I am a … ‘. This is no small matter when the benefits to be enjoyed go so far beyond the wage, they go to pride and self-respect. The ethical codes that bind professionals typify this and should be encouraged for all occupations. Creating accountability to a peer group touches a deeper core for many than do legal prescriptions, I fear.

Secondly I see that the Report looks at learning from the perspective of the full learning pathway, from school to work if you will, from theory and usually practical at a learning institution to structured workplace learning to formal occupational assessment such as a trade test, a professional body ‘designation’ or a license to practice, followed by on-going learning towards expertise. Whilst this is not new to some, such as the Medical Faculties or Teaching Faculties of our Universities, our Universities of Technology or to those TVET colleges that have maintained a strong link to workplaces, it was nevertheless underplayed when the Departments of Education and Labour worked separately. I share the view that we must smooth the journey between these stages and sites of learning if we are to assist our students to be optimally employable after graduation.

I have for some time been advocating that we must ‘together, make every workplace a learning place’. What this report does is emphasise the need to ensure that learning that takes place in workplaces needs to be structured, just as learning in institutions is, and for alignment between the two so that each reinforces the other towards clear occupational goals. This has to be good, not only for the students but also for our economy which expresses its needs in occupational terms.

Thirdly, the work demonstrates the value of working in a collaborative way with all those who are knowledgeable and who care deeply about ‘their’ occupation. As I stated in my White Paper, published earlier this year: “These (occupational) teams will bring together representatives of employers, education and training providers, professional bodies and others such as trade testers and licence issuers. Their purpose is to address problems of curriculum relevance and alignment between institutional (theoretical) and workplace (practical) learning as well as work placement problems at a systemic, national level. The implementation of this concept in the Strategic Infrastructure Projects will be evaluated and extended across vocational and professional training generally wherever possible.” (p. 65/66).

This report will certainly hasten our ability to evaluate Occupational Teams, and if found to be as good as it promises, then to accelerate its application more widely. I welcome the fact that this appraisal was confirmed by the Ministerial Task Team Committee on Articulation which I established last year. It concluded that: ‘The

Occupational Teams assembled to drive the scarce skills development programme for the Strategic Integrated Projects (SIPS) of the South African National Infrastructure Plan illustrate the collaborative model advocated by the Committee.’ (Ministerial Committee on Articulation, Section 5.5, p.10).

The Chapter on the Trades (Chapter 7 I believe) particularly emphasises this need for OTs to work together on curriculum, and I particularly welcome this given the urgent need for us to review the entire gamut

of technical and vocational education and training qualifications at colleges, as highlighted in the White Paper. I hope that the employers present will take note of this and respond to the call to ‘adopt a trade’ that is made in the report so that we can accelerate this process for these particularly important occupations.

Fourthly, another innovation of this report is its attempt to quantify the scale of the demand for each occupation, both for the SIPs as well as for the country as a whole. This is a bold brush with the sceptics who say this is simply not possible. For all that we remain cautious of the numbers, because of challenges with the databases from which the numbers are drawn and of course because of the unpredictability of the future. Nevertheless the graphs begin to give us a sense of the pace at which we must accelerate our production of these skills.

And whilst we could of course simply aim to over train, we should do this cautiously as there are a myriad of other priorities competing for every cent of our resources and there is no joy in training for unemployment albeit that our estimations will never be 100 per cent right all of the time.

Dr Blade Nzimande

“...to ensure that learning that takes place in workplaces needs to be structured, just as learning

in institutions is, and for alignment between the two...”


And finally, this work demonstrates a methodology/linkages whereby we can get a good flow of logic from our big plans, such as the National Development Plan and the Industry Policy Action Plans and other sectoral plans (for Health, for Communication, for Water and the like), to skills planning. By using a common language, that of ‘occupation’, we can add together the particular skill needs of one sector to those of another by looking where common occupations are needed. The pie graphs under each occupation demonstrate this very clearly. This gives consolidated signals that are easier for our universities, colleges and SETAs to respond to than to the particular demands of particular employers or even particular sectors. An important tool for us to use going forward, particularly for our mainstream programmes.

But all these observations point us to the recommendations that the Occupational Teams have made. And it is to the universities, the colleges and the SETAs present, as well as to the employers here today, that I would now like to turn.

I would like to start by commending the SETAs that have already made commitments to address the priorities identified. We have heard that a draft of this report was circulated to all SETAs earlier this year and they have responded by committing close to R800m already, R 796 688 551 to be precise. Some of this is for bursaries, some for incentives to firms to take on students in specific occupational categories, and others for building the capacity of our education and training institutions by funding equipment, supporting qualification and curriculum development or supporting lecturers to get a better understanding of the worlds into which their students will transition. This is excellent. I wish we had more time today to celebrate some of the particular projects for which support is pledged. I trust that these are already underway, don’t wait! I am of course also pleased that the National Skills Fund has also been supporting priority projects. This is precisely as it should be. This must act as a platform for the SETAs to improve in delivering Sector Skills Plans.

But we have more to do. Even on the original estimation we need a further R500m (R494 244 168) to address the shortfall between what has been committed and what is needed. If the fuller report is taken into account then the shortfall is far greater. The obvious point though is: is this EXTRA money needed or is it about prioritising the money we have better. If this is what the labour market is telling us, should we not be scaling up in these areas and scaling down in others? Within reason, this is surely right.

I should add before proceeding that I know that it is true that officials in my department have not yet had the opportunity to interrogate the advice provided, and that some of the advice may not fully align with the policy of the department in every respect, nevertheless I believe the task is so urgent that I intend to run two parallel but interesting processes in responding to the Report:

On the one hand I would like to see every one of you studying this report carefully, and, after assessing your own interests and capacities, to reach out to establish partnerships and to make contributions in particular areas which make sense to you. The Report hopes to unleash our country’s energy in support of growth and development and one very concrete way of doing this is for each of you to ask ‘Of all that needs to be done, what could I do’ and ‘Let me start now – why wait’.

I understand from my Special Projects Unit Team that there is an electronic portal where these contributions can be captured so that we can monitor our progress towards our goals and recognise those who help us reach them. The address of the Portal is given behind the front cover of the report and repeated at various points throughout the report. So I invite you to read the report, select those areas that make sense to you, implement your selected area and report your initiative on the portal. To the Universities here present, there are opportunities for you to integrate the advice given into your enrolment plans and to take into account the calls for support by particular faculties when disbursing your allocated earmarked funds. To the Colleges here present, you too are invited to study the report and determine where you might be able to make a contribution and to then integrate this contribution into your enrolment plans going forward.

To the SETAs, I know you have already made commitments, and I have thanked you for them. However, you might find that some of your more general plans, like partnering with colleges, or providing bursaries or workplace incentives to firms through your learnership or internship grants might be able to be achieved in the areas identified in this report too. In other words it is not only specific SIP commitments that can help, but also general plans that can be interpreted to address these specific goals.

And to employers, I invite you to also study the report carefully and find ways in which you too can augment the contributions of the state to realise these goals. It is certainly the intention of the National Infrastructure Plan that when our infrastructure is enhanced you will find good reason to invest further yourselves into up or downstream activities that the infrastructure makes possible. If we produce skills for the infrastructure projects they will be available on the labour market for your ventures too and so this investment is in our shared interest. So you too can report initiatives on the Portal and keep us informed of the work you and others are doing to help.

I mentioned earlier that I would respond to this Report in two ways. The first I have outlined in summary, get started. But on the other hand, whilst this energy is being expended, my Department will also study this report and determine which of its recommendations to support and prioritise. They will then use these when they evaluate the final submissions received from universities, colleges and SETAs. And where there is overall excessive commitment in one area and insufficient in another, we may ask you to re-prioritise, so that we can collectively cover as much of the overall plan as possible.

I shall also be asking my Director-General to steer the resources of the National Skills Fund behind priority projects that have been identified, so that we can collectively optimise our impact. I think there may also be a need to ask the NSF to fund a dedicated planning intervention so that we can collectively prioritise more carefully for optimal impact in a resource constrained environment.

Link to the Labour Market Intelligence Project going forward

There is another feature of the report that requires further work on the part of my department and that is the issue of ‘Centres of Specialisation’. Wherever possible (and I know it is not in all cases because of a range of factors) I think we should be encouraging our universities and colleges to have a few definable areas of occupational specialisation: forestry technicians, environmental managers, electrical and electronic studies and so forth so that each institution does not try to do

everything. This will require sophisticated planning capability which we are working on for colleges and already have some handle on for universities through what we call the PQM process, the Programme Qualification Mix. Obviously these Centres of Specialisation should be logically located near to where the occupations are to be applied and should take account of the expertise already available … but this is important

and was certainly envisaged in the White Paper when we spoke of a ‘diversified’/differentiated system.

I therefore call us to action

I shall be asking my Special Projects team to inform me, before the end of this financial year, for a report on progress made. I hope then we can together celebrate a wide range of activities undertaken. I am also considering ways in which to institutionalise Occupational Teams and invite all to help me find ways of doing this that makes sense to you.

In conclusion, I would like to thank all who have worked so hard to produce this ground-breaking Report. I am sincerely grateful for your advice and your willingness to share it. Looking at the back of the Report there has been a veritable army involved, and I would not like to name any one for fear of upsetting another, but please all know that your work is important for our country. I thank you! I know too that you are now looking for results and I would like to assure you that I’ll be doing all I can to respond positively to your advice.

I would also like to sincerely thank my colleagues for joining me today and for the important contributions they have made to this Report. It demonstrates, I believe, the new way of working in government because as this Report shows, together, we can indeed do more. For scarce skills we give 100 % bursary, I would like to conclude by asking Minister Patel, who heads up the Secretariat of the Presidential Infrastructure Coordinating Commission (PICC), to table this report on our collective behalf and to assure them of our commitment to translate it into action expeditiously. Their help will of course also be most welcome!

I thank you.

Issued by the Ministry

“I would like to start by commending the SETAs that have

already made commitments to address the priorities identified.”


Cape Book & College Supplies cc is a B-BBEE Level 1 company and serve as Book Distributors. Since our inception in 1996 we have been supplying School and Academic textbooks, Educational Resource Materials, e-books, e-learning programmes to Educational Institutions (Schools, FET Colleges, Universities etc) and various government departments. We also supply Early Childhood Development Material and Readers to libraries. We work closely with educators of disadvantaged schools and lecturers of different FET Colleges and Universities. Cape Book & College Supplies is known for an economical, quick and reliable service. Our well trained staff are capable of sourcing various books and programmes from South African and International Publishers.

Contact Details: Office Tel: 0218525903 Office Fax: 0218525905 E Mail: [email protected] Website: www.capebooks.co.za

Deputy Minister addresses Eastern Cape student leadershipThe Deputy Minister of Higher Education and Training, Mr Mduduzi

Manana, MP addressed the Eastern Cape Regional

Student Leadership Workshop, on 25 October. The following are excerpts

from his address.

The role of student leadership is far broader than what is often displayed or portrayed in the public. We view student leaders as important partners in providing solutions to the immense challenges facing the Higher Education sector and our society.

We expect that our student leaders, for instance, understand the class contradictions of our changing society and should always seek to address such contradictions, not only within our campuses but in our communities and society at large. In order to thrive, student leadership needs to work beyond the narrow scope of student

interests and provide intellectual leadership informed by the challenges of our developmental state.There are five practices of exemplary leadership I would like to share with you and these are as follows:• Leaders must model the way: The

real test is whether they do what they say; whether their words and deeds are consistent;

• Leaders must inspire a Shared Vision: Leaders have to make a difference, change the way things have been done and create something new that no one else has produced;

• Leaders challenge processes: Leaders must remain open to ideas from anyone and anywhere. They must be willing to recognise and support good ideas irrespective of their source and bring change to the affected sector with a view to improvement;

• Leaders enable others to act: Leadership is a team effort. Collaboration is the master skill that enables leaders to function effectively. Student leadership must engage the whole student population, and not only those who voted for them; and

• Leaders know their role: Take note that you are not leading for here and now. Leadership goes beyond institutional leadership. Leaders are always on display and are always exposed to many challenges.

After all, there is evidence that strengthening the quality of institutional leadership is a foundation for good relations and governance. Helping students develop the integrity and strength of character that prepares them for leadership is one of the most challenging and important goals of higher education. On the matter of

quality of higher education, I would like to emphasise that you are first and foremost at your respective institutions to study and obtain your qualifications.

The foundation of every country is the education of its youth. As student leaders you must make it your commitment to excel in your studies and further encourage other students to excel in their studies too. Equally, while we require of you to excel, our institutions must provide high quality academic and support services to all students. The country needs highly skilled young people in order to thrive.

Deputy Minister of Higher Education and Training, Mr Mduduzi Manana


Partnership between Unisa and TVET colleges sealed

CUTTING EDGE NEWS

Dinah Mandiwane Cell: 078 097 9111

Tel: +27 (0)11 726 6753 Fax: +27 (0)86 552 5773

Email: [email protected]

2012 2013

Your bookstore,your lifeline.

Gauteng / North WestDinah Mandiwane

078 097 9111 / [email protected] Welcome

083 380 3511 / [email protected] Penelope Lekgoathi

083 462 8973 / [email protected] State / Northern Cape

Nana Obotseng 071 884 2124 / [email protected]

Western CapeCrystal September

083 488 8188 / [email protected]

Ishmael Manamela 071 884 2120 / [email protected]

MpumalangaTukisho Molepo


Sheryl Hiralal 083 500 5883 / [email protected]

Cebo Charles 071 884 2102 / [email protected]

Eastern CapeTK Kalimashe


Sefika

KEFILWE MAKHANYA

On Tuesday, 28 October, the Director-General of Higher Education

and Training, Mr Gwebinkundla Qonde, presided over the signing of the Memoranda of Agreement between the University of South Africa (UNISA) and twelve Technical and Vocational Education and Training (TVET) colleges in order for these TVET colleges to offer UNISA qualifications on their college campuses under the authority of UNISA.

The basis for formalising the partnership between the university and TVET colleges can be found in section 43 of the Further Education and Training Colleges Act (Act 16 of 2006), now known as the Continuing Education and Training (CET) Act.

The Act states that a public college may only provide higher education programmes under the authority of a higher education institution after permission is granted by the Minister of Higher Education and Training and published in the Government Gazette.

UNISA is one of two universities that have begun to build partnerships with TVET colleges. Mr Qonde thanked the Vice-Chancellor of UNISA and the TVET College Principals for taking the bold step to embark on this partnership, which showed courage and vision within these education institutions.

The White Paper on Post-School Education and Training, released earlier this year, highlights the need to provide a range of accessible alternatives for young and older people in all post-school education and training institutions. Different parts of the education and training system work together allowing learners to take different pathways that offer high quality learning opportunities with clear linkages between schools, Technical and Vocational Education and Training colleges, universities, other providers of education and training and the world of work.

“I am delighted to see that the institutions have decided to implement this initiative with level five Higher Certificate Qualifications, which is

College of Cape Town Higher Certificate in Tourism Management Bachelor of Education (BEd) (Early Childhood Development: Foundation Phase)

Eastcape Midlands TVET College Higher Certificate in Tourism ManagementHigher Certificate in Banking

Ekurhuleni East TVET College Higher Certificate in Tourism Management

False Bay TVET College Higher Certificate in Banking

Flavius Mareka TVET College Higher Certificate in Economic and Management Sciences

Gert Sibande TVET College Higher Certificate in Accounting SciencesHigher Certificate in Banking

Letaba TVET College Higher Certificate in Banking

Northlink TVET College Higher Certificate in Banking

Port Elizabeth TVET College Higher Certificate in Banking Higher Certificate in Accounting Sciences

Umfolozi TVET College Higher Certificate in Tourism ManagementHigher Certificate in Economic and Management Sciences

Western TVET College Higher Certificate in BankingHigher Certificate in Accounting Sciences

West Coast TVET College Higher Certificate in Economic and Management Sciences Bachelor of Education (BEd) (Early Childhood Development: Foundation Phase

the ideal level and qualification type to allow students to articulate from school and TVET College programmes

into Diploma and Degree studies”, said Mr Qonde. The TVET colleges and respective qualifications are as follows:

These partnerships send out a clear message that the programme offerings on TVET college sites is expanding and making further learning opportunities accessible to students who would otherwise have been denied access to higher education courses


WorldSkills 2015: Colleges prepare for high level international competitionEditor’s Note: Ms Tilly Reddy is the Academic Manager: Services at the College of Cape Town. The following two items highlight the significance for TVET colleges of participating in the preparatory competitions currently being organised for WorldSkills South Africa. The international competition takes place next year in São Paulo, the largest city in Brazil. Deputy Minister Manana is a patron of WorldSkills South Africa.

TILLY REDDY

According to the latest Stats SA report on national and provincial

labour market trends among the youth, “the unemployment rate among youth aged 15 to 34 increased from 32.7% to 36.1% between 2008 and 2014.” Since the 2008 recession, the youth unemployment rate has been consistently higher than that of adults, by more than 20 percentage points. One of the ways that government aims to remedy this situation is to encourage the youth to improve and develop their skills.

The Department of Higher Education & Training (DHET) is taking on a leading role in re-positioning WorldSkills South Africa as the driving force for the promotion of world-class vocational skills in the country. Technical Vocational Education and Training (TVET) Colleges have been identified as institutions that will take the lead in making this a reality through partnerships and extended networks.

WorldSkills International is a not-for-profit membership association open to agencies or bodies which have a responsibility for promoting vocational education and training in their respective countries/regions. Over its 60 year history, WorldSkills International (formerly known as the “Skill Olympics”) has come to symbolise the pinnacle of excellence in vocational training. Every two years hundreds of young skilled people, accompanied by their teachers and trainers, gather together from around the world to compete before the public in the skills of their various trades and test themselves against demanding international standards. They represent the best of their peers drawn from regional and national skill competitions held currently in 72 countries and regions. The next international

vocational education event will be held in São Paulo in 2015. This will be the biggest vocational education event in the world featuring more than 60 countries/regions, involving more than 1 000 competitors, over 1 000 experts, as well as educational, government and industry leaders. Within the South African context, participation in the WorldSkills competition holds huge potential to influence the development and employability of the South African Youth. In addition to this, it acts as an effective vehicle for increasing awareness of apprenticeships and artisanal skills, raising the standard of vocational education and training and artisanal skills.

To prepare and hone their talents and professionalism for this international competition, several colleges recently competed in the regional round of the WorldSkills South Africa competition. On the 7th of September, competitors gathered at the College of Cape Town Crawford campus to compete in the Western Cape Hairdressing and Beauty Competition. Both the Hairdressing and Beauty competitions led to an auspicious prize giving ceremony for parents, guest sponsors and industry partners.

Competitors from TVET Colleges, Private Colleges and Industry Salons entered the Provisional competition for Hairdressing. The sections that made up the 2014 Western Cape Provisional competition included Wedding Artistry, Ladies Fashion Colour, Cut and Style, Gents Fashion Colour, Cut and Style, Long Hair Down and an unknown section. The Hairdressing competitors were divided into two categories, with one category focused on selecting the regional champion where competitors had to be able to perform in all of the above sections and the other category focusing on individual skills per section.

The latter category was really to give competitors the opportunity to show case their skills on a competition platform. In addition, competitors from TVET Colleges and Private Providers entered the Provisional Beauty Therapy Competition. Competitors were required to complete four sections, namely: A Basic Facial, Full Body Swedish Massage, Basic Manicure and Make up section (with a surprise element to it).

The experience and results of this competition provides valuable feedback both to the individuals and the systems and enterprises in which they are being trained. For certain participants, it provides recognition for outstanding achievement, while for others it provides the motivation and knowledge to aspire to higher standards. For the spectators, it is an educational experience to see highly competent young tradespeople in action. This and other skills competition projects will be used as trajectories to help the College’s students and staff improve their standard of performance so that it meets the standards as set by WorldSkills. The standard of skills displayed by the competitors showed that both the hairdressing and beauty therapy sectors have excellence at the core of their training. It has been wonderful for both the competitors and academic staff to experience the collaboration of industry as well as the sharing and mentoring of experts.

This competition is the first of its kind to be held in South Africa which brought Public and Private Education and Training Providers, Industry and Professional Bodies together to compete for the Provincial Prize, lead and hosted by Public TVET Colleges and the Department of Higher Education and Training. We are very enthusiastic to witness the various opportunities these competitions are expected to open for our students and the relevant sectors.” Mr Louis van Niekerk, Principal of College of Cape Town and the Western Cape Provincial Chair, was most impressed by the success and

magnitude of the event. He thanked all the stakeholders for coming together to collaborate and compete.

The involvement of the National Experts together with highly acclaimed industry judges bears testimony to the commitment, dedication and passion that these two sectors enjoy. He made special mention of the industry sponsors and also the support that MerSETA and the Department of Higher Education and Training had given which was commendable and appreciated. Without this support initiatives of this nature cannot become a reality for our students.

Ester van der Linde, National Co-ordinator for WorldSkills South Africa agreed with Mr van Niekerk. “The highlight of today was to see the amazing, positive energy from the young people who participated in this event. It is always wonderful to interact with creative, diligent young people who choose to follow their passion and choose to become involved in positive activities. Today’s experience will be of life-changing magnitude for the winners.” Ms van der Linde commended the Western Cape for pulling off a well organised event.

She congratulated all competitors for their efforts and wished the winners well for the next round of the competition. “We look forward to the next round of this competition, which will be taking place on a national level in Cape Town in January 2015. Ms van der Linde also shared with the audience that ‘It is the Deputy Minister Manana’s vision to see more youth show interest in vocational education which will eventually contribute towards easing the skills shortage and enhancing employability. She also mentioned that he sees WorldSkills Competitions as being one of the many platforms for the youth to showcase their passion and talents. In keeping with this vision, he wants our youth to believe that “It’s cool to be a 21st Century Artisan” in the decade of the Artisan.

Hairdressing WorldSkills Western Cape winners are from left Lauren Gelderbloem from the College of Cape Town who achieved 2nd place, and from Northlink TVET College Nicollete Hattingh who achieved 1st place and Mia Crous 3rd place

WORLDSKILLS 2015 FOCUS


WorldSkills 2015: Raising the bar in cookery and service skills

RENÉ GILBERT

TVET colleges in the Western Cape are raising their game in the training

of world-class hospitality staff. A recent competition between three Cape Town colleges showed that the development of higher training standards could place the dream of reaching the world stage along with other vocational institutions at WorldSkills 2015, within their grasp.

WorldSkills 2015 is the largest international vocational education event in the world and will be held in São Paulo with more than 60 countries/regions participating and involving more than 1 000 competitors, over 1 000 experts, as well as educational, government and industry leaders.

The regional round of the WorldSkills South Africa Cookery and Restaurant test was held at False Bay TVET College to prepare and hone the talents and professionalism of College of Cape Town, Northlink and False Bay TVET College staff. Each college fielded a hospitality team that prepared three dishes; a starter, main course and dessert. These were prepared according to a prescribed set of standards that is compliant with the WorldSkills format. The colleges also each had one student participating in the Restaurant Service test. The regional gold medallists for cookery were Brett Lodewyk and Luyanda Mkhwanazi of Northlink TVET College, and Ashleigh Cupido and Shirana Claasen from College of Cape Town. The gold medallist for the restaurant competition will now participate in the national finals in January.

By all accounts the students blew away the discerning expert judges with their work. In his feedback on the cookery test, executive chef Dylan Jacobs of Café Caprice was quick to compliment the students on the level of effort in the little time given to prepare. “Your time management skills and the standard of dishes presented on the day as well as your work methods were superb.” Chef Jacobs was joined on the judging panel by Chefs Craig Francis and Willy Tista Mogano of the Navy Catering School and Executive Chefs Adrian K. Schroeder of Two Oceans Restaurant at Cape Point.

The judges were most impressed with how well the various required components of the dishes came together and commended the exquisite plating. “You can certainly be proud of that. I am sure that the creative styling

could easily stand with the best on the international stage,” Chef Jacobs added.

Ms Tilly Reddy, Academic Manager of Beauty Therapy, Hairdressing, Hospitality, Travel & Tourism at the College of Cape Town and one of the event’s primary organisers, was thrilled with the dedication and enthusiasm of colleges and students.

“It was a successful day and we met our goal of kicking off the long road to Brazil 2015. We need to prepare the best talent we can offer from South Africa. The collaboration between the

colleges who are working towards the common goal of providing expertly trained students for the job market stood out as an excellent achievement.It was inspiring and in future we believe more colleges will participate as they realise that this kind of event improves and showcases the skills that are being developed,” she said. “At the College of Cape Town we have always actively collaborated with TVET Colleges locally and from abroad by participating in skills competitions in order to raise our standards.”

Ms Marcelle Burgess who heads up the winning team from Northlink TVET College’s Hospitality programme also felt that the first competition went well and that it will build towards the

understanding of what vocational educational competition means and what performance is needed when preparing for this type of event.

“Time is essential as both lecturers and trainees need to study all the criteria which can be quite complex and one could easily miss out on a crucial requirement. The networking and sharing of ideas between staff and between student-participants are a great spin-off,” she said.

The students, who were chosen from different levels of ability, confessed to being nervous but excited at the start of

the cooking test. Ashleigh Cupido of the College of Cape Town said she tried to do her best. “I was nervous beforehand but the judges were friendly although they asked many questions during the process. Her winning chocolate fondant with a lemon mint sorbet was garnished with a rose-pink sugar confectionary and looked fit for a five-star establishment. “The hardest part of the test was the pressure in getting the perfect plate setting!” she laughs.

Level 3 NCV Hospitality student, Brett Lodewyk who hails from Athlone, but studies at Northlink’s Protea campus, prepared a winner of a fillet with polenta cakes to grab the best main-course title. He fulfilled the brief by using three cooking methods and a knife skill. He

says the hardest bit of the test was when the cooker gas stopped working. This was a nerve-racking moment.

The Restaurant Service competition tests, in particular, the experience that a customer has at a fine dining establishment. The participants needed to find a theme for their tables, decorate and set it correctly according to the menu chosen and then memorise a host of sequences to pour water, wine and serve bread to the judges. Throughout it is expected of the students to interact with the client and to display knowledge while advising on choices of meal and beverages. Pastry chef Joy Solomons, bakery and confectionary manager at Food Lover’s Market, and caterer Herman Scholtz both felt that the students generally had good service skills. Presentation was excellent and it was clear that overall training was of an impressive standard. In some instances they felt product knowledge could be improved and that crumbing down was not perfect.

Chef Solomons was very impressed with Northlink’s effort to create an authentic vintage-themed table and the product knowledge of the student. Herman Scholtz commented on the high premium that was placed on the hygiene of the table presentation. “What is really important to remember for the students is that they must engage with clients and offer a welcoming service. Often it is the service aspect that makes businesses in this sector succeed or fail and these students will be well positioned to be assets to any food services business,” he said.

Fernol Cornelius holds up the winning dessert, a chocolate fondant made by Ashleigh Cupido from the hospitality team of the College of Cape Town in the recent WorldSkills Regional Cookery competition

“...we met our goal of kicking off the long road to Brazil 2015.”


TVET College education and training leads to international success for student

NADINE MOODAELY

Former Port Elizabeth TVET College student, Conroy Jacobs recounts his

road to success. “Without having the cash to study at a university or college I managed to scrape together the registration money to apply at the Port Elizabeth TVET College Dower Campus. I applied for the Business Management N5 course and started my studies there. I realised at the time that I did not have the money to complete payment for this course and so I applied for a bursary. I had to prove myself that first semester in order to be successful for the bursary so I worked hard and passed with three distinctions out of the four subjects.

The bursary was awarded and I went on to complete my N5 and N6 qualifications at the Dower Campus with Mr Sefier as my Sales Management lecturer. During

this time I did charity work in the local community to help teach unemployed youth computer literacy skills as well as life skills and business and finance skills. Then the Northern Arts Festival noticed me through my community work and asked me to be a part of their team. In this way I could gain experience and add the ‘work-hours experience’ to my application for the Diploma in Business Management.During this time the Port Elizabeth Chilli Festival noticed me and asked me to work with them in planning the 2013 chilli fest. Which I did and successfully managed to make enough profit to pay myself a salary as well as donate over R20 000 in cash and supplies to local schools and retirement homes.

I then heard of the internship programme at motor manufacturer Volkswagen and applied. I was accepted

as an intern and I now work here in the finance division based on the business management course I successfully completed. A friend of mine told me about the Work Away Programme that allows people to gain international experience based on their qualifications and experiences so I took the chance and applied. I didn’t get in the first time for the finance side of things but they noticed my knack for making a success out of any event and I was later contacted by the Polo Club in Florida for a Skype interview.

A day after the interview they again contacted me and told me that my interview was successful for me to be a part of their banquet team and I will now be involved in the setting up of events for some of the richest people in America. They are paying for all my flights and visas. They are also covering

my accommodation in a luxury Miami apartment (fully furnished). I get free telephone time and Wi-Fi throughout the year. Also medical aid security, transport to and from work as well as three meals a day. My skills in sales, entrepreneurship and business management, communications, computer literacy, and finance, gained from my studies at the College definitely aided in this success”.

Conroy Jacobs

Labour Relations N5

ISBN: 9781430800675Authors: A Janse van Resnburg &

B Rust

“This textbook is excellent with relevant content and activities”

“The language is easy to understand. It is ideally suited for the target audience”

“This will be a valuable resource in the classroom”

Financial Accounting N6

ISBN: 9781430802082Authors: R Eyssen & M Richards

“An excellent, well-written textbook”

“The variety and quantity of assessment activities enhance teaching & learning”

“The content of the textbook fully covers the syllabus”

Macmillan PublishersTel: 011 731 3300Fax: 011 731 [email protected]

Justine Lloyd-JonesFET Colleges RepresentativeCell: 078 803 [email protected]

Gugulethu SkhosanaFET Administration CoordinatorTel: 011 731 [email protected]

MacmillanSouthAfrica

@MacEdSA

www.macmillan.co.za

TROUPANT PUBLISHERS

FET First 100% ApprovalWe are pleased to announce that 100% of the NCV books that we recently submitted to the DHET were approved. As well as being available in the traditional print version, our Student’s Books are also available as eBooks. Samples of all new books have been sent to your college.

Look out for our brand new Nated books.

Some of the comments from DHET evaluators include:

Macmillan FET Times Advert Final.indd 1 2014/10/24 12:20:38 PM

MOVERS & SHAKERS


‘Women in welding’ changes a lifeGERT WITBOOI

In spite of the advances that our country has made when it comes

to women in employment, the world of work remains a tough place for women to enter, even more so in the engineering sector.

Twenty-eight-year-old single mother Ilse Brutus from Vredenburg says that she was at an all-time low and “did not know what to do or where to go...”. That was until taking her chance at a Welding Apprenticeship offered by West Coast TVET College.

Three years later she successfully completed her trade test and became the sixth female welding student in the last three years who qualified for Red Seal status. Ilse is one of a handful of women in the industry, as there is still plenty of prejudice toward women’s capabilities when it comes to work historically seen as ‘men’s jobs’.

Young female students are no longer daunted with the tasks associated with engineering work. This year, the College only has one female NCV student in Level 4. But in Level 3, out of 53 students 21 are female, which is a 40% increase!

Ilse comments “a friend of mine, who was working at West Coast TVET College at that time, told me about the

welding apprenticeships. Both of us applied and submitted our CVs, but she withdrew hers. I wanted to see if I could get in and kept my CV at the college. I’m glad that I did that because the welding apprenticeship really changed my life.” She said at first it felt weird as she did not have a clue as to what she was doing. “But the instructors, project manager and fellow students were great. We became one big happy family.” She said the instructors brought out the best in all of them. “They never gave up on us even when we wanted to

throw in the towel. Lecturer Mr Anthony Warnick always said to me. ‘Yes Ilse, you are all giving me grey hairs...’. The lecturers really know what they are doing.”

She says ‘’I’m proud of what I have accomplished. Before the welding apprenticeship I asked God what his plan was for me as nothing that I did in my life worked out. God really came through for me. He opened a huge door for me. Today I am a proud mommy because my daughter is proud of me.

“All I can say is.... There is hope. When you are at your all-time low and you don’t know what to do or where to go, always remember God’s plan for you is bigger than you could ever know. My dad always says: ‘When you feel like giving up, don’t, because your outcome is just around the corner. At the age of 26 I realised what I wanted to do with my life. Today I’m a qualified welder and can support my family.”

With hope, trust, courage and determination anything is possible.

Engineering related courses at TVET Colleges are becoming more popular amongst female students

College’s Tourism Department receives accolade

MONICA TSHANGANA

South Cape TVET College’s, Tourism Department has once more been

acknowledged for their hard work. The College received heart-warming news that its Tourism department is ranked among the best performers in the country.

This outstanding performance across all the levels was related to the 2013 National Certificate (Vocational) results and is benchmarked against the National Examinations and Assessments for the programme Tourism, across SA.

Ms Nadine Pote, Chief Director: National Examinations and Assessment conveyed the news to the college’s department in July. Because of the remarkable performance, this

department’s assistance was requested to compile the country’s Integrated Summative Assessment Tasks (ISAT’s) for Level 2, 3 and 4 (Tourism). Four lecturers will thus be identified as examiners and moderators respectively, for the following subjects:

• Client Services and Human Relations• Science of Tourism • Sustainable Tourism • Tourism Operations

Consistent good results by the students and competence by lecturing staff were specifically complimented. The outcome is due to adhering to a very strict set of criteria when it comes to the setting of internal assessments. Amongst other factors, the Department’s competency is due to hard work, enthusiasm and dedication underscored by going the proverbial extra-mile in what they do.

The college’s Tourism Department has three lecturers who are External Examiners for National Examinations. The HoD, Colleen Snynders is an UMALUSI moderator.

The compilation of the ISAT’s for Levels 2-4 will not be an easy task for South Cape TVET College’s lecturers especially since they will be responsible for setting across the various aforementioned levels. Usually an examiner and moderator are appointed per level, per subject. That is what makes this achievement even more significant!

It is certainly a huge accolade for the College to have been nominated by the DHET and South Cape TVET College’s management fully appreciates the hard work and dedication of its Tourism Faculty.

Ms Colleen Snynders, HoD Tourism and Hospitality


Educate yourself to succeed in life

GUGULETHU MOYO AND THOKOZANI NDHLOVU

They say education is the key to success, and many people have

proved the saying to be true. Phindile Shongwe, Acting Balfour Campus Manager, was born in Matsulu, near Nelspruit in the Mpumalanga Province. She matriculated in Sitfokotile High school.

Just like any other school child who lacks, not only career guidance at school, but also against the backdrop of the country’s political history, her career choices were limited to being a teacher, nurse or joining the police service.

Phindile wanted to pursue a profession that will offer her respect and dignity amongst community members. “In a nutshell, I had no specific choice, but I knew someday that I would achieve something in life,” she said. Her younger uncle indirectly pushed her in the direction of pursuing a career in the Electrical Engineering field.

“After completing my matric, he was very instrumental in identifying Flour Daniels Training Centre in Secunda and recommended an Electrical Aid course for 40 days,” she said. She completed the short course and she was captivated and became thirsty for more knowledge as the course only offered her practical components, such as wiring a household, control circuits, motors and so forth.

Phindile then took a decision to further her studies and enrolled at the then, Pretoria Technikon, Nelspruit Satellite

Campus, for semester one and two respectively in 1995. “Sadly I dropped out the following year due to financial constraint,” she recalls. In 1996, Phindile enrolled at Evander Technical College where she studied N4 – N6 Engineering studies, which she completed in 1997. She was appointed as a lecturer after completing her studies. She then took a decision to further her studies with UNISA in order obtain an education qualification.

In 2004 she completed a National Professional Diploma in Education (Physical Science & Chemistry). She then obtained an Advanced Certificate in Education (ACE) that equipped her with the necessary managerial skills to specialise in Educational Leadership.

Subsequently after that, she completed a BEd Hons in Environment Education for the sake of understanding the integration of environmental studies with our innovative and advanced curriculum. Her career started when she was offered a lecturing post on part-time basis for a year in 1997. In 1998 she was appointed on a closed contract until she was permanently appointed in 2003. She was then promoted to an Education specialist post in 2006.

Again in 2009, she was promoted to be a Head of Department (HoD) of Engineering Studies. Phindile continued to work, not only hard, but most importantly as a team player within her section and the campus at large. Currently she is serving both as Acting Campus Manager and HOD: Engineering Studies at Balfour Campus. Balfour Campus is the newly established campus within Gert Sibande TVET

College. In the beginning of her career, it seemed difficult, being a female in the male dominated engineering field. She consistently had to prove herself as an equal. “That seemed a bit unfair because as a female, you are not taken seriously regardless of your expertise and knowledge.

“Only after you have established yourself and maintained what you have to offer, only then do you gain the trust you deserve. To be where I am, I have crossed so many barriers and at the current moment I feel very proud of what I have achieved,” she confidently said. “I acknowledge that it is still a long

way to go and I also realise that it will not get any easier, however it requires consistency, hard work, commitment and perseverance,” she said with a smile.

According to Phindile, coming from a disadvantaged background didn’t really offer her with a lot of options in terms of studying further.

She refused to accept to be a victim of her circumstances and grabbed

every opportunity presented to her and worked harder to achieve her goals. “My predicament actually did not only motivate me, but it played a crucial role in inspiring me,” she alluded further. Phindile is an ardent believer in the value of education and she believes that there is always room for improvement.

Her future plans include pursuing a master’s degree. According to Phindile, young people need to realise that when one door closes, they should look for another door that might open and grab the opportunities that might come with both hands, regardless of the choice of career they chose.

“At times what is needed is a qualification that will put your one foot within a workplace environment, whilst furthering the career of your choice. It’s imperative that you ensure that your attitude is in the right place and adopt the right attitude that will take you far in life,” Phindile advised.

“Due to my positive attitude, I am a naïve optimist and I believe that all challenges can be overcome” she concluded.

Acting Balfour Campus Manager at Gert Sibande TVET College, Phindile Shongwe. Ms Shongwe is also the Head of Department for Engineering Studies

<?> This initiative is funded by the DG Murray Trust.

TVET College Times is an internationally registered, self-funding, non-profit, subscriber-based publication published under the authority of the DHET.

The publication enjoys widespread national and international

readership of its online and printed editions. Public TVET colleges that wish to publish items in TVET College Times need to register, through the editor, as a subscriber.

The subsidised subscription payable is R12,50 per printed copy and each subscribing college will receive 2 000 printed copies per year (500 per quarter) for their distribution. The subscribing college will be entitled to submit articles which will be published should they meet the

prescribed editorial requirements and standards.

Articles submitted by colleges will appear under the relevant regular contributor columns of the publication and not on a discrete ‘college page’. The columns that are open to contributors are Cutting Edge News, Movers and Shakers, Campus Matters, Operational Shifts, and Intellectual Debate. A college may at any time register as a subscriber. Kindly email the editor on [email protected] for the relevant documentation.

REGISTER NOW as a subscriber college for 2015!

TVET COLLEGE TIMES - HOW IT WORKS

“Due to my positive attitude, I am a naïve optimist and I believe that all

challenges can be overcome”


SPECIAL FOCUS - TVET MONTH

CAMPUS MATTERS

Deputy Minister launches TVET Month

Editor’s Note: Dr Maharaswa is the Deputy Director General, Vocational Education and Training in the Department of Higher Education and Training.

DR MABORENG MAHARASWA

The Deputy Minister of the Department of Higher Education

and Training, Mr MC Manana MP, launched TVET College Month at the Hillside View Campus of Motheo TVET College, Bloemfontein in August.

The launch is a consequence of the Deputy Minister’s earlier declaration last year of the month of August as the “TVET College Month” and the first week of August as the “TVET College Open Week”. The “Open Week” and the “TVET College Month” initiative is aimed at providing colleges with a

platform from which to promote their vocational and short skills programme offerings to communities they serve, such as the NEETs (young people who are neither in education, employment nor in training), high school learners, local and provincial governments, industry and other stakeholders.

These annually scheduled activities are also aimed at further exposing and encouraging learners to consider taking up careers along artisanal and technical skills routes. During the two-day launch, various sporting activities such as netball and football took place. Cultural, Arts and Music Talent competitions held

on the second day of the launch saw about 58 college students per province entertaining the attendees through traditional Dance, Acapella, Poetry and Comedy. As part of the launch

programme the Deputy Minister also visited institutions, hosted a gala dinner and held round table discussions with the South African Further Education and Training Students Association.

TVET Colleges’ football curtain raiser at the Mangaung African Cultural Festival College Cup

VUSUMUZI NKOSI

Flavius Mareka and Goldfields TVET colleges took part in this year’s

Mangaung African Cultural Festival (MACUFE), an annual event hosted by the Free State Provincial government. These two teams played a curtain raiser to Kaizer Chiefs and Bloemfontein Celtic. The purpose of the participation of TVET colleges in the MACUFE, was to

maintain student wellness and to take the opportunity to link MACUFE to the TVET College Cup. Furthermore the participation of the TVET colleges builds capacity through the coordination and stimulation of sport and participation in recreational activities.

It is envisaged that this tournament will in future take a national form and grow to levels of the Varsity Cup,

the national University league. Apart from the sporting aspects of the tournament, the event also assisted in the branding, marketing as well as the profiling of sports talent in Free State

TVET colleges. Goldfields TVET college defeated Flaviuis Mareka TVET College with 2 goals to 0 and were crowned inaugural champions of the Sparta MACUFE College Cup.

Goldfields TVET College clinches the cup in the launch of the Sparta MACUFE College Cup

Viewing facilities during the launch programme for TVET Month, was Deputy Minister for Higher Education and Training, Mr Manana, Principal of Motheo TVET College Ms Phutsisi and Dr Maharaswa, Deputy Director General for Technical and Vocational Education and Training in the Department of Higher Education and Training

College opens its doors to the public in TVET MonthTHOKOZANI NDHLOVU AND

TREVER MABILA

The Minister of Higher Education and Training, Dr Blade Nzimande,

declared 2014 to 2024 as the decade of the artisan following the fact that the country does not have enough artisans. The Deputy Minister of Higher Education and Training, Mduduzi Manana, announced that the month of August shall be known as the TVET Month. During the month of August, TVET Colleges were encouraged to invite learners and the general public to show them the exciting activities that take place in their campuses.

Gert Sibande TVET College campuses opened their gates to high school

learners from the 4th to the 8th of August 2014, to show the learners all the exciting activities that are taking place at the engineering workshops. In all the campuses, visitors were introduced to the different programmes offered and much attention was on the engineering workshops since colleges were tasked to introduce the decade of artisan.

The Open Day initiatives afforded learners with the opportunity to get information on how to pursue a Vocational career and more information on how to become an artisan. It also afforded them with the opportunity to experience the campus vibe, have face-to-face interaction with possible future lecturers and Student Support Services staff. Marketing staff from the

Central Office entertained learners at Standerton Campus with a short play that focused on informing the learners about the Decade of the artisan, 2014 to 2024.

The Central Office marketing staff mobilised prospective students and the community by loud-hailing and conducting house-to-house visits. Pamphlets were distributed containing information on how one can become an artisan. Pamphlets, brochures and t-shirts carrying the slogan “Discover the artisan in you,” were distributed to the community and learners. Many questions came from prospective students. Especially from those who are following an artisanship in a trade and who are already in the workplace

environment, but who are not qualified and who want to know how to obtain their qualifications or upgrade them.

Trever Mabila from the Marketing and Communication Department, hands out flyers during the Month of August, promoting Artisanship careers


TVET Week: College creates a multifaceted buzzMONICA TSHANGANA

On receiving of the news of the official declaration of August as

TVET Month and participating in the launch function for the Decade of the Artisan, the marketing team excitement soon became evident in planning overdrive.

As part of TVET Month, the South Cape TVET College’s marketing team, inspired with all the support by line-managers of the Innovation & Development Department, engaged in planning an extended multifaceted set of community rousing activities. The planning commenced with a communique guiding all campuses to creatively facilitate interactive but related themes for each day of the Open Week in TVET Month.

To kick-start, the anticipated TVET Month, the College then embarked on its annual road-shows. These are pre-planned visits to all college campuses aimed at ensuring the smooth flow of recruitment and the enrolment of students for the forthcoming Academic Year. Furthermore, road-shows were conducted featuring inter-alia stakeholder’s breakfast meetings in each campus town. Local High School Principals and Youth Development Officials from Local Municipalities also attended the breakfast meetings. The themes and highlights of the

Open Week included, “Assessment testing for establishing benchmarks towards choosing the ideal career path; Embracing cultural diversity; Back to school as a stepping-stone towards studying further; Career options to suit youngsters’ choices available at the college; and Giving back to the communities we serve”.

The idea behind these themes is to better communicate the college’s mandate, vision and values to the relevant stakeholder communities. With a variety of options available in the TVET sector, each of the six campuses took turns in hosting different activities related to the Open Week. The week started with Learners being assessed. The traditional Open Day whereby learners from different schools and youngsters from local communities toured the campus departments followed. Potential

students visited academic departments and sampled careers available to them. Student Support assisted the visitors to learn more about the College offerings including the DHET bursary administered by the National Student Financial Aid Scheme.

Workshops were also facilitated by various businesses from different sectors. This was followed by highlighting and embracing cultural diversity. Members of staff and students were dressed in multifarious cultural apparel. Oudtshoorn Campus’s cultural diversity was extended to displaying house décor and food preparation preferences by different cultures.

George campus held a competition that tested the artistic skills of learners. Educare students were challenged to depict course related paintings that told the story behind each career concisely.

The paintings were later unveiled and adjudicated by a campus lecturer, a local community leader and an artist, Ms Irna Le Roux.

Mossel Bay campus also hosted their anti-drugs campaign ‘by students to students’. This served as a testimony on raising awareness of the perils of drug abuse and how these can destroy an entire community. This campus also embarked on planting seedlings, which will later be donated to charity. The competition “Maths Olympia” also challenged the learners to show their intellectual prowess in Mathematics.

George Campus, as part of Social Responsibility, donated refreshments and forty pairs of men’s shoes to local job seekers at a local industrial area. The campus staff and SRC also donated clothes to a local church, child welfare and the “Options” charity organisation.

TVET Colleges must play a bigger roleEditor’s Note: Lame Morubane is the E-Media and Communications Officer in the Corporate Communication unit at Motheo TVET College.

LAME MORUBANE

The Deputy Minister of Higher Education and Training Mr Mduduzi

Manana, declared the month of August as “Technical and Vocational Education and Training TVET” month. This is driven by the target set from the Department of Higher Education and Training towards achieving the National Development Plan target of producing 19 110 competent artisan candidates by 31 March 2015.

On 21 August, Higher Education and Training Deputy Minister Mduduzi Manana officially celebrated the Technical and Vocational Education and Training (TVET) month at Motheo TVET College, Hillside View Campus. During his keynote address Minister Manana said August was meant to also

encourage out-of-school students and the unemployed wishing to acquire new skills, to make use of the TVET colleges to empower themselves.

The launch, attended by officials from colleges from around the province as well as provincial education department heads, heard from the Deputy Minister that it was about time that TVET Colleges take their rightful place in the family of higher learning institutions in the country.

“We are today saying TVET Colleges are here to service the people in their neighbourhoods, hence we need to upscale the role played by these colleges. It speaks to our drive for the radical socio-economic transformation of our society, and it is more relevant that this launch takes place during

Women’s Month.” Deputy Minister Manana said it is about time that TVET Colleges enter into partnerships with universities near them so that there is a smooth transition from college to universities by students wishing to pursue higher qualifications.

TVET Colleges are there to assist in increasing skills, ensuring capacity building, increasing the number of students entering the labour market and imparting knowledge on curriculum

specifically designed to address local skills shortage and skills challenges. Motheo TVET College Chairperson Mr Fezile Wetes said the institution was humbled by the honour of being chosen to host the very first launch and celebration of the annual TVET month.

The Department of Higher Education and Training’s highest priority is to strengthen and expand the public TVET colleges and turn them into attractive institutions of choice for school leavers.

Celebrating TVET month from left were Mr Bob Tladi Chief Director TVET Colleges and AET, Mr Tlhabedi Mafoyane, Motheo Education District, Hon Deputy Minister, Mduduzi Manana, Mr Malotle Acting Principal, CommTech Comprehensive School and Dr Maboreng Maharaswa Deputy-Director General: DHET

Learners from Sao Bras School in Mossel Bay during the Open Day


Wealth Management Graduation CHARLENE MATTHEWS

False Bay TVET College Wealth Management NQF Level 5 students

successfully graduated on 15 October at a glamorous event hosted by INSETA (Insurance Sector Education and Training Authority) at the Belmont Square Hotel in Rondebosch, Cape Town. Present at the occasion were students from False Bay TVET College, College of Cape Town, Northlink TVET College, Boland TVET College and South Cape TVET College. False Bay TVET College students who successfully completed

the Wealth Management programme are also articulated with the University of Western Cape to complete their diploma in Financial Planning. The students are full time employees at Old Mutual, and were fully funded by INSETA for the Certificate in Wealth Management NQF Level 5 and Diploma in Financial Planning at the University of the Western Cape. Amongst the graduates are three visually impaired students. The sad passing of Ursula Lambert one week before graduation provided a sad note to the event’s proceedings.

Tool and Die-making students graduate following national initiativeCHESLYNN JOHNSON

Northlink TVET College Wingfield Campus, the home of Tool and Die

Making (TDM) in the college, recently convened a special student graduation. The training of the specialised Tool and Die-makers is part of the National Tooling Initiative Programme (NTIP). The graduation took place at the Goodwood Civic Centre, near Cape Town. Among the guests were parents, friends and lecturers who came to

witness the event and to share in the festivities of students who successfully completed the demanding, highly specialised three-year course of study. Principal Leon Beech and Dirk van Dyk CEO of the National Tooling Initiative Programme, Rahima Loghdey Director: Skills Development and Innovation in the Western Cape Department of Economic Development and Tourism and Bob Williamson the Executive Chairman of Intsimbi, spoke to the students about the TDM Powered

Programme achievements. Students were given a clear perspective of the local and international TDM industry both from a business and a government perspective.

The proud graduates walked across the stage to receive their certificates with great enthusiasm to the cheers of fellow graduates. There were three special awards which went to Joseph Moni as Best Theory Student, Roland Fielding as Best Practical Student and Jacques

Tredoux as Best overall student. Waldu Langehoven, one of the graduates, who presenting the valedictory speech, encouraged his fellow students for the future. He also thanked all the stakeholders who enabled them to reach this milestone. “Never give up as this is only the beginning of great things to come,” added Waldu.

The ceremony was concluded with a vote of thanks by John McEwan, CEO: Western Cape Tooling Initiative.

College and Insurance SETA students excel

MONICA TSHANGANA

Twenty- four students, most of whom are Financial Advisors, participated

in a one year Learnership Programme, funded by the Insurance SETA, and offered by South Cape TVET College George Campus.

The purpose of the National Certificate: Wealth Management Level 5 is to empower students to acquire the knowledge, skills, attitudes and values required to operate ethically and responsibly in the highly regulated Financial Services environment. It also adds value to the qualifying student in terms of enrichment, status licensing compliance and career progression.

This edifying occupationally related course provides a balanced learning experience and an opportunity for students to apply their skills in relation to the workplace.

The Qualification is structured in such a way that it exposes students to generic competencies required in the

Financial Services Sector and allows specialisation to meet the needs of different work roles. All the students that wrote the final Summative Assessment passed the course with an average mark of 84%.

Hannatjie Campher with a final mark of 92% won the top achiever award in the Western Cape during the certificate ceremony held at the Belmont Conference Centre in Rondebosch on 15 October.

There was a general consensus among students that, after having participated in this Learnership, all of them have a changed outlook on personal financial management. Especially insofar as understanding the necessity for working hard, earning more and serving clients, in their need for wealth creation and engendering financial security for a better future.

The aforementioned successful partnership is a shining example of the value of lifelong learning for occupational excellence.

Renewable Energy training and project implementationNADINE MOODAELY

Port Elizabeth TVET College lecturers Xola Swepu and GN Chase attended

an introductory course in a programme on wind energy which was facilitated by the Nelson Mandela Metropolitan University in September. The next phase of this three stage programme, which it is expected will develop into a full training programme in future, started in October. The final stage focused on Finance and Policies in Renewable Energy Training, and was presented in late October. Construction on the Van Stadens Wind Farm outside Port Elizabeth began in September 2012. The South African renewable energy company, Metrowind is proceeding with a R550 million project which will

provide power to the Nelson Mandela Bay Municipality. The company will construct nine 3-megawatt wind turbines, boosting the local electricity grid, accounting for nearly half the ten percent renewable energy target planned for Nelson Mandela Bay, and providing power for around 5 000 homes.

Lecturers Chase and Swepu together with Shamimah, Sales Manager from Ellies and Building Energy Auditor Training (BEAT) students, are starting an Energy and Water Consumption Saving Project at student residences at the Dower Campus. Lecturers Chase and Swepu, have received training in Germany and South Africa on Renewable Energies and Energy Efficiency since

August 2013. Key Benefits from the project are that it will give the BEAT students the much needed practical and work based experience. It will save the College money by saving on electricity and water consumption. It will build partnerships and working relations with Ellies who is already heavily involved with renewable energies and energy efficiency. Students can either be employed as Energy Auditors or even start up their own Energy Efficiency Company. This project will provide lecturers with return on the investment made by PE TVET College for the more than two years of training offered by the College, GIZ and DHET. Students will be assessed on the practical application of their work during the project, which also entails the restoring the Dower Campus

accommodation facilities. Ellies will provide all the equipment that will be used for the training and assessment in the project.

Lecturer George Chase at the Van Stadens Wind farm Port Elizabeth during the Renewable Energy training at Nelson Mandela Metropolitan University

At the False Bay TVET College Wealth Management Graduation Ceremony were in front from Old Mutual, Lesley Olivier, Siviwe Majeke, Jamiela Ramjan and Luvo Puza. In the back row from False Bay TVET College were Michelle Swanepool and Quanita Kherekar. From Old Mutual were Charlene Edem, Basil Johnstone, Tracy-Ann Stigling, Brian Van Kesteren, Eloise Schoeman (Northlink TVET College) Raeesa Mahomet, Nicole Anthony and far right Abdul Ghakeem Khan. Programme Managers Anneline Petersen Northlink TVET College and Charlene Matthews False Bay TVET College are third and second from the right respectively


ALL NEW, ALL IMPROVEDENTREPRENEURSHIP BOOKS FOR NATED!



WWW.FUTUREMANAGERS.COM

Tel: +27 21 462 3572, Fax: +27 21 462 3681Email: [email protected]

FUTURE MANAGERS

APP

These titles have been updated with current content that adheres to syllabus requirements. The new content will appeal to students and

lecturers alike, with examples taken from contemporary South African news and topics of interest. With useful eLinks, and available as eBooks and textbooks, if Entrepreneurship is your area of interest

then this is the series for you!

C

M

Y

CM

MY

CY

CMY

K

A4 entrep ad oct 2014.pdf 1 10/20/2014 1:51:59 PM



College makes people cry for EvitaIVAN SWART

Northlink TVET College Performing Arts Department staged the

musical Evita in September at the Bellville Civic Theatre.

For those that do not know, this award winning musical (music by Andrew Lloyd Webber and lyrics by Tim Rice) is set in Argentina and tells the story of the rise and fall of first lady Eva Peron.

Kobus Hanekom and Lindi Smit (lecturers in the Performing Arts department) were the Directors of the production. Emphasising the relevance of their choice of production, “staging Evita was an educational tool in many spheres of our curriculum. It covers a broad spectrum from singing and acting, to dancing. As a bonus students became aware of the history of this

football nation and their liberation struggle against capitalism. Ever popular songs such as “Don’t Cry for Me Argentina and “You must love me”, popularised by Madonna in the 1996 film version of the musical, were only some of the songs familiar to members of the audience.

Musical direction, supported by a live orchestra and choreography by Tyron Zoutman, took the production to the next level. Adelia Douw portrayed the role of Eva Peron. She was supported by fellow students, Eldon van der Merwe as Ché Guevara and Keenan von Wielligh as Magaldi with another twenty-two cast members.

The production was also part of an annual event where Northlink takes the time to thank their stakeholders and supporters who have supported

the College throughout the year. VIP guests included performing arts bodies and media companies. Everything came together for the experience of

a production that will undoubtedly resonate in the hearts of those that were privileged to be in the audience for years to come.

Comedy for a good causeIVAN SWART

Northlink TVET College Tourism students recently hosted a

LoLaPoleLooza that formed part of their final mark for their studies. The main objective of this was to host an event that will help raise funds for Down Syndrome South Africa. Not only did these students raise funds for the organisation, they also gave people the opportunity to enjoy a laugh in the process.

For their final year assessment, a group of International Tourism students were challenged to organise an event for a charity of their choosing. Thus, the “highly

laughable” event came to life as the brain-child of a selective group. “Parents” Emce Kruger, Celeste Steyn, Zimkitha Magabolo, Petro Olckers and Justin Paulse’s aim was for people to enjoy the event as much as they did its organising. By promoting the participation of Northlink’s alumni students, the show found its entertainment focus. Local and international performers filled the line-up, from comedians to professional dancers.

Vertical Secrets’ Sonja Keil and The Comedy Company’s Joe Emilio are both past drama students who wanted to give back. The Dance Studio is a lifelong dream of Juanita Marable,

who moved from the United States, pursued the dream and realised it here. The studio focuses on creating awareness of pole-based fitness as a competitive sport in South Africa, as well as a dance form. Joe Emilio was the hilarious host of the evening. As a comedian himself, he brought friends to the stage such as Westley Cockrell, Phil De Lange, Nelson De Gouveia and headliner Angel Campey. Head of Department for Tourism and Hospitality ath the College, Ms Gwen Harmsen, described this task as “being part of ubuntu in that it enables students to give back to the community.” That is what it is all about.

Angel Campey has the crowd in stiches during her set

Eldon van der Merwe as Ché, playing alongside Adelia Douw as Eva Peron, during the dramatic hospital scene singing “You must love me”

Ensuring a safe environment - College plays its partNADINE MOODAELY

The Annual Passing-Out Parade is without a doubt the most important

item on the academic calendar for

Level 4 Safety in Society students. Port Elizabeth TVET College is one of fifty TVET colleges nationwide entrusted with this vocational and supplementary training which is on par with the

standards of police colleges nationwide. Our core business in the programme is to prepare selected prospective students or new recruits for South African Police Academies. Graduates of the programme can apply for positions in the South African Police Services and other law-enforcement, community protection or military agencies such the South African Defence Force, (including the Navy and Air Force), Correctional Services, Traffic Department and the Fire Department.

The in-depth three-year programme ‘Safety in Society’ is a comprehensive programme and capacitates students with competencies typically required by the aforementioned agencies. Students are trained in all facets of law-enforcement founded upon upholding the practical application

of our democratic principles and Constitutional values. Aspects include policing practice, introduction to law, introduction to governance, and principles of criminal justice, parade drilling and physical exercise. The Passing-Out Parade features a drill parade, dog-unit display and mounted horse display. A total of 341graduate students from disparate backgrounds, with some having originated in communities conducive to criminal activity such as severe gangsterism, family violence, substance abuse and underlying pernicious poverty, have found new lives in which respect and subservience to the principles of law and order are core.

“For a safe and crime free country - or at least making an attempt at achieving these goals”.

Among the dignitaries who graced us with their presence was Captain Bagoes, the Chaplain, Brigadier Botha of the South African Police, Section Head Career Development, Mr Moses Dlamini of The Independent Police Investigative Directorate, Captain P Antonio, (lecturer) Mr Khaya Matiso, Acting Principal, PE TVET College, and the Honourable Christian Martin, Member of the Eastern Cape Provincial Legislature


Students enjoy ISAT at campusesTHOKOZANI NDHLOVU

Gert Sibande TVET College Campuses (Ermelo, Evander,

Standerton, Balfour and Sibanesetfu) conducted their ISAT’s during August. The ISAT (Integrated Summative Assessment Task) is the Practical Component of the national external examination for vocational subjects in all the NC(V) programmes for Engineering Studies, Business Studies and Utility Studies.

It is compulsory for students to complete the ISAT in order to be resulted. The weighting of the written theory examination is 70% with the ISAT carrying a weight of 30% towards the examination mark. The ISAT draws on the student’s cumulative learning achieved throughout the year. The task requires integrated application of competence and is executed and recorded in compliance with assessment conditions. The integrated assessment approach enables the students to be assessed in more than one subject within the same ISAT which

is known as the Programme ISAT. The plan is that in the near future there will be a subject ISAT for each subject as is currently the case with the optional subject taken in the NCV Programme. The duration of the ISAT task is usually between 4 – 7 hours and should take place in a simulated or structured work environment therefore a lot of meticulous planning goes into the preparation for the ISATS.

In the Office Administration and Marketing Programmes, students are expected to plan and conduct an event of their choice according to specific evaluation criteria as set out in the ISAT requirements issued by the Department of Higher Education and Training. One of the events planned for this year was a Cultural Day.

Formal meetings were held with the students in groups in which an action plan was developed. Resources needed for the event were identified and contingency plans created in case of emergencies. These meetings were recorded and evaluated as part of the

ISAT mark. Students planned everything from drawing up work schedules, researching the different cultures they presented to preparing invitations and posters for this special event. Students also prepared the venue and ensured that everything went according to plan. Standerton Campus students showed off their traditional attire, performed traditional dances on stage and served a sample of food from the cultures they presented.

Students had to write reports after the event, explaining the background of their presentation and the reason why they decided on that specific presentation. The report also included problems

experienced, recommendations for future presentations and had to be submitted to the lecturers for evaluation. The implementation of ISATs at the college is usually moderated by DHET and verified by Umalusi, the quality assurance body. This is to ensure that ISAT marks are authentic and that there is sufficient compliance with all prescribed processes and criteria.

The presentations by the students were of high standard and the audiences ware thoroughly entertained. Apart from the fun element, the ISATs also motivate students to start their own business and equip them with project management skills.

College hosts university Occupational Therapy studentsADELE EBRAHIM

“There has been an increasing acceptance that people with

disabilities can play active roles in transforming their own lives and can contribute to society. Access to proper education and training opportunities is fundamental to this and education institutions have to be transformed in several ways if equity for people with disabilities is to be fully achieved.” White paper for post-school education and training, 2013: 44

The University of Cape Town’s department of Occupational Therapy requested False Bay TVET College to

assist in hosting their 5th year students for the practical learning component of their studies. The students were based at the Muizenberg and Khayelitsha campuses and were tasked with assisting in “developing an inclusive community” at False Bay TVET College.

Inclusive Education means an environment where all students learn together in one classroom and everyone is welcomed regardless of their background, ethnicity, disability or language. False Bay TVET College started working on the goals for inclusive education in 2004 and developed a model to foster integration of students with a range of disabilities.

The model strives for flexibility in meeting the spectrum of learning and training needs required.

Six occupational therapy students spent a total of 7 weeks each at the College under the guidance of two inclusive education (IE) officers, who are qualified Occupational Therapists. The students undertook in-depth needs analyses and then developed their campaign plans, which include:

Training staff and students around teaching and learning strategies focusing on the students’ learning style. Creating an online platform for lecturers in order to stimulate information sharing,

peer support and interaction around the issues pertaining to inclusive education and disability. Engaging with the Student Representative Council members to raise awareness about students with disabilities and how to include all students in student-led activities.

These campaigns are new and exciting developments in the realm of Inclusive Education in the TVET sector as they support and enhance the current work being done to support students with disabilities. It is envisaged that these campaigns will be further developed and managed by the IE officers so that support to students with disabilities can be further improved.

Building and Construction students prepare sand and cement during their ISAT Practicals

College celebrates Heritage DayHEINRICH ROBERTSON

September has become the month of choice for various arts, culture,

heritage and nation-building activities, using the opportunity to capitalise on heritage month.

For West Coast TVET College, Heritage Day was far more than just a day to get out the braai tongs as the college had their inaugural Heritage Concert in Citrusdal. The concert coincided with the North South Exchange Programme between the College and Kirkeparken Secondary in Norway. The Norwegian

delegation, dressed in traditional African dresses, celebrated the country’s great diversity and culture with more than 200 students and staff in attendance. In her opening speech the Deputy Principal, Ms Rhazia Hamza, thanked the Student Support Department and highlighted the importance of celebrating Heritage Day. “South Africa has a rich heritage and our diversity should be celebrated. As the rainbow nation we should be proud of whom we are and we should respect each other’s cultural and social differences. Today we are not only representing the West Coast TVET College but we are ambassadors for our

lovely country”, she said. Performances included gumboot dancing, poetry, choir song, gospel, hip-hop and break dancing. From the outset it was clear

that the campus groups were well prepared and the judges were going to have a tough task in deciding on a winner for the different categories.

Delegates from Norway who visited the college dressed up in traditional African outfits


‘Uniting against Abuse’ initiative uplifts Community

CHESLYNN JOHNSON

During September Northlink TVET College created a platform for staff

members, the Ravensmead community and the public at large, to participate in a march as a precursor to the 16 Days of Activism against the Abuse of Women and children.

The march was led by the Safety in Society students to register opposition against the abuse of women and children. This event was held at the Ravensmead (Florida) Sport Field.

Over 500 guests from the City of Cape Town, principals with learners from the surrounding schools, sponsors and exhibitors joined in and supported the initiative. Captain Jan Klaas from Ravensmead Police station said “the event was well supported by the Ravensmead community and surrounding areas and it was heart-warming to see the community not leaving in spite of the rain but instead taking part in all the activities”.

Upon returning to the field after marching through the community, the students performed a uniform drill and held a moment of silence for the many lives lost to abuse. The

spectacle concluded with a final drill and the singing of the National Anthem.After all the formalities the community could visit the stalls provided by the Department of Health and have various health tests done. Some of the other exhibitors dispensed free coffee, soup and information to the public. The children had loads of fun with games that were regulated by Northlink staff and students.

A positive atmosphere prevailed throughout the day. The music, dancing and the winning of freebies added to the festival atmosphere. People united behind the resolve to have the confidence and the voice to speak up against abuse. With light showers throughout the day, many were perturbed by the weather. “Despite the rain we will continue to fight against abuse, because when women and children are abused it happens in any kind of weather,” announced Colleen Cosett, Northlink TVET College Parow Campus lecturer and organiser of the event.

This is the second Northlink ‘Unite Against Abuse’ event and the College is already busy with the groundwork to make the 2015 event an even greater success.

Revitalised recreational spaces for students

TINA LITTLE

False Bay TVET College recently celebrated the launch of their newly

constructed restaurant at the Westlake campus. The Westlake restaurant was reconceived and rebuilt after a fire destroyed the premises in 2013. This inauguration is now the forerunner to the rollout of restaurants to the Fish Hoek, Muizenberg and Khayelitsha campuses. Designed for college students, staff and visitors, these recreational and dining areas offer

environments for relaxation, studying or socialising outside lectures and are equipped with flat screen TVs and Wi Fi to maximise the leisure opportunities. The restaurants will be standardised and rolled out across all the campuses to ensure that students enjoy the same quality experience throughout. The project was conceived by CEO and Principal Mr Cassie Kruger, and was implemented with help from a variety of key partners. False Bay TVET College would like to acknowledge and thank all those who contributed to the process.

College launches state of the art Student Support Centres at four campuses

MICHAEL RADZILANI AND LEHLOHONOLO MPHUTHI

Gert Sibande TVET College, with campuses at the border of South

Africa and Swaziland, launched state of the art Student Support Centres (SSC) on 28 August at its rural Sibanesetfu Campus in Glenmore. The purpose

of the launch was to celebrate the completion of the Student Support Centres that were built in each of the four Gert Sibande TVET College Campuses namely, Standerton, Evander, Ermelo and Sibanesetfu at a cost of more than R4m each. Nick Balkrishen, the college principal and CEO, pointed out that the college’s overall subject pass rate

increased from 72% in 2009 to 86% in 2013. He added that in order to reach the new subject pass rate target of 90%, the college had to develop a multi-pronged improvement strategy. The development of the student support centres is part of the strategy. The main reason for the development of these centres is to provide comprehensive support to students “under one roof” so that they can perform at their optimum potential.

Apart from the main reason, the centres are expected to provide other services to the community (including local primary and high schools in Sibanesetfu) like internet café and career guidance. The centres include two computer labs with access to the internet for 80 students, a student resource room with access to electronic bridging programmes in Mathematics and English, a study hall, a job placement centre, a student wellness centre, a financial aid desk, academic support and a career guidance unit. Dr Mahlobo, who represented the Department of

Higher Education and Training (DHET), congratulated the college on the establishment of the student support centres which he felt will contribute to creating an environment that is conducive for student success. He said that these types of initiatives would assist in changing the perception of the TVET sector and transform them into institutions of choice.

He appealed to staff, students and community members to ensure that the centres are kept safe and secure and that they be optimally utilised. The SRC president thanked the college for always putting the wellbeing of its students at the heart of all decisions. The development of the SSC is such an accomplishment and also an initiative which makes Gert Sibande TVET College a leading college brand in the country. He promised that students will use the SSC fully and responsibly.The chairperson of the college council, Mr Petros Magagula, closed the launch proceedings by appreciating the good work done by the various college stakeholders.

Hester Van Zyl Deputy CEO: Academic Affairs, Principal Nick Balkrishen, Dr Mahlobo Department of Higher Education and Training and Petros Magagula College Council Chairperson, cut the ribbon to officially open the Student Support Centre

False Bay TVET College inaugurated the rollout of their campus restaurants with the cutting of the ribbon during the launch ceremony at the newly built Westlake campus restaurant. Present were, False Bay TVET College Councillors Amos Komoni, Charlene Kemp and Principal Cassie Kruger


MONICA TSHANGANA

This important occupationally directed programme is currently

being offered at South Cape TVET College Oudtshoorn Campus. Such a course not only up-skills the students, it also stimulates peri-rural community development where the unemployment rate is high.

The aim of the programme is to skill the unskilled and the unemployed with the purpose of making them ready to enter the job market. Moreover, those with food preparation businesses are up-skilled in order to provide a better culinary service to their customers. Early in 2013, when the college was allocated National Skills Funding for the course, posters were put up in public areas within the college’s service

area and pamphlets were distributed, newspapers and local radio stations were also used. Learners then visited respective campuses where they were assisted to enrol for this stipend-bearing course.

Once enrolled the students first experience theory and the related activities necessary to equip them with the knowledge they need. They then move from the theory class to the kitchen where their facilitator/assessor demonstrates to them what will be done for the day and they will then move to the kitchen to prepare selected dishes.

As part of the process, they are coached and mentored until they have acquired the necessary skills. From the beginning to the end of the course, evidence is collected in the Portfolio

of Evidence (POE). At the end of the programme, students undertake a theory exit exam as well as perform in the final/summative cookery practical.

The assessor also assesses each individual PoE to deem whether students are competent. Final moderation and verification will earn successful students a Statement of Results for the six month course. The students receive a stipend for the

duration of the course which assists with transport, accommodation and study expenses. The programme is beginning to yield positive results as some of these students are destined for appropriate jobs.

The “cook-off” in the Assistant Chef Development Skills Course has begun and is set to simmer in future. For information on the course: Email [email protected]

Western Cape and Burgundy France, Chef Exchange ProgrammeRYNO BREDENKAMP

The Western Cape Government, in conjunction with the Regional

Council of Burgundy France, finalised an exchange agreement in February. The agreement was fuelled by a desire to expose South African lecturers in Hospitality Studies, specifically Food Preparation, to education provided in this field in France. South Cape TVET College joined the programme along with West Coast and Boland TVET Colleges.

As part of the exchange, three lecturers from South Africa had the privilege to be hosted by Lycee le Castel in Dijon, France for the month of June, where they had an opportunity to work with esteemed chefs and service lecturers.

Further, they experienced a menu of delights, not only in the education system of Hospitality Studies, but also in engaging with the wine-production and food industry of Central-Southern France. (Not to mention the tantalising tasting of mouth-watering delicacies

and experiencing the fine food!) In return, during October and early November (19 October to 2 November), groups of French visitors were hosted by the three South African institutions, and spent four days with each institution.

South Cape TVET College hosted the visitors from 23 to 26 October, during which time they had an opportunity to see the facilities where we offer hospitality studies, present a demonstration on French Cuisine, and experience the area in which we operate.

Chefs, Mr Franck Beherac, Mr Serge Demolliere, Mr Fabrice Ricord, Ms Veronique Dufour and Ms Natalie Bernardin represented Lycee le Castel during the visit. They conducted a masterly demonstration of French cuisine and pastry at the Oudtshoorn Campus on Friday 25 October.

During the remainder of the stay, the guests also visited the Cango Caves, Cango Wildlife Ranch, Monkeyland and Jukani Game Reserve as well as

some of the finest restaurants in the Garden Route and Little Karoo including Karoopot, Emily Moon and The Colony at the Queen’s Hotel. And, of course, South African wines were showcased with tastings at Karusa, Springfield and Van Loveren.

The delegation was transported to False Bay TVET College on Saturday 26 October for the final leg of their visit,

and a farewell function was hosted for them at False Bay TVET College on Friday 31 October.

South Cape TVET College thanks all concerned for the wonderful opportunity of bringing the best of French cuisine to lecturers and students alike. Hopefully this is the beginning of a fruitful partnership that will continue into the future.

Chef Franck Beherac demonstrating pastry skills to a student

Champion Chef crownedHEINRICH ROBERTSON

The grand finale of the West Coast TVET College’s Hospitality Skills

“Cook-Off” recently lived up to all the expectations as the six finalists and their assistant chefs presented their dishes to the professional judging panel at the Malmesbury Campus. With ‘bragging rights’ and the title as ‘2014 Champion Chef’ on line, there was absolutely no margin for error.

The three hour cook-off final started with ingredient selection and the teams had to decide on a recipe that will set them apart from the rest. In the initial part of the competition the nerves and desire to win was eminent as the teams had to make sure that they selected all the ingredients needed. “This dish will be the most important dish we’ve ever prepared,” were the words of the head Chef Bjorn May to his assistant at their cooking station. When the preparation

and cooking eventually commenced, the teams had 90 minutes to prepare their winning dish. From the outset it was clear that the “cook-off” will test the technique, skill and temperament of these aspiring chefs to the fullest. “Pass me the bowl,” “Don’t cut the steak yet,” and “The pan is too hot,” were only a few of the exclamations heard echoing through the kitchen area while the aroma of spices filled the air. Then the dreaded call came, “5,4,3,2,1 your time is up! Please step away from your stations.”

The dishes all looked superb and it was clear that it would take a very fine pallet to determine the winning Chef. After much deliberation and discussion, Laurelee Manas from Wellington and her Sous Chef Sherilee Herman, walked away with the title. The winning recipe has since been featured in various culinary and tourism magazines including the popular Kuier magazine.

Participants in the Assistant Chef Development Skills Course are from front left, Chanay Hurling, Clothelda Mann, Kim Lee-Ann Rothman, Anthea Goliath, Jade Hartnick, Juliana September, Desnay Pipers and Floriska Sederstroom. Back from left are Charlotte Toll, Florencia Malgas, Wilzonia Kammies and Raynesia Hoogbaard. Facing the students is the course facilitator Mr Norman Hlophe

Assistant Chef Skills Programme


College hosts Nigerian student graduation and forms linkages IVAN SWART

Northlink TVET College recently hosted 79 Nigerian students

as part of the Niger Delta Amnesty Programme diploma graduation that was the culmination of their one year long Competency Based Modular Training (CBMT). They received the training at Northlink TVET College in partnership with Tubos International Limited (TIL) and the College was appointed Lead Accredited Training Provider for the duration of the training.Northlink has had the opportunity to train a number of Nigerian students that, as a result of their newfound skills, will be able to go back to their

motherland and earn a living. Project Manager Tommy Blatherwick, noted, “the College will maintain the beneficial partnerships that it has formed with Nigerian organisations and continue providing the students with relevant, quality, MERSETA, internationally accredited, education and training.

The Nigerian students completed the CBMT phase training in the trades - welding, boilermaking/fabrication, diesel mechanic, motor mechanic, autotronics, pipe-fitting, electrician, plumbing and building construction. The training was conducted at the Bellville and Belhar Campuses.Northlink TVET College has seen

growth in the number of Nigerian students applying to the College with the support of the International School and a corresponding increase in website traffic from Nigeria and its surrounds.

The growing interest could be attributed to ‘word-of-mouth’ marketing by the students. The College has also seen an increase in Nigerian businesses that partner with the College as vendors.

Youth Focus Programme: Students + Shoprite = SuccessJANDRÉ BAKKER

Boland TVET College is one of the providers partnering to offer the

“Youth Focus Programme”. The aim of this programme, which was first piloted in 2013, is to offer students who were struggling to advance beyond grade 9 at school, the opportunity to progress through a bridging programme and

funded learnerships. The qualification that students will obtain after successful completion is a General Education and Training Certificate (GETC): Wholesale and Retail Adult Basic Education and Training (Level 1). Upon completion of the GETC, the student will then also have a significantly improved possibility of access into Technical and Vocational Education and Training

(TVET, formerly FET) Colleges. According to Mr Wayne Blauw of the Western Cape Education Department, the need for the programme is evident when viewing the amount of learners, often multiple repeaters, who fail to complete grade 9 and then often drop out and struggle to find work. A study by the University of the Western Cape’s Institute for Post-School Studies was conducted and aimed to determine how the programme was experienced by students and the college. The finding reflected a positive shift in student self-confidence. The project has since been expanded to Level 2 in order to provide successful students the opportunity to access further education and training. Other expected outcomes are to increase employability and the provision of opportunities for youth at risk to become economically contributing members of society.

With TVET colleges striving to train for employment, partnerships with industry have become one of the key strategic thrusts to ensure holistic student development. “The unique nature of this intervention is that Shoprite will be taking on the entire group and students will not only sign

a learnership agreement, but a full employment contract for the identified period”, said Rona van der Westhuizen, Senior Manager: Implementation (Occupational Studies) at Boland TVET College. “Students will work at local Shoprite stores and after a specified period they will, if they delivered work of a good standard, choose a department within which they may receive a contract again. They will be appointed permanently and will receive further training by Shoprite,” commented Alta Nel, Programme Manager for Occupational Studies at the college. Wendy Adams, Vice Principal for Innovation and Development further added, “It is the investment by large corporates such as Shoprite in youth at risk that makes training programmes such as the Youth Focus Programme such an integrated and holistic intervention.” She further expressed her excitement about getting other large corporates on board to assist further student placement. “These were students who struggled to progress at school and their futures appeared bleak, but today they are excited about their future career prospects thanks to their completion of the Wholesale and Retail Level 2 Programme.

Shoprite and Boland TVET College staff and students participating in the programme are, back from left Tomas Nanbahu, Siviwe Booi, Mzamo Dinwa, Sandise Mazembe, Tsepelang Motsokotsi, Siphenathi Dyani.Third row from left Bathathu Matiya, Siyabonga Mana, Alindokuhle Mambani, Odwa Dlabantu Xolisa Dingwayo. Second row from left are Ms Alta Nel Boland TVET College Programme Manager: Occupation, Buhle TaiTai, Gillian Talmakkies, Jade Mercedes Stieger, Mr Bennet Maqolo Programme Manager: Occupation, Mr Wesley Abrahams. In front are Nosipho Ngcuka, Ms Zainab Amod Shoprite Human Resources and Noxolo Chrisjan

Nigerian students listen to speakers during their graduation ceremony

Graduate jobs market is ‘tough competition”NADINE MOODAELY

Amanda Booi, a former ICT student is currently serving her internship

at UNISA.

Lecturer Siya Adonis played an important part in networking with other institutions to find host employers for her graduates. When she got the call from UNISA she forwarded the CV’s of students. Siya then informed her students that they could soon be expecting calls for internship. Amanda

Booi got the call and when she went for the interview she thought that she wouldn’t stand a chance as she realised that her competition were graduates from the university. To her amazement after being interviewed by a panel of three she secured the job. Amanda is a lab assistant and enjoying every minute of what she is doing.

Students leaving college face intense competition for jobs as there are only so many job opportunities. For PE TVET College graduates, there are other

possibilities after graduating. These include further studies after NCV in the Report 191 programmes offered by the college; further studies at University; entrepreneurship or Learnerships and Skills Programmes.

PE TVET College is improving information dissemination for prospective and current students as part of their plans for Workplace based exposure and the placement of students in industry and the public service.Well done Amanda!

Amanda Booi former ICT student (2013) is currently completing her internship at UNISA


The 5th Pan African TVET and FET Colleges Conference

Editor’s Note: Christopher Brink is the Vice President of the International Association of Community and Further Education and Training Colleges and is a qualified “Red Seal” artisan in the trade Fitting and Turning. Faruk Hoosain is a curriculum development specialist and consults as curriculum director and master trainer.

CHRISTOPHER BRINK AND FARUK HOOSIAN

The 5th Pan African TVET and FET Colleges Conference, hosted

by the International Association of Colleges (IAC), was recently held at the prestigious Table Bay Hotel at the Victoria and Alfred Waterfront in Cape Town. The IAC is a registered UNESCO organisation as an internal UNESCO-UNEVOC Centre and is an independent professional body.

This year the conference theme was both strategic and pre-figurative in intent and effect as it focused on “Colleges Accelerating Academic Achievement Capacity; Autonomy; Accountability”. International guests included Prof LUC Rukingama, Director: UNESCO, Multi-sectoral Regional Officer, Southern Africa, and Eckhart Mueller, CEO: Namibian Institute of Mining and

Technology. A distinguished line up of speakers and critical practitioners unpacked the conference theme at various levels including the institutional, theoretical, practical and deeper policy implications. In sum we were extremely honoured by the presence of prime movers in the SA TVET College Sector at the over-subscribed conference.

Sonja Ryf representing APPETD (Association of Private Providers Education Training and Development), delivered the opening keynote address. The address highlighted what advances or hinders the promotion of quality processes, performances, products, procedures, systems, and structures. A further focus was what transformative practices at a human level and systemic level will move us from a vicious cycle of mediocrity to a virtuous culture of striving for excellence. Keith Loynes provided the keynote address on day two. Keith is the Project Manager for

Function Shift at the Department of Higher Education and Training (DHET).

His seasoned systemic thinking was evident as he placed the sector in context. He emphasised the need, and modes, of accountability as a return on state investment. The closing keynote address was delivered by Eckhart Mueller from Namibia with a focus on accountability in vocational educational

training. His emphasis on providing an education of the head, heart, hand and spirit to young people especially the “poorest -of -the-poor” and the duty to care was refreshing.

The 6th Pan African TVET and FET Colleges conference is in the planning phase. For further information visit the website www.iacsouthafrica.co.za or email [email protected]

At the 5th Pan African TVET and FET Colleges Conference was Prof Luc Runingama, Director for UNESCO and Multi-sectoral Regional Officer for Southern Africa. He is flanked by Keith Loynes, Project Manager for the Department of Higher Education and Training (left) and Chris Brink, Vice President of the International Association of Community and Further Education and Training Colleges

Macmillan PublishersTel: 011 731 3300Fax: 011 731 [email protected]

Justine Lloyd-JonesFET Colleges RepresentativeCell: 078 803 [email protected]

Gugulethu SkhosanaFET Administration CoordinatorTel: 011 731 [email protected]

MacmillanSouthAfrica

@MacEdSA

www.macmillan.co.za

Tomorrow’s | Teaching | TodayTROUPANT PUBLISHERS

FET First eLearningCost-eff ective Macmillan’s eLearning off ers endless possibilities for you and your students. With all of our titles readily available for download onto your system, we off er the widest range of books and additional resources.

Together with our partners, we off er a lot of additional media content, which adds value to the learning experience.

Endless possibilitiesOur eLearning solution is designed to save you money. With 20% off the price of traditional textbooks, going digital will lead to savings for you and your college.

Our solution allows highlighting and making notes, with the added option of media rich content making each book more than just a textbook. We regularly add options to improve our product.

Macmillan FET Times Advert Final.indd 2 2014/10/24 12:20:45 PM

POLICY AND OPERATIONAL SHIFTS

http://www.iacsouthafrica.co.za

mailto:[email protected]


The 3rd International North South TVET ICT ConferenceM-Powering Learning: Designing Learning Spaces, Digital Teaching and Methodologies to Enhance Student Performance

MARIAN THERON AND DEON HALLS

The DHET endorsed 3rd International North South TVET ICT Conference

took place from 10 to 12 September at the Lagoon Beach Hotel in Milnerton, Cape Town. The conference theme centred on the design of learning spaces and pedagogy to enhance student performance in the 21st century. Two hundred and thirty delegates from twenty-nine colleges and five universities were in attendance in addition to eighteen exhibitors and sponsors.

The three day programme offered quality presentations from local and international speakers, including a keynote address delivered by Liz Waller, Deputy Director for Information and Head of Information Services at the University of York. Liz’s presentation examined the context in which libraries are operating at the beginning of the 21st century and implications for library space design. She highlighted the move to technology-enabled learning spaces in the UK HE sector, drawing on statistical trends in learning space development and exemplars of recent best practice amongst SCONUL libraries in the UK. Her session was rich with images, offering a tour around the best of UK HE library developments over the past few years without leaving the conference centre! The conference also explored student expectations of

the digital environment, which include issues such as the ubiquitous free-at-the-point-of-use access to the Internet, robust Wi Fi access and consistent use of the VLE for course administration and access to course content. Other considerations include equipping staff with the ICT skills needed to effectively impart knowledge in a digital environment, ease of connection through their devices to the university network and assistance with the use of their devices on campus. It is clear that a strategy of BYOD (bring your own device) could alleviate the pressure on college infrastructure, but can only be successful if the spaces are generously equipped with the appropriate infrastructure. Furthermore the flexibility of design is challenged by the on-going demand for fixed IT.

The shift to student-centred teaching methods where the focus moves from the teacher to the learner was highlighted by Ann Michaelsen from Sandvika Upper Secondary school in Norway. She demonstrated how different technologies have assisted learners in the writing and publishing of their own books. Furthermore, classrooms have become global and students connect and interact more easily with peers across the world to share information. To this end, video conferencing technology was used to connect with Marci Powell from Policom in the USA who illustrated how she engages her students located in different countries through video and student-centred pedagogies.

Technology is used very effectively to extend learning beyond the classroom walls and is available anywhere on any device. Technology can also be effectively used to reduce the cost of course delivery. The benefits of video technology far outweigh any challenges posed and students can access learning opportunities despite their busy work and family schedules. They can improve and supplement their knowledge, skills and employment prospects. It also leads to improved satisfaction for teachers. Professor Tom Brown of Unisa offered insights into the future of mobile technology, dispelling myths and illustrating how the technology can be seamlessly integrated with all aspects of learning. According to Alan Livingstone (2014) “Smartphones and other mobile devices are the Swiss Army knives of the 21st century”. It is thus very important to teach the 21st Century learner to use these devices effectively and to actively engage them through resource-rich learning material.Amongst the conference highlights was a panel discussion on the formation of TVETNet with a view to introducing the proposed model to College Principals, CFOs and IT Managers from across the country. Arno Hart (of TENET) presented the concept in a breakaway

session and highlighted the philosophy of ending bandwidth poverty at TVET Colleges through a well-conceived model that was a viable consideration for colleges. His ideas centred on TVET Colleges to naturally evolve a home-grown approach in establishing a national body that would service the high capacity connectivity needs of the sector. The body would have to conceive an operational network model and establish a membership base that would be representative of public TVET Colleges. Drawing on the lessons of the formation of TENET, it would have to present a compelling case to the public TVET Colleges and DHET based on a financially viable model, the essence of which would be dependent on the “collective” approach that would enable cost savings through bulk supply of services and solutions.

Functionally, TVETNet is intended to operate as a professional service with well qualified and experienced managers, engineers and technicians to supply the service and support on a cost recovery model similar to that of TENET. The 4th International North South TVET ICT Conference is scheduled to take place from 8 – 12 September 2015.

Skills Development SummitLUNGISA MBULAWA

The Khayelitsha Development Forum (KDF) in partnership with

the Khayelitsha Community Trust, False Bay TVET College and Ithalomso Projects co-hosted the Khayelitsha Skills Development Summit over two days in October at False Bay TVET College’s Khayelitsha Campus.

The main of objective of the summit was to create a roadmap towards developing the skills and competencies of the community of Khayelitsha in order to advance economic and social upliftment. The Khayelitsha Skills Development Summit forms part of the government’s National Development Plan, which states that it is activities like artisanship training “that provide shock absorbers for extreme poverty and platforms for self-employment” in developing countries.

The shortage of artisans in our region could have a devastating impact on our economy. Artisans play a critical role in the delivery of services, especially in the engineering trades.

The KDF is a body that was established in 1995 to bring about development and regulation, focusing on infrastructure development, education, business and many other spheres of development. The event sought to find solutions through skills training and bridging the gaps for Khayelitsha youth to ensure that they are integrated into all educational structures. It provided a platform to interrogate the DHET White Paper pertaining to Community Colleges and looked at the possibilities for the creation of funds and bursaries.

Time was spent on the identification of short courses aimed at artisanship

to enhance youth empowerment and development as well as exploring the conversion of the Khayelitsha Training Centre into an all-encompassing Information Community and Training Centre. False Bay TVET College co-hosted the Skills Summit and provided the necessary logistical support to ensure its success. The summit was aligned to the mandate of artisan training and it offered an ideal platform to drive awareness about artisan skills development for the broader community of Khayelitsha.Highlights of

the event included an announcement by the Deputy Minister of Higher Education and Training, the Honourable Mduduzi Manana, that False Bay TVET College will be awarded the Swartklip site as well as confirmation from the National Youth Development Agency (NYDA) Deputy Chairperson, Mr Kenny Morolong, that 2015 will see the opening of a new NYDA office in Khayelitsha. This announcement holds great opportunities for the college and its services to the community of Khayelitsha.

Attending the Khayelitsha Skills Development Summit were Garreth Bloor MEC’s Office Representative, Cassie Kruger Principal False Bay TVET College, Zozo Siyengo Chief Director TVET, The Hon. Mduduzi Manana, Deputy Minister Higher Education and Training and KDF Chairperson Ndithini Tyhido

The DHET endorsed 3rd International North South TVET ICT Conference took place in September



Department of Higher Education and Training: DHET Function Shift Circular No 3/2014

Progress made with the TVET and AET function shift process and the way forward

To: • Heads of Provincial Education

Departments;• Officials in the Provincial Education

Departments likely to be affected by the Technical and Vocational Education and Training Colleges (TVETC’s) and Adult Education and Training Centres (AETCs) function shift;

• Chairpersons of Council and Administrators of TVET Colleges;

• Centre Governing Bodies and structures undertaking the functions of Centre Governing Bodies

• Principals, Lecturers and Support Staff of TVET Colleges;

• Principals and Staff of Public Adult Learning Centres (PALC) ; and

• Employees represented by organised labour in both the General Public Service Sector Bargaining Council (GPSSBC) and the Education Labour Relations Council (ELRC).

PROGRESS MADE WITH THE TVET AND AET FUNCTION SHIFT PROCESS AND THE WAY FORWARD

OBJECTIVE OF THE CIRCULAR:

The objective of this circular is to communicate progress made on the AET and TVET College Function shift and provide information to officials affected by the transition. The previous circular provided a brief overview on what the DHET’s draft policy on Community Colleges aims to achieve regarding the establishment of Community Colleges and Community Learning Centres. The circular further spoke to the Collective Agreements, Staff Data and Verification Process for the transfer of TVET College staff to DHET.

ADULT EDUCATION AND TRAINING (AET) CENTRESThe draft National Policy on Community Colleges provides guidance on the nature of Colleges to be established in line with the FET Colleges Amendment Act No.1 of 2013. Through the FET Amendment Act and the finalisation of the Policy, the following will be achieved:

• Bringing Adult Education and Training into the TVET Colleges legislative framework that is to be renamed the Continuing Education and Training Act;

• The repeal of the Adult Education and Training Act No. 52 of 200;

• Shifting Adult Education and Training into a national responsibility of the Minister of Higher Education and Training; and

• The declaration of a new institutional type called the Community Education and Training College.

CONSULTATION WORKSHOPS WITH STAFF IN PROVINCESThe DHET Labour Relations team has recently conducted staff information sessions in all provinces.

These sessions are intended to inform as many PED AET and TVET Unit staff as possible of the Function Shift Project including a progress update, processes to be undertaken, the identification of staff for transfer, and the deadline dates for completion of the transfer to the DHET. The identification of Provincial staff for transfer is determined by the completion of signed lists or annexures attached to existing Protocol Agreements between the Provincial MECs and the Minister of Higher Education and Training. In addition to this, the DHET will also need to:

• Verify data on staff providing any support to the Provincial AET Centres and TVET Units;

• Understand the roles that each of these staff perform in relation to the AET centres and TVET Units; and

• Clarify budgetary information for AET and TVET PED Units.

The staff identified for transfer will transfer to the DHET in line with the Section 197 Labour Relations Act (LRA) and Public Service Act (PSA) Regulations related to the shifting of functions.

General principles to be applied with respect to the LRA and PSA guidelines:

The identified function (i.e. the AET and TVET Units within PEDs) is to transfer from the old employer (PED) to the new employer (DHET)• Posts identified within the function

must follow with the function . No identified posts will remain with PED.

• Staff will be transferred on existing terms and conditions of employment.

• The transfer will take place 1 April 2015.

• Prior to this date all staff will still be managed by the PEDs and operations will continue as normal.

Data and Physical Verification

• Data and Physical Verification of AET Centre staff will be initiated during October 2014.

• These verification processes are currently well underway within TVET Colleges.

Collective Agreement

• A draft Collective Agreements for Adult Education and Training has been developed and discussed with officials from the Provincial Education Department (PEDs) AET units. The document will be tabled at the ELRC shortly for bargaining.

Staff Office Accommodation

• Staff who transfer to the DHET will be absorbed as is into the VCET Branch.

• Office accommodation for transferring staff is currently being sourced and will be communicated to all concerned once arrangements are confirmed.

CONSULTATION WITH PROPERLY CONSTITUTED CENTRE GOVERNING BODIES (CGBS) OR STRUCTURES SERVING THE FUNCTIONS OF CENTRE GOVERNING BODIES

The Community Colleges will absorb existing public adult learning centres through a process of conversion and merger. Before the commencement of the Further Education and Training Colleges Amendment Act, 2013 and in order to prepare for merging public adult learning centres into Community

Education and Training Colleges, consultation with centre governing bodies is required in terms of section 5 of the Adult Education and Training Act , 2000.

A Community College shall normally be a multi-centre institution and, subject to approval of the Minister, it may be expanded or rationalised through a process of Community College mergers or demergers. As functions move from PEDs to the DHET, the current PALCs will be deemed to be Community Colleges. As soon as this is effected, all the Community Colleges will be merged into 9 Community Colleges, one per province. A Ministerial gazette has been prepared on the consultation of Centre Governing Bodies and structures serving as Centre Governing Bodies. The process of consultation will take place for 90 days as of the date of gazetting . Technical Vocational Education and Training

In addition to the staff data cleansing and physical verification processes currently being undertaken in TVET Colleges, the college wage bill analysis is being undertaken. Once complete, the process of staff identification for transfer will begin. Where the college wage bill is less than or equal to 63%, all staff identified as filling funded posts related to Ministerial approved Programmes will be transferred to the DHET. Where college wage bills are greater than 63%, the National Implementation Task Team in conjunction with the relevant College Management will work collectively at identifying which staff will transfer to the DHET and which staff will remain in the employ of the College Council.Further details on the status of each college will be communicated to all Principals shortly, followed by meetings being scheduled with all colleges over the 63% wage bill threshold for NITT assistance.

CONCLUSION

We want to thank all those involved and affected by this process for their cooperation and also want to assure you that there will be regular communication in this regard.

Mr GF QondeDirector-General: Higher Education and Training

Mr GF Qonde, Director General Department of Higher Education and Training

FOCUS ON FUNCTION SHIFT


Function shift reaching apexELIAS MBUYANE

Preparations for the shift of the further education and training

function from being a provincial function into a national function have reached its climax. The process started way back in 2009 when the president made a proclamation to establish two education departments namely the Department of Basic Education (DBE) and the Department of Higher Education and Training (DHET).

The immediate implication of the president’s pronouncement resulted in the amendment of the FET Colleges Act, 2006 (Act No. 16 of 2006) to move the functions of public FET Colleges by way of the Further Education and Training Colleges Amendment Act, 2012.

In terms the FET Colleges Amendment Act, 2012 (Act No 1 of 2012), the Minister of Higher Education and Training, in May 2012, shifted all the functions in the Act, except the transfer of posts related to FET Colleges in Provincial Education Department offices and the transfer of posts from the Colleges to the Department of Higher Education and Training.

The timing of the transfer of the aforementioned posts was to be on a date still to be determined and published by notice in the Government Gazette once processes related to Section 197 of the Labour Relations Act, 1995 (Act

No 66 of 1995) and processes that deal with finances linked to the distribution of the Conditional Grant, as contained in the Division of Revenue Act (DoRA) have been addressed.

On 9 July 2014, DHET convened a stakeholder meeting at Tshwane South TVET College. The meeting was aimed at informing stakeholders on the developments relating to the much awaited function shift. The Deputy Director General: Corporate Services at DHET, Ms Mbobo, described the meeting as marking a critical milestone of the function shift project,. That milestone entails the final transfer of staff from Colleges to the DHET with effect from 1 April 2015.

Information critical to the whole function shift exercise was shared with the stakeholders, that included amongst other things the background and legislation, collective bargaining process, management plan, transfer of management and provincial education department staff, identification and transfer of college staff as well as frequently asked questions. Subsequent to the 9 July meeting a provincial meeting was held on 21 July 2014 at Nkangala TVET College, Mpondozankomo campus as a measure of communicating information relating on the function shift to FET College staff. Expectations from both meetings were that the attendees cascade the information to all staff at their respective Colleges. Central to

the information to be communicated to staff was the description of who qualifies to migrate to the DHET. Further information communicated to staff was the demonstration of the extent of consultation to which the process had been subjected and the outlining of the legislative framework regulating the process. This included the collective agreements developed to manage it.

In line with DHET expectation, that of cascading the information to all staff at Colleges, Gert Sibande TVET College developed a two phased programme of disseminating the information to staff and completing the necessary forms. The first phase of information dissemination took place from 4 - 14 August and the second phase took place from 15 - 28 August.

All campuses and sites of the college were visited during the roll out process.

In addition to the physical presentations conducted by HR officials of the College, each staff member received a booklet containing all documents relating to the function shift process. Over and above this, all documents relating to the process are posted on the Khuphula web page of the College.

On 9 September, Gert Sibande TVET College hosted a provincial support meeting facilitated by Mr Reyneke from DHET. The purpose of the meeting was to reiterate the importance of the remaining activities of the function shift process. Stemming from the DHET support visit, the three Colleges in the province developed an action plan with tight timeframes to deal with the remaining activities. Thanks to Ms Nomusa Ngwenya and Mr Jan Manana for the dedicated manner in which they handled the process at College level.

Human Resources Manager, Nomusa Ngwenya, and her team have been working tirelessly to prepare the College for the function shift

College shares its’ ‘Apply Now Campaign’ for the 2015 academic year

Editors Note: The following item is a college response to the ministerially endorsed ‘Apply Now Campaign’

MONICA TSHANGANA

In line with the proven to be effective early enrolment ‘Apply Now Campaign’

by the DHET, South Cape TVET College launched the campaign in October to get prospective students to apply this year for the 2015 Academic Year. This is to, inter alia, ensure that classes start promptly in January 2015 and to maximise the retention rate of students as well as improve the chances of better results, throughput and certification.

South Cape TVET College is repeating the same good practice of last year, by first facilitating early registration internally this year by current students. Current students will also be encouraged to introduce prospective students to the College.

This will be a step towards ensuring that classes are full for 2015 by the end of

November of this year. Good academic results can then be a reality. With the approach however, it is very possible that many latecomers for registration will be turned away as classes may be full.

The student recruitment campaign is in the main, focussing on getting as many new prospective students to register by the end of November 2014. There is a dedicated student recruitment team comprising of marketing officers that will be recruiting throughout the Garden Route and Karoo service areas.

The Campaign was launched in October in the Great Karoo, Beaufort West area. Prior to the commencement of the campaign, slots with the Beaufort West local radio station Gamkaland were used in August to communicate the planned outreach registration campaign for the area. Amongst the

activities of the campaign were door-to-door recruitment, loud-hailing, school visits and community meetings. These meetings are structured in such a way that informative sessions are conducted and prospective students undergo the application process with the full assistance of the team(s). During the sessions all college related information is disseminated.

This includes course options, entry requirements, bursary advocacy, and more. Also as an integral part of entry requirements, assessments are conducted in halls with the appropriate facilities. Prospective students are assisted in terms of correctly filling in the forms and a photocopier is provided to copy the required documents. Where possible the certification of documents by a Commissioner of Oath may be available at the venue/s.

Planned adverts and promotional talks through radio Eden FM, print media such as Group Editors and a once-off advertorial through the Eden Express

and Die Burger respectively will be engaged upon. Printed communication by means of posters, flyers and letters will be distributed to schools, churches, local libraries, taxi ranks, clinics, and other public facilities.

It is anticipated that this integrated comprehensive campaign is likely to lead to the College filling up by the end of November this year. As such, all parents, guardians and well-wishers of potential students are urged to register their wards as early as possible in 2014. Limited bursaries for class fees only (no transport and accommodation bursaries are available) will be provided on a first come first served basis for qualifying students subject to strict terms and conditions.

It is worth noting also that those who register early this year but do not arrive at the respective South Cape TVET College Campuses are very likely to forfeit their seats. The enrolment campaigns are scheduled until end of December 2014.


“Education is the most powerful weapon which you can use to change

the world” Nelson Mandela

Lessons from Prison: How education can free the mind

COLLEEN BRENNON

These words of Nelson Mandela speak to the deep conviction

of a man, who no matter what his circumstances, advocated education as the most fundamental basis for all human action. He understood its power as a gateway to opportunity, equality, progress and enquiry.

This is why a collaborative project between False Bay TVET College and the Robben Island Museum, Coventry University (United Kingdom), North West University (South Africa), Elderberry (Sweden) and The Creative Stores (Belgium), is focused on the iconic leader and the values most associated with his legacy. The Mandela27 Cultural Programme (www.mandela27.eu) is a project linking the resources and skills of its EU and South African participants to the important historic and cultural events at the time of Mandela’s imprisonment as well as the events preceding South Africa’s first democratic elections in 1994.

The College is exceptionally proud to be an instrumental agent in the delivery of the project’s key outcomes. The first of these included the launch of the Mandela Cell Model on Robben Island on 16 September. The model representation of Mandela’s cell which can be replicated using the dimensions available on the website (www.mandela27.eu), is a powerful symbol through which participants can engage

on themes such as triumph over adversity or the liberation of the mind through education. False Bay TVET College has replicated the Mandela Cell Model for further use towards the project outcomes. The False Bay TVET College Mandela Cell display is a full scale model constructed by the Westlake Campus technical team comprising of Bruce Davidson, Peter Williams, Godfrey Samuels and Fred Louw.

Attending the launch of the event on Robben Island were Robben Island Museum representatives, a delegation from False Bay TVET College, including members of the Student Representative Council and False Bay TVET College staff, together with struggle veterans and Rivonia trialists, Dr Ahmed Kathrada and Professor Denis Goldberg with Andrew Mlangeni on a video link.

False Bay TVET College student, Lerato Nabiva, describes the event experience:

“On 16 September 2014 I had the opportunity to meet the surviving Rivonia Trialists when a replica of Nelson Mandela’s prison cell on Robben Island was launched. The theme of the event was the triumph of the human spirit over adversity and suffering. Ahmed Kathrada, Dennis Goldberg and Andrew Mlangeni (via video link) emphasised the importance of education. They shared their stories of how they educated themselves. Dr Kathrada in fact obtained two degrees

during his imprisonment.The interaction with the veterans was life-changing and the stories were emotional – describing what they ate, wore and the punishments meted out. Attending the function was a great experience, and I thank False Bay TVET College for this.”

For Deputy Principal Education and Training, Karin Hendricks, the value of projects like these lie in the values and information they impart, particularly through the lens of anothers’ life experience. Deputy Principal Hendricks adds, “Education does not only come from books, we view our students holistically and opportunities such as the Mandela27 project contribute to the development of the individual so that they may participate and make a positive contribution to society. We want our youth to learn about the history of apartheid, and to engage with the challenges that were faced by the generation of Mandela. In doing so, they need to be able to link these historical challenges to the current challenges that are facing young people today, and find within themselves appropriate ways of dealing with these.”

The fact that the political prisoners made exercise books from the lining of cement bags reflects how even the biggest obstacles can be overcome when the right will and motivation is in

place. Today’s students face a complex set of challenges, including resource limitations, lack of access and other critical socio economic factors.

False Bay TVET College Student Support and Development Manager, Jacqui Layman, says “The lesson about education is so inspiring. I think of how we can learn from these and implement them within the college. The value of Peer Education in the example from Robben Island where prisoners with higher qualifications encouraged and assisted their fellow inmates to study, shows how there were no bounds or excuses when it came to obtaining an education. What wonderful lessons for our students to hear and to pass on.”

In the second event, the False Bay TVET College Mandela Cell display was taken to the Khayelitsha Campus (Mew Way) on 14 October and Mitchells Plain on October the 16th. On both occasions surviving Rivonia Trialists, Professor Denis Goldberg and Mr Mkalipi spoke to the students about their years in prison and the sacrifices made.

Professor Goldberg, who saw his wife only twice in the 20 years of his imprisonment, described his motivation for joining the struggle. “We did it for our children and our children’s children. This was a non-racial struggle for a non-racial society”. Mr Mkalipi spoke about the importance of literacy education in prison and how educated prisoners were able to provide tuition to fellow inmates. “As the generation that defeated apartheid, we encourage you to get an education and to continue to learn.”

The display will be heading to the Fish Hoek, Muizenberg and Westlake campuses as well as the Khayelitsha Museum during the course of 2015. Other aspects of the Mandela27 Project include a website with interactive digital maps tracking events across South Africa and Europe, a 3-D visual depiction of Robben Island and an online game entitled, The Serious Game.

Mr Mkalipi and Professor Goldberg, Rivonia Trialists, address the False Bay TVET College Khayelitsha students

Principal Cassie Kruger, Nomatshayina Mfeketho, Robben Island Museum, Deputy Principal Karin Hendricks, Rivonia Trialist Mr Mkalipi, Mrs Mkalipi, Rivonia Trialist Prof Goldberg, and Andrea Dondolo, Khayelitsha Cultural Society

http://www.mandela27.eu

http://www.mandela27.eu


TVET College trains University lecturers

HEINRICH SNYDERS

In 2013 Heinrich Snyders, HoD Electrical Engineering at Northlink

TVET College Belhar Campus was approached by Vidius Archer and Sapho Ntanjana, both lecturers at the Cape Peninsula University of Technology (CPUT) to conduct a course for their extended curriculum lecturers which will be funded by CPUT.

In April 2014, Mr Archer confirmed their intention to proceed with up-skilling CPUT lecturers in basic electrical training.

This will serve as a solid foundation to train the lecturers in more advanced accredited courses, so that they can

grow and develop knowledge and skills in order to teach future electrical engineers.

The training has been scheduled over a period of time in order to accommodate everyone without cutting into lecturing hours. It was accordingly decided to offer it during the recess periods. Lecturers agreed to sacrifice their free time to attend these training sessions.

The first class took place in June and the feedback from the CPUT lecturers was that the course information offered thus far was of a high standard and that the practical/ hands on approach was invaluable. Many of these lecturers have theoretical knowledge, but limited practical knowledge. Seventeen of the

university lecturers hold qualifications such as BTech and Masters Degrees.

As a result of the course accreditation status, some lecturers also intend

completing the wireman’s license as well as the programmable logic control (PLC) courses in the future. Northlink TVET College looks forward to the on-going training partnership.

Graduate internship interview on work experienceNADINE MOODAELY

The following interview was conducted with intern Nomthandazo

Samantha Ngwetsheni a Port Elizabeth TVET College Office Administration 2013 graduate and participant in the 2014 Internship Programme. The interview provides some insight into how internship is experienced by students.

PE TVET College intern’s term is coming to an end. What are your thoughts about that?

“I recommend an Internship because it gives you the opportunity to apply fundamentals learned in the classroom to real working world issues.”

Why did you choose to do an internship, and how did it benefit your career goals?

I felt it would be a great opportunity to learn new objectives in the business world and to further my education outside of school. Plus, it would give me experience, and it would look great on my resume!

Please explain your internship duties and any career-specific abilities you developed during your internship?

Screen incoming telephone calls using own initiative and where appropriate deal with queries or refer the caller to appropriate people.I also attended to and monitored urgent enquiries and issues and ensured that they are brought to the relevant staff member’s attention and, where appropriate, referred matters to

appropriate staff for response.I kept records of the boardroom bookings and was the register controller and sorted out staff leave forms. I also worked with the marketing team.

What Career-Specific abilities did you develop during your Internship?

My communication skills increased and improved. Being able to interact with different people on an everyday basis was very developmental.

Working with Advocate Mali and getting the opportunity to understand Labour Relations in the workplace was very insightful. Being the PA of the Principal for a week was the greatest experience an Intern could wish to have.

Describe the best and the most challenging part of your internship?

The best part of my Internship was being in a working environment with people who felt like family to me. Working in the same field in which I studied, also made me comfortable and enjoy my job all the more. Meeting and speaking to different people every day made my job more interesting.

The challenging part was finding my feet in the beginning of my Internship, and the fact that I was the only intern at the Central Admin Office at that stage.

What advice would you give to a student seeking an internship?

I would advise every student to do an Internship. It is such a wonderful and valuable experience. It will definitely

help them in deciding between career choices as well as getting experience in that career.

What other skill and career-specific abilities did you “polish” or develop during your internship?

“Oral and written communication skills, (writing various letters, and typing documents), customer service skills (receptionist), leadership skills (taking initiative), teamwork skills (working in a small office) and organisational skills.”

Graduate Intern Nomthandazo Samantha Ngwetsheni

Hundreds of students benefit from Exit Support Workshops

HEINRICH ROBERTSON

With the ever changing and competitive job market it is critical

that students, once qualified, are prepared as adequately as possible in order to contribute meaningfully to the economic growth of the country.

To equip students with skills and competencies which will assist them to successfully deal with the obstacles of a competitive job market, the Student Support department in conjunction with the West Coast TVET College’s placement unit is organising Exit Support Workshops at all campuses.

These workshops prepare exiting students on how to do job hunting, write CVs and application letters, job interviewing techniques, and work ethics. The college in collaboration with banks, Seta’s, government

departments and the private sector presented various topics in workshops for exit level students to create awareness in entrepreneurship, funding opportunities and career paths which will broaden the students opportunities and assist them to find employment.

According to the Student Support Manager, Ms Ntombekhaya Nduna, the positive feedback from students who have attended these workshops was overwhelming. “Apart from giving the students a meaningful qualification the college also assists students after they have graduated. The support that we have received from our stakeholders shows the commitment of the public and private sector to assist students to reach their full potential. We are confident that these students will take up their place in society and will become role models in their communities,” she said.

A group of lecturing staff from the Cape Peninsula University of Technology, who received training at Northlink TVET College


An effective diagnostic assessment programme for NCV levels 2, 3 and 4

Improve your students’ Maths and English results

e: [email protected] t: 021 532 6000Learn more at www.test-and-improve-tvet.co.za

This is an extremely valuable report to provide ‘real scientific data’ ... and pinpoint exactly what the issue is and therefore provides a chance of rectifying the problem. Educator, Gauteng

“ “

Students write paper-based tests. Each test costs just R95 per student.

Tests marked by subject experts. Results processed using psychometric software.

Rich diagnostic reports are generated.

The reports help lecturers, tutors, students and parents understand the gaps and misconceptions.

SMS ‘improve’ to 45346 tof ind out more (SMS costs R1)


Incorporating technology to improve Maths and Hospitality learning practicesEditor’s Note: Jolandi Daniels and Karen Kleintjies, DHET seconded provincial senior curriculum planners for TVET Colleges, have embarked on projects to enhance classroom teaching and learning through the use of relevant technology. This article may be of particular interest to other seconded provincial officials.

JOLANDI DANIELS AND KAREN KLEINTJIES

The projects were motivated by the fact that technology is part

of students’ everyday lives. It affects how they interact, socialise, play and most importantly learn. Using relevant technology in the classroom adds valuable teaching and learning experiences for lecturers and students and goes a long way in satisfying students’ various learning styles. Integrating technology appropriately helps students to stay engaged and creates interest in the subject matter, while the lecturer becomes the motivator, adviser and coach.

Jolandi Daniels introduced SMARTBOARDS, SMART Notebook Tools and Yenka software in the Mathematics classrooms. The benefits of these tools include:• effective access to visual

Mathematical images that create better conceptual understanding for students

• improved grasping of mathematical concepts through interactive simulations and illustrations that places Mathematics in the real world and brings excitement back into the classroom

• saving of lessons to be retrieved for later use by lecturers and students

To further create a unique and stimulating environment for Mathematics and Mathematical Literacy teaching and learning, colleges were requested to paint one wall of dedicated classrooms with bright, primary colours to create contrast and excitement. The classrooms were rounded off with custom designed posters that label the subjects as ‘cool’ and ‘funky’.

Karen Kleintjies introduced ceiling mounted document cameras and flat screen televisions in hospitality kitchens with the purpose of capturing live demonstrations while providing a completely clear line of vision between lecturer and students. Demonstrations are recorded and replayed on

strategically placed flat screen televisions while students are cooking, thus reinforcing learning throughout the practical lesson. Recordings can also be used in theoretical lessons to integrate theory and practice more effectively. Benefits of using this technology in hospitality kitchens include:• recording the various techniques and

stages of food preparation as well as students end products for discussion after the practical session

• recording plating techniques for food service standard setting

• placing demonstrations on college networks for students to access via their cell phones or tablets

• encouraging students to practice by

reproducing dishes at home • creating a bank of valuable teaching

and learning resources that share best practice amongst lecturing staff

• enhancing the hospitality kitchen as an interactive, vibrant learning space

These projects form part of the curriculum support to colleges and is based on the concept of establishing at least one model classroom per subject for colleges to further roll out.

For further information on rendering specialised support to TVET Colleges, the authors can be contacted on [email protected] [email protected]

TVET College bids Principal farewell and welcomes Acting PrincipalMONICA TSHANGANA

The Chief Director Mr Zozo Siyengo, acting on behalf of the Director

General Mr Qwebs Qonde, officially introduced Ms Tercia Terblanche as Acting Principal to the South Cape TVET College staff and Council on Wednesday, 3 September.

Present at the reception were, Council

Chair Ms Nthabiseng Lichaba, Councillor Ms Roslyn Saptoe, Deputy Chair Mr Reginald Smit, and Councillor Moegamat Cerfonteyn.

Ms Ziqu, College CFO pledged full support on behalf of the Senior Management of the College for the Acting Principal and wished Ms Terblanche well for the future. The growth of the College in the broader

Southern Cape and Klein Karoo regions under the leadership of former Principal Ngubelanga cannot be underestimated. To match or improve on this will pose a challenge to the incoming incumbent of the position.

Mr Ngubelanga will be missed by South Cape TVET College as he assumed the position of Principal, Lovedale TVET College, King Williams Town

on 1 September. Mr Siyengo spoke on leadership and management. The gist of the message was that leaders need to earn respect, work in a team, manage the stresses and challenges of the job at hand with decorum, motivate staff, earn their respect and buy-in and ensure that the mission and vision of the College is pursued with utmost dedication.

In response, Ms Terblanche said that she is committed to the College, having sacrificed at a personal level over many years to ensure success of the College. Further, she expressed the hope that ‘team South Cape TVET College’ would carry on working in the spirit displayed in the past in her role as Deputy Principal Academic.

In closing, Ms Lichaba, on behalf of the College Council, thanked Mr Siyengo for leading the proceedings. She further thanked everyone and appreciated the fact that all present will take South Cape TVET College forward in good spirit upholding the values and excellence demonstrated in the past.

Morris Mushambadope, Mathematics lecturer at False Bay TVET College using the SMARTBOARD in the classroom

At the reception for the Acting Principal were, Mr Reginald Smit, Deputy Chairperson of the Council, Ms Nthabiseng Lichaba, Chairperson of the Council, Ms Roslyn Saptoe, Mr Zozo Siyengo, Chief Director Further Education and Training Colleges, Acting Principal Ms Tercia Terblanche, Mr Moegamat Cerfonteyn, Ms Zukiswa Ziqu, CFO and Dr Rajesh Maharaj, Deputy Principal Innovation and Development




Implementation of the optional subject, Renewable Energy Technology (RET) in the NC(V) Programme Electrical Infrastructure and Construction

Editor’s Note: Sven Hager is a Development Worker for Skills for Green Jobs and Integrated Management Systems with Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH. He is working with Port Elizabeth and Eastcape Midlands TVET Colleges.

SVEN HAGER

At a recent workshop held at Port Elizabeth TVET College and

attended by representatives of nine colleges in four provinces, facilitators and subject experts and lecturers were prepared for the implementation of

the new NC(V) Electrical Infrastructure and Construction programme subject, namely, Renewable Energy Technology (RET). Preparation included the identification of obstacles and solutions in the course of the workshop.

The Green Economy concept has been

enshrined as one of the pillars of South Africa’s development strategy since 2009. The policy commitment has been backed by significant public funding commitments. One of the primary obstacles for realising Green Growth in a Greener Economy is the lack of skilled persons. Skilled persons are required

who can take on new ‘Green Jobs’ that is, jobs that would help to meet South Africa’s critical needs for energy, water, waste management, and generally greater efficiency in these fields.

The Skills for Green Jobs Programme (S4GJ), jointly implemented by DHET,

Work integrated learning for college lecturers

Editor’s Note: Andre Van der Bijl is a senior lecturer in Further Education and Training in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology and Vanessa Taylor is a project manager for the Swiss South African Cooperation Initiative (SSACI). Her work is focussed on inter alia, developing a system for providing college students with workplace-based experience and building lecturer capacity through industry exposure.

ANDRE VAN DER BIJL AND VANESSA TAYLOR

The new DHET framework for professional qualifications for

lecturers in technical and vocational education and training incudes two work integrated learning (WIL) elements. The one form of WIL, commonly referred to as teaching practice in the college, involves learning about the education workplace, and the other requires learning about the industry for which lecturers’ students are prepared.

While there is much knowledge on WIL at college for trainee lecturers and WIL for students being prepared for industry, substantially less is known about what has become locally known as lecturer workplace exposure / experience or industry–based WIL for lecturers and internationally by terms such as Professional Development Placements (PDP) and Teacher Industry Placements (TIP).

Teaching practice or classroom-based WIL is well understood as this has been a longstanding element of teacher development programmes. The difference between classroom and industry-based WIL is also evident. However the precise nature of industry-based WIL for lecturers and how learning is transferred from this back into teaching practice is less well

understood. This is because it is a new component of South African teacher/lecturer qualifications and does not have a long tradition in international qualifications. Furthermore, while educator placement in industry as an element of continuing professional development has been an international practice for many years, there is little research on the application of learning from this in teaching practice or the actual impact.

Research on industry-based WIL for vocational educators indicates that this is different from WIL for vocational students. WIL for students involves learning with the aim of implementing skills that were the topic of college curricula. WIL for lecturers on the other hand involves more than the mere the application of skills, it involves theorisation with the aim of improving classroom teaching practice and the practice of college graduates.

WIL is a feature of various programmes at TVET colleges; NC(V) programmes include an optional period of workplace-based experience, N6 programmes are capped by an internship that leads to a diploma, and learnerships and apprenticeships include structured learning in the workplace. WIL has a strong tradition in apprenticeships and cooperative education programmes offered by Technikons/universities of

technology as has WIL in the form of teaching practice for qualifying school teachers and college lecturers.

While the surface appearance of different types of WIL programmes varies, they all involve a skills development cycle, based on reflection and generalisation of the application of experiences. The experiential learning cycle involving experience, reflection, generalisation and application has been attributed to Kolb (1984).

In contrast to the experiential learning cycle, Schuller and Bergami (2008) argue that lecturer industry-based experience, what they refer to Teacher Industry Placements (TIP), is a six phase process. The six phases involves industry placement, experience gained from the experience, skills development during the placement, development of theory, classroom teaching and, putting theory into practice. Once theory has been put into practice a new theory/practice dynamic exists, which requires a new TIP experience to develop further.

The TIP cycle starts with a placement occurrence, in which a vocational educator is placed in an appropriate industry setting. There is potentially an infinite number of placement options, including spending part of a working day in the workplace to block release programmes in which leave is granted for industry placement. During the placement the lecturer is exposed to certain experiences and gains skills related to the work that is carried out at the place visited. Like other forms of WIL, the success of a TIP placement and experiences is dependent on appropriate location and timing, and appropriate skills development. During

the placement, however, the difference between TIP and WIL becomes evident. While skills development and its link to theory already learnt is the key reason for WIL, skills development is part of TIP. Lecturers are not merely industry specialists, lecturers are education specialists of the industry they serve by providing students. In addition to skills development and its link to related theory used at college, lecturer’s industry experience involves skills refreshment or skills reinforcement, where new knowledge is learnt and existing knowledge is updated or confirmed.

A significant difference between student and lecturer workplace-based WIL, lies in what is done with what has been learnt. While competency and a deeper understanding is what a learner takes from a WIL experience, according to Schuller and Burgami, a lecturer is provided with an opportunity to develop new theory and to place the newly developed theory in classroom practice for the next generation of students to take into industry.

Unlike students who learn to do during WIL, lecturers need to link what they have done to the theoretical constructs that underlie what is being done, with the aim of placing the adapted theories in the classroom. Lecturers need to, to apply a statement of Michel Foucault, know what they do, does. Once a lecturer has theorised the content of a workplace experience, classroom practice and content will be adapted and, finally the new theoretical constructs will be taken to the workplace by new learners. Changes in the workplace that resulted from revised classroom content need to be experienced by the lecturer.

Participants of the new NC(V) subject, Renewable Energy Technology workshop


DST and GIZ, offered a modular lecturer training programme on Renewable Energy Technologies in 2013/2014 in which 15 lecturers from 11 colleges participated. Parallel to this intervention, S4GJ developed the new optional subject RET. Students who graduate in this subject are prepared to further their studies in this field at a University of Technology or to enter the world of work in the green economy, for example, through an apprenticeship. The curriculum covers topics like Photovoltaic, Wind Energy, Energy Efficiency, Fuel Cell Technology, eMobility, Batteries and Solar Water Heating. Detailed information on the content can be found in the subject assessment guidelines.

Workshop Objectives

The training workshop was aimed mainly at the preparation of lecturers for the implementation of the RET subject and the identification of related obstacles and solutions. The objectives were to understand the content, the didactics, the requirements and structure of the NCV optional subject RET Level 2, including: • Exit level outcomes, • Guidelines, standards, and • Teaching and learning material; Further objectives were:• to identify enablers for the successful

implementation of the optional subject;

• to identify stumbling blocks preventing or hampering the successful implementation of the optional subject and possible solutions;

• to familiarise with all necessary DHET and college processes for the implementation of the optional subject (finance, accreditation, registration etc.);

• to recognise necessary resources for the successful implementation of the optional subject (Staff, venue, equipment, learning material, guidelines, time, finance etc.); and

• to develop a strategy for the successful implementation based on the previous objectives. This would focus on

• lesson plans, • sample tests and practical

assignments, and• solutions for RET implementation

(personal activity plan).

Workshop Methodology

The workshop was designed in an interactive and participatory way. This was necessary to ensure intense participation, keep or build motivation and to incorporate competences of already trained lecturers. Approximately half of the lecturers were already trained

by GIZ/S4GJ in RET. The other half mostly had an electrical background. As a result of the workshop, the participants are now equipped with the necessary documents (self-developed lesson plans, assessments and tests, guides, templates and text book excerpts).

Participants familiarised themselves with the requirements for implementation (finance, policies, equipment, staff, training needs etc.) The ICASS-Drafts have been reviewed by the lecturers and GIZ could extract valuable information to improve the examples. The student textbook and the lecturer guide will be finalised ahead of the commencement of the 2015 Academic Year.

The lecturers are highly motivated to implement the new subject. This created a very cooperative atmosphere. Seven colleges who had not applied to DHET for the implementation of the new subject, tried to contact their managers during workshop breaks to advocate the implementation of the new subject!

Support from DHET to ensure implementation at participating colleges included the distribution of the Application forms to offer the additional NC(V) subject, to college principals. Regarding training kits, GIZ/

S4GJ could provide limited support to colleges which are implementing RET in 2015 such as the Solar Trainer Junior from IKS. For the rest, material should be purchased via the usual NC(V) programme funding allocated to colleges.

A challenge could present itself in the slow procurement procedures in colleges and limited practical support from college management. Concerns were raised that the selection of RET by students will conflict with later trade test requirements (Electrician) since the student can either choose the optional subject Electrical Systems and Construction (ESC) or RET (or Physical Science). Some participants regarded ESC as a precondition for the trade test. However most participants agreed that the participation in the Trade Test might also be granted with RET since the students gather the necessary knowledge during their apprenticeship. There does not appear to be a formal policy from the National Artisan Monitoring Body stipulating ESC as a Trade Test precondition. The new subject will still require marketing. Further lecturer training will be required for the participation of additional lecturers.

For further information, contact Sven Hager on email: [email protected]

Life Orientation Level 3 Campaign Project

Editor’s Note: Apart from an exercise marking National TVET Month, the following item is a good example of a practical exercise undertaken as part of the requirements of the Life Orientation learning programme outcomes for NC(V) level 3.

COLLEEN BRENNON

As a curriculum requirement, the National Certificate (Vocational)

Level 3 students are required to plan and execute awareness campaigns which inform, involve and educate students on the respective college campuses. These relate to community, provincial or national campaigns. Once they have researched a range of topics, the students choose those which are of interest and value to them and then work in groups to prepare and plan for the big day of the campaign presentation. Student Support Officers are also at hand to offer assistance.

The Marketing Department combined the initiative with the National TVET Month in August. Posters of the “winning groups campaign” (one per campus) were designed and displayed at all of the five False Bay TVET College campuses. Bronnie Le Roux, Education Specialist for Life Orientation said, “We are hoping that many young lives will be inspired by some of the pressing issues facing South Africans today. The event was more successful than we

expected and students learnt valuable life skills like teamwork, organisational skills and planning, presentation and communication.”

The Khayelitsha students, with the help and input from Life Orientation lecturers, hosted a Health and Wellness Day. Each faculty had a different theme under this broad umbrella including Breast Cancer Awareness, Water and Being Water Wise, Drug Awareness and Blood Donation Awareness (the winning campaign). The Western Province Blood Transfusion Services (WPBTS) was very impressed with the efforts of the students and the very first Blood donation clinic was set up on campus with more than sixty students donating blood. The efforts of the students did not go unnoticed as ten students will now be trained as peer facilitators at the WPBTS head offices in Pinelands.

At the Fish Hoek Campus, four different mini-campaigns evolved and included Stop Rape, Save the Rhino, Treatment Action Campaign (winning campaign), Drug and Alcohol abuse awareness. At the Muizenberg Campus, the focus

was on the STOP RAPE campaign and Westlake Campus included the campaign themes of The Ebola Virus Awareness, Anti-Gangsterism (winning Campaign), Heath and Wellness and Fitness, Career awareness, Drug and Alcohol abuse awareness and Diabetes Awareness.

On the whole students participated in the Campaign Day with enthusiasm having prepared some outstanding presentations. PowerPoint presentations were compiled and external speakers were invited to campuses to address the students. Short plays were enacted

and brochures and posters created and displayed all over the campuses. The students themselves addressed the audience with the information at their fingertips.

Not only did they accrue knowledge on the campaign subjects but also developed skills to work in a team, plan and organise an event, and interacted with the public/student body. Robin Slinger, Westlake campus student (NCV Masonry L3) said, “The Campaign day was a success as all students came together to help their fellow classmates and improve their lives at college.”

Winners of the Khayelitsha Campaign Day (Blood Donation Drive), Level 3 students were back from left S. Sodladla, A. Ngxengo, Mekana. Front L. Maqhubela, M. Lusenga, Ms Mgca LO lecturer, K. Mabaleka, S.Solomons, B. Mahlathini



PUBLIC TVET COLLEGE OFFICE CONTACT DETAILSKeep this page as a reference - use the websites for further information

• TVET COLLEGE TIMES Supported by subscribers and advertisersTVET COLLEGE TIMES December 2014

32

College Name Principal Telephone GIS Long. GIS Lat. Websites for contactEASTERN CAPE

Buffalo City TVET College Mr DR (Daramchand) Singh (Acting) 043 704 9201 27,89925 -32,99622 www.bccollege.co.za

Eastcape Midlands TVET College Mr G (Dion) Roux (Acting) 041 995 2000 25,41401 -33,7898 www.emcol.co.za

Ikhala TVET College Mr N (Ntozeliwe) Tom 047 873 8843 26,967009 -31,909785 www.ikhalacollege.co.za

Ingwe TVET College Ms Noluthando Balfour (Acting) 039 255 0346/1204 28,993766 -30,899758 www.ingwecollege.co.za

King Hintsa TVET College Mr B Jacobs (Admin) 047 401 6400 28,173981 -32,327206 www.kinghintsacollege.edu.za

King Sabata Dalindyebo TVET Mr G Smit (Acting) 047 505 1001/2 28,79726 -31,59508 not available

Lovedale TVET College Mr L Ngubelanga 043 642 1331 27,388953 -32,872 www.lovedalecollege.co.za

Port Elizabeth TVET College Mr K Matiso (Acting) 041 585 7771 2Ê561Ê098 -3Ê396Ê098 www.pecollege.edu.za

FREE STATE

Flavius Mareka TVET College Mr TS (Thabo) Letho 016 976 0815/0829 27,84178 -26,82456 www.flaviusmareka.net

Goldfields TVET College Dr LM (Lynette) Fourie 057 392 1027 26,775073 -27,983566 www.goldfieldsfet.edu.za

Maluti TVET College Mr VB Mabena (Act) 058 713 3048/6100 28,800244 -28,52702 www.malutifet.org.za

Motheo TVET College Ms MD Phutsisi 051 406 9300/1 26,221243 -29,123384 www.motheofet.co.za

GAUTENG

Central Johannesburg TVET College Mr W Botes (Acting) 011 484 1388/351 6000 28,04902 -26,1749 www.cjc.co.za

Ekurhuleni East TVET College Ms H (Happy) Sibande 011 736 4400/730 6600 28,40908 -26,28894 www.eec.edu.za

Ekurhuleni West TVET College Ms H M Ntlatleng 011 323 1600 28,40556833 -26,28864167 www.ewc.edu.za

Sedibeng TVET College Dr AE (Abe) Mashele 016 422 6645 27,67743 -26,186935 www.sedcol.co.za

South West Gauteng TVET College Mr DL (Dan) Nkosi 011 984 1260 27,93093 -26,67825333 www.swgc.co.za

Tshwane North TVET College Mr Sello Sethusha (Acting) 012 401 1950 27,87456333 -26,21410667 www.tnc4fet.co.za

Tshwane South TVET College Mr J (Joseph) Chiloane 012 401 5000/6/73 28,18225667 -25,75030667 www.tsc.edu.za

Western TVET College Mr LSD (Louis) Coetzer 011 693 3608 26,101455 -27,423622 www.westcol.co.za

KWAZULU-NATAL

Coastal TVET College Mr SB (Sbhanana) Ndlovu 031 905 7000 30,013 -30.512409 www.coastalkzn.cao.za

Elangeni TVET College Ms M (Mary) Peters (Acting) 031 716 6700 30,870 -29,823 www.efet.co.za

Esayidi TVET College Dr SJ (Sipho) Nzimande 039 684 0110 30,441 -30,271051 www.esayidifet.co.za

Majuba TVET College Mr S (Sanele) Mlotshwa 034 326 4888 27,455 -29,564 www.majuba.edu.za

Mnambithi TVET College Ms Dudu Dlamini(Acting) 036 368 3800 28,335 -29.464080 not available

Mthashana TVET College Mr B (Bonginkosi) Mthethwa (Acting) 034 980 1010 27,46265 -30,484 www.mthashanafet.co.za

Thekwini TVET College Mr R (Brian) Cadir 031 250 8400 20,493 -30,591 www.thekwinicollege.co.za

Umfolozi TVET College Mr S (Sam) Zungu (Acting) 035 902 9503 28,764 -32.076087 www.umfoloziCollege.co.za

Umgungundlovu TVET College Ms Patricia Ntombi Ntshangase 033 341 2102 29,368 -30,225 www.ufetc.edu.za

LIMPOPO

Capricorn TVET College Mr KR (Khorombi) Madzhie 015 291 3118/5 29,272943 -23,533024 www.capricorncollege.edu.za

Lephalale TVET College Mr Lekau Mamabolo 014 763 2252/1014 27,692889 -23,68407 www.lephalalefetcollege.co.za

Letaba TVET College Mr KA (Abel) Manganyi (Acting) 015 307 5440 30,162697 -23,835698 www.letabafet.co.za

Mopani South East TVET College Ms SC (Charity) Sehlake 015 781 5721/ 5 31,138969 -23,946732 www.mopanicollege.edu.za

Sekhukhune TVET College Mr TJ (Tebogo) Kekana 013 269 0278/9000 29,24244 -25,094191 www.sekfetcol.co.za

Vhembe TVET College Mr FL (Frans) Ramonyatse 015 963 3156 29,91086 -23,03779 www.vhembefet.co.za

Waterberg TVET College Ms Selaelo Lekoloane 015 491 8581/8602 29,016409 -24,179973 www.waterbergcollege.co.za

MPUMALANGA

Ehlanzeni TVET College Dr JT Dhlamini 013 752 7105 30,97926 -25,47313 www.ehlanzenicollege.co.za

Gert Sibande TVET College Mr N (Nick) Balkrishen 017 712 9040/1458 29,143304 -26,565954 www.gscollege.co.za

Nkangala TVET College Dr SP (Peter) Qwabe 013 690 1430 /3824 29,216164 -25,877663 www.nkangalafet.edu.za

NORTHERN CAPE

Northern Cape Rural TVET College Mr P (Percy) Sago 054 331 3836 21,21337 -28,43616 www.ncrfet.edu.za

Northern Cape Urban TVET College Dr CF (Clifford) Barnes 053 839 2000/2061 24,76622 -28,74503 www.ncufetcollege.edu.za

NORTH WEST

Orbit TVET College Ms M (Maryna) Marais 014 592 7014 27,77632 -25,63787 www.orbitcollege.co.za

Taletso TVET College Mr STG (Sello) Mabathoana 018 384 2346/7/9 25Ê615Ê548 -25Ê828Ê351 www.taletsofetcollege.co.za

Vuselela TVET College Ms A Naik 018 406 7800 26,665427 -26,86347 www.vuselelacollege.co.za

WESTERN CAPE

Boland TVET College Ms Corrie Myburgh 021 886 7111/2 18,85666666 -33,92666666 www.bolandcollege.com

College of Cape Town Mr Louis van Niekerk 021 404 6700 18,272587 -33,55421 www.cct.edu.za

False Bay TVET College Mr CJH (Cassie) Kruger 021 033 0601 18,26246 -34,62674 www.falsebaycollege.co.za

Northlink TVET College Mr Leon Beech 021 970 9000/18 18,512228 -33,553627 www.northlink.co.za

South Cape TVET College Ms T Terblanche (Acting) 044 884 0359 22,27944 -33,57562 www.sccollege.co.za

West Coast TVET College Ms Osma Jooste-Mokgethi 022 482 1143 18,7296 -33,4621 www.westcoastcollege.co.za

TVET College Times

Documents