TVET ISSN 2410-6496 College Times Volume 55 December 2018 The Official Quarterly TVET College Newsletter and Journal

TVET Colleges: Your first choice stop for career training

TVET COLLEGE TIMES December 2018 Your first choice stop for career training TVET ISSN 2409-3319 College Times FROM THE MINISTER once heard a highly regarded TVET Promotions; and finishing off with Volume 55 December 2018 The Official Quarterly TVET College Newsletter and Journal Iprofessional in the UK use the expression, Graduations. “If it’s not Vocational Education, then what In Policy and Operational Shifts, is it?” He was not being entirely serious. there is an announcement of the However, perhaps a truth does lurk publication of the Fact Sheet on Neet’s TVET Colleges are the there somewhere! and news of the National Skills Authority’s Certainly, Government is “putting public hearings. Minister Pandor then Editorial team money where the mouth is”, in terms addresses us on HEAIDS. The column future – Let’s build Editor: Keith Loynes of increased funding and the promotion concludes with the first part of how to Rotating Assistant Editor: Ivan Swart of TVET. Read Minister Pandor’s go about creating TVET Institutions of Design & Layout: MPDPS (PTY) Ltd message on the opposite page if you First Choice, while referencing leading Printing: RSALitho had any doubts. The recognition of the international experiences. We conclude them now Professional language service: Woodleys Literary Services central role of Technical and Vocational with an Intellectual Debate that features TVET Colleges: Account Management: Education and Training again features in an illuminating TVET College study on False Bay TVET College Your first choice stop he National Development Plan for infrastructure maintenance was the speeches of both the Minister and student literacy levels. for career training Website support: 1 (NDP) of 2012 provided a particular approved for implementation during Deputy Minister in From the Ministry. The We received items for publication TVET COLLEGE TIMES December 2018 T Blue Sky Management Consulting message is again underscored in Cutting from more than 30 TVET professionals roadmap to the future: a society with the last quarter of 2017. We have Copyright Edge News, with the Human Resource for inclusion in this edition for which we IN THIS ISSUE: more jobs and less poverty. The NDP commenced with the training of 250 Development Council convening their are most grateful. It shows clearly, that Cover Story identifies a major potential for jobs to college personnel in basic infrastructure DHET TVET Colleges, Private Bag meeting at a TVET college under the TVET professionals do reflect and write Your first choice stop for career be created by small and medium-sized condition assessment. These personnel GNM Pandor, MP X174, Pretoria 0001, South Africa. Chairmanship of the Deputy President about their experiences. We have fitted training. See the feature on Open firms in the services sector. In preparing will also be trained in setting up annual Minister of Higher Education Training of SA. In our Movers and Shakers, we in as many as possible, in the belief TVET Colleges Website Days and College Promotions for these jobs, additional funding has maintenance plans, which will assist in showcase a student and a college, who that you will find something of interest on pages 28 - 30 and the paper been provided to TVET colleges as a first- the determination of the initial capital www.tvetcolleges.co.za inspire us with their achievements. We and value to your own particular field of choice option for school leavers. It is at injection requirements. The aim is to Visit the website for free online have a packed Campus Matters column TVET. We look forward to receiving your “Making South African TVET an About TVET Colleges these Colleges that significant numbers establish suitable bulk services and subscription to TVET CollegeTimes. with articles that feature Teaching articles by the 24th of January and to appealing choice for the youth of young people will learn the new skills the adequate maintenance of existing and Learning; Open Learning; Special meeting you again in the March edition. of SA” on pages 39 - 42 here are 50 TVET Colleges operating Cover Photograph needed for this growing sector. building infrastructure. Needs Teaching and Learning; Work Until then, take care and take TVET Ton more than 267 campuses across TVET Colleges: Your first choice Integrated Learning, Work Placement College Times with you on your summer From the Minister Currently our post-school education The Centres of Specialisation the nine provinces of South Africa. stop for career training and Employment; WorldSkills; Artisan holidays. Return well-rested and inspired and training sector is still skewed Programme gives practical expression Image by: Thokozani Ndhlovu, Page 3 The colleges serve approximately Gert Sibande TVET College. Glen Development; Partnerships Local and to make 2019 the best TVET year yet. towards university education. For to the idea that the future of colleges lies 700 000 students per annum and Mojalefa assembles an aluminium International; Campus Management and From the Ministry this reason, we are putting ever more in providing occupational programmes frame. Glen is an NCV Level 4 Development; Open Days and College Your TVET College Times Team. the Department of Higher Education Engineering and Related Design emphasis on TVET colleges and they for artisans. Apprenticeships provide (mechanical) graduate. Page 5 - 7 are expected to grow substantially. At a vehicle for combining institution and Training employs in excess of EXCITING WEBSITE FUNCTIONS SUPPORTS TVET COLLEGES the same time, our TVET colleges are and workplace learning as envisaged 18 000 personnel in the colleges. Waiver Cutting Edge News being challenged to become much in all occupational programmes. In The colleges offer a large variety of We are pleased to remind you of the TVET Colleges User Access Facility on the website courses in response to the human The views and opinions of contributors do www.tvetcolleges.co.za Page 9 more responsive to the changing this process, the continuum between not necessarily reflect those of DHET. labour market, and to be more flexible occupational programmes and artisan resource requirements of a diversified TVET College Times and the DHET accept The facility on this website, as announced at the TVET Communicator’s Forum and the Movers and Shakers in addressing the country’s skills development is made explicit. economy. The colleges are operated in no liability with regard to authorship and recent TVET College Times Editorial Meetings, provides each of the 50 TVET Colleges content of articles and photographs terms of the Continuing Education and with their own page on the website. The website www.tvetcolleges.co.za attracts up shortages and developmental needs. Quite clearly, business and labour and present these as the bona fide Page 10 to 100 000 visits per month at peak times of the year. It makes sense therefore that Since some Colleges were placed have an important role to play in the Training Act 16 of 2006 and statutory contributions of correspondents. TVET Colleges have a page on the website on which they can also reach these visitors. Campus Matters under administration in 2015, times TVET system. They should be full institutional structures comprise of the This is your own College Page to manage as you see fit. There are no costs involved for Contributors have changed. There are currently no partners in the training process from its Council, the Academic Board and the your college. The facility is brought to you free, with the compliments of TVET College Page 12 - 35 Tshegofatso Rapoo, Ivan Swart, Times. The purpose of the page is to allow TVET Colleges to publish College News and TVET colleges under administration. inception, and cannot only be involved Students Representative Council. Events on its own Calendar page. Visitors to the website will access the College Pages Although, the relations between after the training is complete and there Lame Morubane, Nadine Moodaely, Policy & Operational Shifts Tumelo Morobe, Julia Senoelo, through a new dedicated menu item. Each College will register as their own user in management and councils at some is a need for work placement. This order to administer the page, publish newsflashes, and provide information about Henriette van Twisk, Dr Pieter Geel, Page 37 - 42 Colleges are not yet at the standard that means that they need to be given real Maggie Maja, Ernest Sonnenberg, upcoming events. This facility is ideal for conveying Examination News; Enrolment About TVET College Times and Registration Dates, and News; Community Events, and more. This is your tool. we expect. This is evident in forensic influence in the TVET system. Wilma de Villiers, Dr Jyoti Singh, Use it well and gain much. Do not use it, and stand to lose the opportunity for Intelectual Debate Roshin Schmidt, Samantha Damons, investigations, where Management SETAs each have a database of irst published in 2005, TVET College marketing your college in 2019. Yasin Johnson, Thokozani Ndhlovu, Page 44 - 46 and Principals are under investigation all employers in their sectors and the FTimes is an internationally registered Sharon Grobbelaar, Deon Halls, Don’t forget that the College Calendars for 2019, and all Examinations related in terms of the Labour Relations Act potential capacity to interface with Department of Higher Education and Fiona McFarlan, Melody Marescia, material, are also available on www.tvetcolleges.co.za College Contact Details or other matters. The DHET has had each one. This enormous advantage for Oratile Matlapeng, Colleen Brennon, Training quarterly publication. to intervene in such cases in order to a TVET system needs to be mobilised Thulani Thulare, Daniel Masenya, Kind regards WEBTEAM Page 48 As a contributor based publication, ensure continued progress is made in on a massive scale. Matau Manye, Velisile Bukula, it provides a community of practice Christiana Nel, Prof Johann Maree, these cases of institutional deficit. A The National Artisan Development DHET REGIONAL OFFICE CONTACT DETAILS forum for TVET College professionals. Russell Chisango and Carol Dwyer. robust and flexible TVET College sector Strategy proposes a definitive national It also serves as a vehicle for keeping Region City Physical Address Contact numbers must be sound in the fundamentals of artisan training system that is underpinned Contributors send articles to: college council members, principals, governance and management. I appeal by closer co-operation between TVET Steve Vukile Tshwete Building, Eastern Cape management, staff and TVET Webmail: www.tvetcolleges.co.za Eastern Cape Zwelitsha Provincial Education Complex, Zone 6, 043 604 0701 / 00 to TVET professionals to keep this as colleges, private training providers, TVET College Times/Send Your Article Zwelitsha, Eastern Cape practitioners in general informed of the Or use this url: an important focus and to work with employers and SETAs. It is only by getting http://www.tvetcolleges.co.za/Site_ Free State and 079 324 1705/ the DHET in addressing any factors the co-operation of all parties, role- latest developments in the TVET sector. TVET_College_Times.aspx Johannesburg In transitu Gauteng 051 404 8822 that distract us from this objective. players and stakeholders that our efforts Currently, 25 000 print and online copies are distributed by subscription Advertising, Subscriptions Kwa-Zulu Natal Pietermaritzburg 19 Wigford Road, Mansions Hill, 039 684 0110 Government’s support for the will succeed in achieving our artisan Pietermaritzburg, KwaZulu-Natal quarterly across South Africa and and editorial matters: objective is clear. For the first time, development objectives and targets. internationally. 58 Schoeman Street, Rentmeester Building, TVET colleges received an infrastructure I wish all TVET professionals and our Limpopo Polokwane 015 291 2662 E-mail: [email protected] 5th Floor, office 509, Polokwane, Limpopo allocation of R1,3 billion in 2018. The industry and business partners, the very Fax: 012 328 3322 For free online subscription visit the Telephone: 012 312 5352 1305 Dr Albert Luthuli Drive, Provincial 018 389 8150/90/69 - NW TVET Colleges are to be supported with best for the summer holidays. Come Mpumalanga website www.tvetcolleges.co.za and click Closing date for Volume 56: and North West Mafikeng Department of Education, Mafikeng, North a further R4,4 billion over the Medium back refreshed to give all your newfound Thursday, 24th January 2019 West 017 200 0789 - MP Term Expenditure Framework period. energy to creating TVET colleges that on the icon. For print subscription contact A centralised management system are truly institutions of first choice. us on email: [email protected] TVET College Times is supported by Northern Cape Cape Town 18 Floor, Sanlam Building, Golden Acre, 021 467 2614 subscribers and advertisers. and Western Cape 9 Adderley Street, Cape Town, Western Cape

2 3 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 N4 communication Ad Oct2018.pdf 1 2018/10/24 11:42 AM

COMMUNICATION FROM THE MINISTRY AND MANAGEMENT E N4 COMMUNICATION Minister Pandor launches the Gandhi-Mandela Centre of Specialisation for artisan skills SAY IT IN PLAIN ENGLISH Students and lecturers alike will love our new Communication book. Using the same experienced author lmost as soon as the ink had This sentiment was echoed team, we have upgraded and improved this popular title. Adried, South Africa and India by the Indian High Commissioner moved with speed to implement their to South Africa, Ms Ruchira Memorandum of Understanding Kamboj. Ms Kamboj added Now printed in FULL COLOUR and with elinks and supplementary resources such as posters and a USB (MoU). The MoU was signed that since 1993, when India first with additional material, this title will ensure success at exam time! between the two countries at the established full diplomatic ties with BRICS Summit held in July. South Africa, they had trained over The two countries had agreed 1 200 South Africans in India. A HARDCOPY to co-operate in setting up a This initiative was going to LECTURER Centre of Specialisation for Artisan assist to drastically increase that Minister of Higher Education and Training, Naledi Pandor, and India’s High Commissioner GUIDE IS ALSO Skills in South Africa. This was number, with the training taking to South Africa, Ms Ruchira Kamboj, co-launch the Gandhi Mandela Centre of in recognition of South Africa’s place on South African soil. Specialisation for Artisans Skills. On the left is Deputy Minister Buti Manamela AVAILABLE. drive to promote quality vocational education and training for young About the Centres of Specialisation The evaluation commenced in 2015 with a call to TVET Key to success! people. It will also serve to meet The Centres of Specialisation Programme is a Department colleges to signal their interest in the programme. The the local need for artisans. Minister of Higher Education and Training (DHET) initiative. eight-point assessment which followed, interrogated the PowerPoint slides AVAILABLE of Higher Education and Training, It addresses the demand for priority trades needed to colleges’ financial management capacity to manage a DECEMBER Naledi Pandor, and India’s High implement the National Development Plan and specifically centre of specialisation; student enrolment; historical 2018 Commissioner to South Africa, the National Strategic Infrastructure Plan. The Centres of success rates; proximity to strategic infrastructure projects Audio les Ms Ruchira Kamboj, co-launched Specialisation aim to gear public TVET colleges to deliver (SIPs); proximity to workplace learning opportunities; the Gandhi Mandela Centre of quality trade qualifications that meet industry demands. availability of practical facilities; existing partnerships with C Updated syllabus Specialisation for Artisans Skills It is for this purpose that the programme is delivered in employers, SETAs and professional bodies; and whether

M at the Pretoria West Campus of partnership with employers. the colleges’ are registered as trade test centres or located the Tshwane South TVET College. “The dual system apprenticeship model is at the heart near a registered trade test centre. Y THE FULL PACKAGE! Aspiring mechanical fitters, of the programme,” says Adrienne Bird, Deputy Director- The response from employers has been ‘enthusiastic’. CM boilermakers, electricians and General, responsible for Special Projects in the DHET. “It The occupational team conveners are now in advanced - Full colour textbook millwrights who enrol at the Pretoria means that the apprentice will qualify through a three-year talks with potential employers to pledge their willingness MY - Comprehensive Lecturer Guide West Campus of the College in apprenticeship contract. This will involve continuously to enlist apprentices. The SETAs are on board. They will weaving together theoretical learning, simulated practical provide an Artisan Development Grant to employers that CY 2019, will be among the first - eBook with enrichment group of apprentices to benefit from learning in a training workshop, and on-the-job learning at commit to taking on apprentices. The grant will cover a CMY - Hands-on Study Guide to ensure this investment. the place of employment.” substantial portion of the employer costs, including the In line with the agreement, the The DHET, through the National Skills Fund (NSF), apprenticeship wages over the three years. K student success government of India is injecting has allocated R150 million to seed-fund the initial set-up The 13 priority trades targeted are: mechanical fitter; costs of the 26 centres of specialisation. The seed funding boilermaker; electrician; millwright; bricklayer; plumber; - PowerPoint slides (on the USB) a total of R48 million towards will be utilised for the initial refurbishment of workshops at automotive mechanics; diesel mechanic; carpenter and the establishment of the Centre - Audio „les (on the USB) all targeted centres. The NSF, together with occupational joiner; welder; rigger; fitter and turner; and pipe fitter. of Specialisation. Tshwane South - Posters for your classroom team conveners, who represent industry associations The focus on these 13 trades, is designed to meet the TVET College is among the 26 in the target trade areas, have followed a rigorous demand for skills to deliver government’s 18 SIPs. The - Updated syllabus (on the USB) centres of specialisation that the approach to the evaluation and selection of colleges who SIPs are in the form of social and economic infrastructure Department of Higher Education participate in the centres of specialisation programme. projects across all nine provinces. and Training (DHET) is establishing for 13 priority trades at TVET 26 centres of specialisation to be ready for 2019 intake colleges across the country. The first intake of apprentices will take Province Trade TVET College Campus place in January 2019. Speaking Eastern Cape Welder East Cape Midlands Uitenhage at the launch, Minister Pandor Automotive Motor Mechanic Port Elizabeth Iqhayiya

said, “It has been less than three Free State Electrician Flavius Mareka Sasolburg months since our countries, Plumber Flavius Mareka Kroonstad under the proud umbrella of Boilermaker Ekurhuleni East Daveyton Gauteng Mechanical Fitter Tshwane South Pretoria West BRICS, signed a memorandum of Fitter and Turner Tshwane South Centurion

understanding with the intention Millwright Umfolozi Richtek of establishing a Centre of KwaZulu-Natal Boilermaker Majuba Majuba Rigger Umfolozi Richtek Specialisation for Artisan Skills”. She added that she was thrilled Pipe Fitter Mopani South East Sir Val Duncan Limpopo Diesel Mechanic Mopani South East Sir Val Duncan to have linked this initiative to the Carpenter and Joiner Sekhukhune CS Barlow

wider Centres of Specialisation Mpumalanga Millwright Gert Sibande Standerton initiative of the DHET. “From our side, the Centres of Specialisation Northern Cape Carpenter and Joiner Northern Cape Urban Moremogolo Programme promises to Bricklayer Vuselela Jouberton Centre for Engineering Studies North West Electrician ORBIT Brits pioneer the way forward in the Diesel Mechanic ORBIT Mankwe transformation of our TVET college PROUD TO BE AND www.futuremanagers.com Bricklayer South Cape Mossel Bay system. It will make colleges ever Rigger False Bay Swartklip more responsive to industry needs. Pipe Fitter West Coast Vredenburg Western Cape Plumber College of Cape Town Thornton At the same time it will lift their Welder Boland Worcester Mechanical Fitter False Bay Westlake capacity to deliver really high-level Automotive Motor Mechanic College of Cape Town Athlone Tel: +27 21 462 3572, Fax: +27 21 462 3681 quality occupational programmes.” Fitter and Turner Northlink Wingfield Email: [email protected] 5 TVET COLLEGE TIMES December 2018 Minister Pandor’s opening The Deputy Minister of Higher Education and remarks to the 9th Pan African Training, Mr Buti Manamela, addresses the TVET Colleges conference 2018 BRICS Future Skills Challenge

Programme Director manufacturing amongst others. It is preparing for International Association of Colleges of work. This is in order to ensure that young Ambassadors from BRICS countries mastery of the skills that Industry 4.0 will require. President and North America Representative: people have better educational and economic In this way, the Future Skills Challenge is compelling Mr Allen Edwards opportunities. TVET colleges should be Chairs of the BRICS Countries Skills our BRICS countries to consider, embrace, prepare Vice President and African Representative: recognised as vital national assets. Assets that Development Working Groups and lead the skills required for the future while we Mr Christopher Brink empower the next generations with very practical live. This is not an easy task to achieve. Especially skills and knowledge. They can make a crucial Delegations from Brazil, Russia, India, when you consider the relative levels of poverty, European Representative: China and South Africa Mr Justin Togher contribution to the ability of our economy to be unemployment and inequality that exist in BRICS competitive, if properly supported. countries. BRICS countries do not have the luxury Members of the media Our TVET colleges are moving to a of addressing poverty, unemployment and inequality t is my honour and privilege to welcome you ‘contracted apprenticeship’ model. That is why Photo Credit: Ivan Swart first and then focussing on future skills and IR4.0. Iall to South Africa. we have invested so hugely in colleges from t is an incredible pleasure for me to welcome you If they do this, they run the risk of being left Technical and vocational education this year. The intention behind the investment plant in the Dube Tradeport. To provide skills Ito a warm and sunny Johannesburg for the 2018 behind, as being rendered irrelevant to the global is going to be confronted by new training is so that we can reshape the colleges, and for the plant, Samsung partnered with the BRICS Future Skills Challenge. Welcome to our economy. As developing nations, we have to do demands and changes in the next five years. provide worthwhile opportunities for all young Coastal KwaZulu-Natal TVET College and the beautiful South Africa. both simultaneously. We must address our current We are going through a technological revolution people who want to choose a career in a trade. Department of Higher Education and Training to You will have travelled 14 and a half hours from development challenges and prepare for the future that goes by the acronym of 4IR. It is about The 50 TVET colleges, with an enrolment establish the Samsung Engineering Academy in Beijing to Johannesburg. If you are from Moscow, at the same time. In doing so, we have to bring all artificial intelligence, big data, and the internet of 700 000 students, are allocated R10,7 KwaMashu. International motorcar companies you would also have travelled 14 and a half hours. our people along and not leave some behind. This is of things. It is a revolution dominated by billion this year. This is up 45% from R7,4 Volvo, Volkswagen and BMW have similar If you are from New Delhi, you would have travelled the challenge with which we are faced. new technologies namely, nanotechnology, billion in 2017. R1,3 billion of this is for an academies to train the artisans they need. about 12 hours and if you are from Brasilia, you Within this context, it is undeniable that education biotechnology, synthetic biology, applied infrastructure grant. It is the first time we Of course, business and government would have travelled about 13 and a half hours. plays a key role in social, political and economic neuroscience, geo-engineering, regenerative have earmarked such funding. This is a clear partnerships are not new. Several international Thank you for making the trip. We promise to make development. In South Africa, we are building a medicine, robotics, additive manufacturing, indication of the emphasis we are placing companies like Pfizer, Nestlé and Hitachi have this a special visit. Our country has much to offer post-school education and training system that and specifically, machine learning algorithms, on TVETs. This year, our targeted free tuition invested in high-skilled research partnerships and is a key tourist destination in the Southern can adequately respond to the needs of millions of the most important general-purpose technology scheme for students is being implemented for with government. For example, government Hemisphere. I am told that you have already visited people inclusive of adults and youth. Considerable in use today. all years of study in colleges while only for first recently entered into a ten-year partnership the Lion Park and that despite the hunger of the investments are being made in infrastructure, lecturer The Deputy Minister addresses the 2018 BRICS South Africa is in the process of year students at universities. Accordingly, 458 with IBM South Africa in an ICT Research & lions, you are still here tonight! development and curriculum advancement in order Future Skills Challenge modernising and strengthening TVET colleges 875 college students will receive bursaries Development and Innovation programme. The You have also visited Nelson Mandela’s house to provide education of a high quality. The gaps are and their role in skills development. We want for tuition and books. While 50 480 students partnership commits IBM to an investment in Soweto and the Apartheid Museum. Both of these closing to ensure equal opportunities for education and people in our countries. But, it is our responsibility our lecturers to contribute to aspects of these will receive travel, accommodation, and meal of R700 million in a programme involving places are important to understanding the history of training. Opportunities are expanding. Opportunities to broaden education and access to these skills for new technologies. However, to date there is allowances. A further 82 600 will receive a academic, enterprise development, and our country. Tonight, you heard the eloquence of two for people in disadvantaged areas and especially our the benefit of the majority, as we take our people no comprehensive African strategy to take transport allowance. research components. young South Africans as they paid tribute to Nelson youth. Access is increasing. The quality and diverse along this IR4.0 journey. advantage of their many benefits. Africa cannot Colleges operate in an increasingly Are our TVET education systems and Mandela and Albertina Sisulu in their centenary range of education and training is improving. A key feature of this 2018 BRICS Future Skills afford to be left behind. We already have some commercial and enterprising way. They are programmes relevant to the Fourth Industrial commemoration. It is significant that we have two Innovation and technological development Challenge is the emphasis on Ubuntu. I am told that of the components necessary to play a role. expected to innovate, pursue new opportunities Revolution? It is time for the TVET college young South Africans talk about these honoured are essential in reducing the challenges of you have been exposed to Ubuntu through a theatre Especially in our research universities and and take measured risks in delivering what is community to start a much needed conversation centenarians. South Africa would not be a part of unemployment, inequality and poverty experienced production that you saw today. Put simply, Ubuntu innovative mining and manufacturing sectors. best for their stakeholders. In recent times, and debate. A debate which focuses on how to BRICS and have taken its rightful place among in our BRICS countries. The creation of an is the idea of personhood through other people. I But much more needs to be done in the TVET they have gone through major transformational reshape vocational education into an adaptable, world nations, had it not been for the contribution innovation architecture will lay the foundation for am because you are- we are together. I see you college sector. TVET systems in a growing change. We look to them to provide more and flexible and relevant environment to contribute of these two icons to our struggle for freedom and increased productivity in our industrial sectors. It will and you see me. Ubuntu emphasises humanity, number of African countries are undergoing more young people with valuable careers in to a rapidly changing society. democracy. We honour them by recognising their also contribute to social upliftment. solidarity and connectedness. As South Africans, we promising reforms that are designed to build the future. We now have a Quality Council There are many who question the quality contribution. Committing to their vision of justice Technology has influenced the way we function, believe that it is important to emphasise Ubuntu in on the inherent strengths of the system. responsible for setting qualifications and of TVET training in South Africa. In my view, and equality and living their values. Four days of the way we teach and the way we learn. It has also this Future Skills Challenge. The future skills related Although the primary objective of technical framework curricula for trades and occupations, we are only going to succeed at addressing our exciting skills challenges lie ahead for you this week. given rise to new opportunities, research and areas to IR4.0 can be individualistic and disconnecting. and vocational training in Africa is to provide the QCTO. It has been directed to re-unite problems in so far as we manage to establish It must be grounded in humanness and must valuable employment for our young people, a theory, simulated practice and workplace partnerships across different stakeholder connect us to each other. We must all benefit from strategic approach to skills development on the learning into the design of their qualifications. groups. I have made it my own objective these future skills. Ubuntu and other philosophical continent cannot ignore the effects of 4IR. The Many of these new qualifications have to establish strong partnerships with the frameworks provide for this interconnectedness. vast skills and economic development needs of been developed for trades. Our challenge business sector. So we are now going to pilot South Africa will present a detailed overview of Africa mean that African countries must pursue now is to offer these programmes in a more a programme from next year. When students Ubuntu to the Skills Development Working Group the development of skills and entrepreneurship integrated fashion. Some time ago, we enter the programme, they will already have Session. There will also be a discussion on Ubuntu- at all levels of the spectrum. This includes borrowed from the Germans and embarked an apprenticeship contract. That is the way like frameworks that operate in BRICS countries. the basic, secondary and tertiary levels, with on a dual system pilot project. The focus was that TVET colleges should be. We should These discussions will lead to a common framework each country emphasising the skills types that on just two trades, electricians and plumbers. have very strong links with industry. All for consideration in the preparation of Future Skills correspond best to their stage of economic Many useful lessons have been learnt in countries, developed and developing, need to Challenges and beyond. development and the needs of the local labour this process. We are deeply grateful for the rethink their models of education and models As you participate in the skills challenges market. The challenges of meeting these collaboration we have had. of teaching. that will be presented to you over these next objectives remain huge. It is with conferences In 2019 we will begin our Centres of The sooner we start to be realistic about days, I encourage you to consider Ubuntu in your like these that we are able to share good Specialisation Programme three-year pilot. We the changes the world is facing, the sooner we In discussion with delegates, is MerSETA Chairperson Ms Lebogang Letsoalo, Deputy Minister Buti Manamela and participation and interaction with colleagues. I wish practices, share our common objectives, and have identified 13 trades and have selected can move to address the challenges. Clearly, Mr Bhabhalazi Bulunga of the BRICS Business Council you well in your participation. You represent the best concretely commit our collective will to make 26 college sites, two per trade. We now plan those who will be best suited to face the and brightest in our BRICS countries in these future these a reality. to implement these programmes in the dual obstacles presented by an uncertain future, There are many skills competitions that take for development. The BRICS Future Skills Challenge skills areas. We are counting on your contribution TVET colleges have been identified as one system modality with employer partners. We will be those who are most ready to move with place globally. The WorldSkills competition is one is an integral part of our research, innovation and to broadening access, information and education in of South Africa’s priority policy areas. have also borrowed from the Koreans. We are the times. such event in which BRICS countries participate. technological development pathway. However, these areas. Enjoy the BRICS Future Skills Challenge Our government has over the years, beginning to consider the Korean model in However, the Future Skills Challenge is different. the BRICS Future Skills Challenge must not be 2018. Enjoy our South African hospitality. Enjoy developed the links between the different South Africa. The Koreans introduced training I wish the conference every success in its This challenge is forward looking. It considers seen as the preserve of the elite. The Challenge, South Africa, and take time to do some sight-seeing parts of the post-school education and training consortia based on partnerships between large deliberations. the skills of the future. These skills include cyber within its current configuration, may only involve after the Skills Challenge. system; universities, TVET institutions and companies and government. For example, security; industrial robotics; the internet of things; a few hundred people. The skills areas may seem I welcome you to the BRICS Future Skills the SETAs and between them and the world Samsung has a television manufacturing Thank you. drone technology; aircraft composites; and intelligent daunting and incomprehensible to the majority of Challenge 2018.

6 7 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 TVET FIRST CUTTING EDGE NEWS The 21st Human Resource Development CommunicaƟ on & Council meeting takes place at a TVET College

TSHEGOFATSO RAPOO - Management CommunicaƟ on N4 E-Media & Communications Administrator he Deputy President, Honourable David 2nd ediƟ on TMabuza, convened the 21st Human Resource Development Council (HRDC) in We have completely revised our books in response to the updated curricula for 2019. September. The meeting was held at ORBIT TVET College, Rustenburg Campus, North West Province. Mr Mabuza, is the ex-officio Chairperson of the HRDC of South Africa. The HRDC was launched in 2010. The Deputy President was accompanied by North West Premier, Prof. Job Mokgoro, Minister of Higher Education and Training, Ms Naledi Pandor, Minister of Basic The Deputy President, Honourable David Mabuza, is pictured here with several Ministers and Deputy Education, Ms Angie Motshekga, Minister of Ministers, the Principal of ORBIT TVET College, Mr Dika Mokoena and SRC Executive Members, during his Communications, Ms Nomvula Mokonyane, visit to the College Minister of Small Business Development, Ms Lindiwe Zulu, Deputy Minister of Higher No Education and Training, Mr Buti Manamela, Deputy Minister of Labour, iNkosi Phathekile Wi-Fi or data Holomisa, the Premier of the Eastern needed! Cape Province, Mr Phumulo Masualle and other senior government officials including the Principal of ORBIT TVET College, Mr Dika Mokoena. As part of the visit arrangements to the College, the delegates were taken on a tour of the Platinum Incubator (PI), the Jewellery Manufacturing workshop and the Centre for Entrepreneurship. In the Centre for Entrepreneurship, SMMEs had exhibited their Student: 9781430807728 Lecturer: 9781430807742 products. The tour was aimed at showcasing A Jewellery Manufacturing student at ORBIT TVET College, takes the Deputy President and his entourage through innovation, partnerships, entrepreneurship and the process of making jewellery FIRST FOR STUDENTS the transfer of skills to the benefit of students. Amongst the important issues discussed in 4 Full colour textbook the HRDC meeting, was an update on Student Funding in institutions of higher learning. 4 Packed with diagrams and photographs Plans to support academically capable poor 4 and working class students to access higher Relevant examples and case studies education, were also the subject of discussion. 4 Le� er template to assist with Paper 1 The Deputy President indicated that he would be visiting provinces from time to time. He was 4 Detailed summa� ve assessment ac� vi� es keen to assess their functionality levels and to promote the cross-sharing of best practice for each module models for human resource development between provinces. On the preceding day, North West Province FIRST FOR LECTURERS Premier, Prof. Mokgoro, officially launched the North West Human Resource Development Minister of Higher Education and Training, Ms Naledi Pandor and dignitaries, with the Deputy President in the The Lecturer Support Pack consists of: Council (HRDC) at the Rustenburg Civic Centre. foreground, marvel at a jewellery piece made by one of the College students during a tour at the exhibition stalls 4 Printed Lecturer’s Guide with answers to The new provincial HRD Council consists of members from organised labour, government, all the ac� vi� es business, civil society and academics. 4 Members will serve for a period of five years. Printable Lesson Plan templates ORBIT TVET College Principal, Mr Mokoena 4 PowerPoint slides on a DVD and USB S� ck was among those elected. The Premier emphasised that South 4 Videos, anima� ons and audio  les Africans must start focusing on building a skilled and professional public service. “The National Development Plan is very clear that we need to make sure that we make working in public service and local government a career of Deputy President Mabuza thanks ORBIT TVET College Principal, Mr Dika Mokoena and CEO of the Platinum Macmillan EducaƟ on | Tel: 011 731 3300 | Email: za.info@macmillaneduca� on.co.za choice. South Africans must focus on building Incubator, Ms Sibogile Shongwe after they presented him with a platinum lapel pin. The pin bears his initials, Gan Krishna | NaƟ onal Sales Manager TVET Colleges | Cell: 078 804 0592 | Email: Gan.Krishna@macmillaneduca� on.co.za a skilled and professional public service from and is a token of appreciation and a reminder of the outstanding craftsmanship produced by students. www.macmillan.co.za | www.troupant.co.za | TVETFirst | @TVETFirst top to bottom,” Prof Mokgoro said. They are surrounded by the College SRC members G U Subject to DHET approval 9 TVET COLLEGE TIMES December 2018 MOVERS AND SHAKERS From Piketberg to Johannesburg: College student shines on South African television VAN SCHAIK BOOKSTORE

IVAN SWART - Public Relations, Social Media and Digital Communications Practitioner

ldon van der Merwe, a 24 year old from if I would be interested in playing the role of Elvis ONE OF SOUTHERN AFRICA’S Ethe town of Piketberg in the Western Cape Prinsloo. Elvis Prinsloo is the young apprentice Province, never thought that he would be given who is taken under the wing of the fix-it man, so many opportunities to live out his passion Ouboet. Ouboet is played by Frank Opperman. for acting and performing, both on stage and in In the storyline, Elvis the apprentice, gets to LEADING SUPPLIERS OF front of the camera. learn the ropes of the electrical appliance repair Eldon studied Performing Arts at Northlink business from him,” said Eldon. TVET College Tygerberg Campus. It was here The production of the second season is that he honed his acting craft. He ‘wowed’ nearing an end in Johannesburg. Eldon says the audience during the Performing Arts that Willie is still continuing to develop the Department’s stage production of Evita. He character even further in the last episodes. textbooks, library books, played Ché Guevara, the flamboyant narrator of “It kind of still feels unreal to be a part of the story. He can now be seen in the current such an awesome cast of people who I watched second season of Ouboet en Wors. ‘Old brother’ on the television while growing up. Learning e-textbooks, stationery, lifestyle and ‘Sausage’, is a literal translation of the from them on how to make my character my nicknames of the lead characters Ouboet en own and try to be the best Eldon and Elvis that Wors in the sitcom. Ouboet en Wors is screened I possibly can when the camera roles”, adds products & electronics. on KykNet, an Afrikaans South African Digital Eldon. What is next? Eldon mentions that he Satellite Television Channel. Eldon plays the is currently busy writing his own production. Eldon van der Merwe at the Performing Arts Department’s young Elvis Prinsloo, the electrical apprentice He is on the lookout for the next opportunity production of Evita that was performed at the Bellville to Ouboet who has an electrical appliance that will fit his acting profile. “I do not know Civic Theatre, Western Cape Province in 2014 repair business along with Wors who is selling what tomorrow brings, but I know that whatever batteries. According to Eldon, this is not the first comes my way, it will give me more exposure Ms Heloise Lotz to Mr Willem Rall for always time that he has had the opportunity to work and more skills to be an even better actor than supporting and encouraging me to be better with Willie Esterhuizen, who plays Wors and the previous opportunity.” than what I thought I can be,” he concluded. is the producer of the television series. He has “I really want to thank everyone who worked with him on another Afikaans sitcom supported me and who continue to support Ouboet en Wors is aired on Mondays at 20:00 on Koelpixels. “I was contacted by Willie and asked me. From my mentor Mr Kobus Hanekom, Dstv Channel 144. — Conveniently located countrywide — College awarded for business excellence National supplier of Library

LAME MORUBANE - Communication Officer Books & Services

otheo TVET College is slowly but surely awarded the College a Diamond Arrow Award — Direct Sales Consultants Mpaving its way to the top. The College for the fourth consecutive year. The award has once again been recognised for business was made at the Annual Free State Business servicing niche markets excellence based on an intensive independent Excellence Award Ceremony held recently at research survey process conducted in March Kopano Nokeng Resort in Bloemfontein. In and April 2018. the Sector of Training Institutions in the Free The survey was conducted through State Province, Motheo TVET College is rated a random provincial sample of 110 highest on an overall rating of 4.21 out of a respondents comprising of CEO’s, MD’s, possible 5.00. In 2014, the College received business owners, company directors and the Golden Arrow Award and in 2015, 2016 managers, and senior government officials and 2017, the Diamond Arrow Awards. The in the Free State Province. The results of recognition received is only possible through the survey were based on the perceptions of the dedicated efforts of a strong team who the respondents. Accordingly, Professional work together towards common goals in the Marketing Research (PMR) Africa, recently interests of the College. Principal Phutsisi receives the PMR awards on behalf of Motheo TVET College

College Council Chairperson Adv Xolile Xuma applauded the Principal for steering the College to success. He said her hard work has impacted on the staff. Principal Dipiloane Phutsisi responded that the achievement is For more information contact: not hers alone. She gave credit to the Faculty for working with her in taking the College to greater heights. “The dedication and hard work Chris Fouché of our staff has made it possible for Motheo TVET College to be top of mind in this province. Mobile: +27 82 468 3373 We will not cease or relax in our endeavours to continue being a leading provider of education Email: [email protected] Principal Phutsisi gives the credit for the award to the hard work and dedication of the Motheo TVET College staff. and training”, said Principal Phutsisi. Here she celebrates with managers

10 TVET COLLEGE TIMES December 2018 CAMPUS MATTERS Pre-Vocational Learning Programme pilot project: End of pilot year reflections

TEACHING AND LEARNING HENRIETTE VAN TWISK - Project Manager: Special Projects

lose to the end of the The goal of the PLP is Cpilot year of the new Pre- therefore, to prepare students College participates in Research Colloquium Vocational Learning Programme for access into a TVET College. (PLP) initiated by the DHET, It prepares them to follow a NADINE MOODAELY - Marketing Practitioner lecturers and students alike have specific vocational learning path. commented on its benefits. With the learning foundations rincipal Khaya Matiso represented Port Elizabeth research outputs and should support further research To quote three lecturers provided that improves their PTVET College at the DHET Research Colloquium in the TVET Sector, he explained. Principal Matiso participating in the pilot and chances of completion, a cost held in September in East London, Eastern proudly announced that his institution has more than who provided feedback: “Please saving on government subsidies Cape Province. 20 staff currently engaged in post graduate studies. don’t mess, or make too many is ensured. Entrants into the Principal Matiso addressed delegates on the Participants of the Colloquium included changes, with this programme. PLP would typically be students purpose of the event at a Gala Dinner. He stressed Policy Makers, Government Officials, Sector We finally have something that who completed grades 9, 10, or the importance of research in all aspects of the Education and Training Authorities (SETAs), TVET works; Never-mind the learning of 11. They are also students who TVET College sector. He believes that this is a way Colleges, College Representative Bodies, Research a new subject. We have noted a are academically ill-equipped to forward to improving standards in order to assist Organisations, Quality Councils, Organisations marked improvement of academic succeed in the qualification of students in not only being prepared for industry, but representing Private Education and Training Principal Khaya Matiso at the DHET Research Colloquium performance. It can be ascribed their choice. Research undertaken also to encourage entrepreneurship. Research forms Institutions, Student Organisations, Professional to the way the PLP has been showed that whilst there is an Centre, is Nozibusiso Dlamini, PLP Life Skills and English lecturer at Elangeni TVET an integral part of moving forward, rectifying past Bodies, Community Organisations, Organised set up. It prepares the students abundance of foundational and College. She is explaining new technology concepts to a group of PLP students who are mistakes, dealing with old practices, benchmarking business and labour and more. organising and branding all the Colloquium venues. for anything they want to study; bridging courses, they are pitched from left, Zesuliwe Hlongwane, Zama Chiliza, Zinhle Mazibuko, Zama Dlamuka, and sharing best practices among the 50 TVET The College’s Marketing Department joined More than 200 delegates attended the conference, This programme works. I mean, too high. This in turn hinders Sibusiso Khumalo, Nothando Mdlalose and Zinhle Bali Colleges Nationwide. Universities are advanced in seven Eastern Cape TVET Colleges and assisted in with around 30 local and international speakers. it really works! My students are their capacity to bridge the gap between the schooling system on teaching students to plan their Town; Boland; False Bay; East Cape and the successful completion of studies; use techniques to take Midlands; Elangeni; Ekurhuleni Historically, youth enrolled College hosts an Annual Academic Day a TVET course. It became evident, notes; summarise and memorise West; Gert Sibande and ORBIT. in TVET streams do not have that the key requirement was to work; and manage exam stress The PLP is based on student- TUMELO MOROBE - Public Relations Officer the requisite foundational address the gaps identified in and nerves. It also helps centred education. To ensure academic knowledge to be prior knowledge and to boost students adjust to- and integrate that lecturers are appropriately n Wednesday the 20th of September, speech, reading skills, writing skills, listening successful in their studies. As basic foundational knowledge. into college life. This has been prepared to make the adjustment, OCapricorn College for TVET celebrated its Fifth skills, spelling bee, as well as storytelling. a result they either drop-out This meant that the PLP would ground-breaking to the extent the Lecturer Support System Annual College Academic Day. The event was Participants from all four campuses competed. or repeat several subjects. have to address knowledge gaps that some lecturers have applied (LSS), hosted by the DHET, has attended by college management, staff members, The theme for the day was “Celebrating The general trend in TVET that should have been acquired these learnings to their main- developed a comprehensive students and guests at the Polokwane Campus, Madiba’s Centenary”. Colleges is that students take as far back as Grade Five. It was stream students. teaching support package for the Limpopo Province. Ms Mary Ramonyatse, the Chairperson of only when doing this that one The pilot phase kicked- PLP lecturers. Lecturers will be close to twice the amount of “The event sought to identify, nurture and UNASA Capricorn College for TVET’s Chapter, could ensure that students have a off in January 2018 with eight further supported by a discussion expose academic talent within the College. alluded that “these academic activities help time required to complete a foundation to proceed with more participating colleges. During this forum on the LSS Portal. Lecturers We want to see future Presidents, Doctors, increase the number of organised, committed, given qualification. This is formal studies. phase, all eight colleges were will be able to post questions Communicators and Journalists from the responsible and confident youths that enter both costly to the state and Based on the findings, supported in the implementation. and challenges they may have College,” said Mr Philani Mfuntane, the Student the South African labour market. Indirectly, it also results in students a curriculum comprising of Regular focus group meetings on the LSS Portal which will be Representative Council’s chairperson. their enhanced skills contribute to improving spending longer periods in four subjects was developed. were held to evaluate progress. answered by the service provider Activities of the day included a Maths employability and ultimately, the country’s Academic Day rewards. The Polokwane Campus team is the college than is necessary. Foundational English starts the Whilst it is generally accepted or escalated where necessary. Olympiad, poetry renditions, unprepared economic growth”. congratulated by Principal Mamabolo students off with the basics Although the PLP initially and progresses to the more was slated as being “too simple” very motivated and keen to learn. complex. It culminates with the To ensure that lecturers and “too long”, six months into Tourism students attend the 2018 National Tourism Careers Expo They appreciate every moment student having the ability to are appropriately prepared the programme, lecturers were they spend in class. They are undertake elementary research to make the adjustment, reporting tremendous progress JULIA SENOELO - Tourism Lecturer not shy to talk about how they and to prepare a basic academic the Lecturer Support in terms of student confidence experienced ‘English’ before they report. The programme also System (LSS), hosted by and academic improvement. he National Department of spectacle. This team contributed started with PLP”. sought to bolster Foundational the DHET, has developed These are some of the comments TTourism, extended an invitation greatly to the success of the event. Historically, youth enrolled Mathematics. This required a comprehensive teaching from students on the PLP: “This to the Tourism Department of ORBIT Amongst other duties, they assisted in TVET streams do not have the addressing historic gaps while support package for the course is an opportunity. It can TVET College, Mankwe Campus to with packaging goodie bags and requisite foundational academic supporting students to start PLP lecturers. Lecturers will change my life. It really helps attend the National Tourism Careers being ‘tour guides’ to guests through knowledge to be successful in their thinking critically and develop me know what I want and know be further supported by a Expo (NTCE) in September. The the different stalls. Ms Senoelo also studies. As a result they either problem solving skills. The where I want to go. This course invitation came with a request that formed part of the adjudication team drop-out or repeat several subjects. subject Foundational Science, discussion forum on the is good; What I like about the the National Certificate Vocational on public speaking. The task was to The general trend in TVET Colleges serves to introduce the subject LSS Portal. Lecturers will be course is that it brings me back (NCV) Tourism students provide judge contestants from nine provinces ORBIT TVET College, Mankwe Campus, Level 3 and 4 Tourism students were selected to is that students take close to twice relative to real-world scenarios. In able to post questions and to work that I did not understand assistance and organisational speaking on the topic “Entrepreneurial assist at the 10th National Tourism Careers Expo the amount of time required to the absence of physical science challenges they may have on in high school; What I like about support at the venue. opportunities in the Tourism Industry”. complete a given qualification. laboratories at TVET colleges, the LSS Portal. the subject Science, is that I Hundreds of tourism operators The NTCE, currently in its tenth or cultural hubs. According to the the theme, “Be the legacy, explore This is both costly to the state and learning materials were developed learn mostly about what we use and experts, including Grade 9 - 12 year, was hosted in the North West North West Department of Tourism, tourism digitally”, the Expo focused it also results in students spending to promote innovative thinking. and see every day. Science is learners, TVET College and University Province for the first time. The NTCE the Expo provides an opportunity for on driving the goal of South Africa’s longer periods in the college than Lecturers and students recycled practice to only analyse lessons my favourite subject in the PLP students from various institutions, is an initiative of the Department tourism curricula experts to share National Tourism Strategy. The goal is necessary. Given this status material like tins, plastics and learnt at the end of a project such course. It is fun to learn. I enjoy attended the Expo. At the Expo they of Tourism and the Culture, Arts, information with tourism educators is one of creating 225 000 tourism quo, and further compounded by other ‘waste materials’ in order as this, lessons learnt during the the Maths. It starts from a level could explore the career options the Hospitality and Sport Sector and learners. Stakeholders within job opportunities by 2020. the current youth unemployment to test what they had learnt, pilot phase have been continually and never ends. It is getting ever Tourism and Hospitality Industry Education and Training (CATHSSETA). the sector also get an opportunity The College extends its gratitude rate in South Africa, the need for a whilst at the same time becoming documented and acted upon. This more exciting. I enjoy speaking has to offer. Eighteen Level 3 and 4 The main aim of the event is to to share information on the diverse to the North West Department of foundational learning programme more environmentally aware. The continuous review approach will English better. In high school, I NCV students, under the supervision create opportunities for tourism careers available in the sector. It is Tourism for the opportunity provided was identified through research. subject Foundational Life Skills ensure the smoothest possible roll- did not even know how to spell. of Tourism Lecturers, Ms J Senoelo diversification. The event also hopes designed to bridge the information to the College’s students. Through The research was undertaken by a & Technology, departs from the out by all the colleges in 2019. I was scared because the teacher and Mr K Senna, were selected as to harness local skills for livelihood gap between industry, government, it, they could gain knowledge and Ministerial Task Team focussing on usual Life Orientation currently TVET Colleges participating in often shouted at me. Now I can volunteers to assist at the three day prospects by looking at trade, tourism learners and educators. Under experience in their field of study. Maths and Science. taught in TVET colleges. It focuses the pilot included College of Cape speak and enjoy it.”

12 13 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 alone, quality escapes through the the emphasis on a well-designed, and appointing the large numbers universities and colleges that have OPEN LEARNING door. However, while this may make engaging, interactive, and supportive of lecturers required for face-to-face not crafted their own Open Learning economic sense for institutions, if the distance education, which will tuition. However, this does not sanction policies, to do so. It will also initiate throughput rate remains well below allow larger numbers of prospective institutions’ decision-makers to ignore an analysis of existing legislation and Deputy Minister Buti Manamela, addresses an Open 20%, and the drop-out rate remains students not only to have access the need for very careful planning policies with a view to identifying any high, it can spell economic disaster to education, but also to graduate when embarking on the provision of gaps, inconsistencies and duplication for poor students and their families. within a reasonable span of years. It distance education or online learning. related to open learning. The aim Learning Seminar held at the University of South Africa When and if it does, this also spells will also provide an environment that Secondly, there is the question of of this analysis will be to enable disillusionment, and the many social allows students to undertake studies in lecturer attitudes towards making a shift the development of a fully coherent Developing effective open learning practices in South African Post-School Education and Training ills attendant on large numbers of manageable units as and when they from teaching face-to-face, to teaching legislative and policy environment that young people failing to gain a stake in need them. If this seminar is to boldly through a distance mode or e-learning. will guide, normalise and standardise population in the age group 20 - 24 combines the principles of learner- the national economy. explore the implications of the 2014 These are not always positive. For the provision of open learning across Programme Director Vice Principal of Teaching, has increased by 6,3% between centredness, lifelong learning, flexibility Many commentators have noted White Paper’s mandate to encourage many, the latter may represent a major the entire PSET system. Learning, Community 2010 and 2016, the number of of learning provision, the removal the dependent relationship between the PSET sector towards adopting change to their professional role. A Fourthly and finally, there is the Engagement and Student Support African students enrolled at public of barriers to access learning, the access, quality and cost-effectiveness. open learning principles, there are a threat to their professional identities; a need to disaggregate the challenges of at UNISA, Prof Gugu Moche HEIs has increased at a rate that recognition for credit of prior learning It is possible to increase access and number of issues that it would be wise need to acquire completely new skills; open, distance and e-learning for the Esteemed academics exceeds this population growth. experience, the provision of learner keep costs down, but this usually not to neglect. an add-on to their workload, without a different post-school sectors, and for Senior Management of the African student enrolment has support, the construction of learning means sacrificing quality, and raises Firstly, the question of cost- fitting incentive in the prevailing reward the different contexts of students, even Department of Higher Education increased from 595 783 students programmes in the expectation the spectre of frequent failure and effectiveness. This has been brought structure, or a lowering of standards. in the same sector. Models of provision, and Training in 2010 to 701 482 students in that learners can succeed, and the disillusionment. It is possible to into sharp focus by the recent Such attitudes and expectations can course development, administration Representatives of all post-school 2016. Representing an approximate maintenance of rigorous quality provide high quality education and #Feesmustfall campaign, and the all too easily become self-fulfilling. and student support developed in education institutions 15% increase. We must note that the assurance over the design of learning training for the few, but obviously this subsequent efforts by Government Addressing such attitudes, and the very universities, may not necessarily input subsidy for distance education materials and support systems.” It comes at a high cost. It is possible to to address the needs of existing and real factors behind them, requires total fit the purpose in TVET colleges or ood morning to all. I am pleased is about half of what it is for contact outlines that an important element keep expenditure to the minimum, but aspirant university students. This in commitment from top management. community colleges. For that matter, Gto participate in this important universities. The cost of distance in addressing the above challenges this generally means either limiting itself has raised the question of funding It requires the appointment of staff models that work in one college may seminar on Open Learning. education is about half of the cost of must be the expansion of opportunities Deputy Minister Buti Manemela is enrolments or restricting the quality of for the TVET sector. Much expanded specifically and explicitly to work not succeed in another. Nor may the In the National Development face-to-face contact education. for part-time study for those who are interviewed at the open learning seminar the education and training provided to as it is, it remains in desperate need in the development and delivery of practices that suit some students in a Plan, Government has made the In TVET Colleges, enrolments working. This implies an expansion those who are enrolled. The aims of of resources. Cost-effective provision of distance learning or e-learning. It single institution provide the optimum commitment that by 2030, South have increased almost fivefold over of open and distance education, and The educational use of information wide access, high quality, and low cost PSET is not an automatic outcome of requires the development of policies support for students whose social Africans should have access to the last two decades. From 154 the establishment of more “satellite” and communication technology are not achievable, even in principle, introducing open learning. International to institutionalise and enable open circumstances are very different. Much education and training of the 688 in 1995 to 689 648 in 2017. premises and learning support centres, (ICT) and the use of the internet in with traditional models of higher experience and research have clearly learning. It requires thorough training has been written about the various highest quality. It is in line with At present there is no distinction, or especially in rural areas. e-learning and online learning, offer education based on classroom teaching shown that the initial costs of, and and professional development for dimensions of the so-called “digital this vision that the Department provision, in the subsidy for TVET The 2014 White Paper states rapidly increasing ways of designing in campus communities. A perception resources required for, open learning lecturers and administrators involved divide”. It would be remiss of the PSET of Higher Education and Training colleges in terms of distance and that this approach draws on a variety educational programmes to meet the of quality based on exclusivity of provision are very likely to exceed in the design and delivery of open and system, in implementing principles of (DHET) introduced a White Paper contact education. The fees are more of modes of delivery and methods of varying needs and different contexts access and high expenditure per those incurred in introducing courses distance courses. It requires a reward open learning and flexible access, to for Post-School Education and or less the same in this regard. teaching and learning. These include of students. This diversity of provision, student, is the precise opposite of what through more traditional modalities. system that incentivises innovation in put in place barriers that inadvertently Training (PSET) in 2014. A National On the other hand, the PSET distance education, online learning, when grounded in open learning is required. To increase access and Such costs include the assembling of teaching as much as it does research. create new forms of inequality. Implementation Plan is accordingly system still needs significant further and other forms such as blended principles of access, quality and quality, costs are increasing. However, teams capable of producing quality It requires commensurate workloads Open learning holds much to be finalised by March 2019. expansion. In 2016, almost 4,4 learning that use new and emerging success, can, in the words of the White through using open approaches, such courseware; the possible need to install for academics and greater flexibility in promise for us in South Africa. Some The 2014 White Paper million persons aged 25 - 34 years technologies in new ways. The aim is Paper, be a strategic enabler to improve as distance education and eLearning ICT hardware and software; and the institutional calendars and schedules. institutions have a better track record presented the Department’s vision were recorded as not employed or in not only to improve access, but also to learning opportunities across all PSET as well as the sharing of resources and time taken to develop, pilot and quality Thirdly, we must not neglect in open learning and we need to learn and policy framework for achieving education and training (NEETs). The improve the quality of learning, and sectors. While e-learning and fully learning materials, the use of open assure appropriate materials. Cost- the enabling, institutionalising and from their successes and failures. I an expanded and integrated PSET NDP target for student enrolment in student success rates. In this chapter, online learning are not equivalent to education resources and sharing of effectiveness tends to come into play regulating role of policy. Following a am hoping that this seminar will give system. Amongst other priorities, public Universities is 1,62 million the DHET supports the development of open learning, they have enormously student support services, costs can only when programmes and courses comprehensive process of consultation, us some guidance, including areas of the White Paper expressly mandates by 2030. For TVET Colleges it is a PSET sector, based on open learning extended the scope of well-crafted indeed be driven down. go to scale, and large enrolments give the Open Learning Policy Framework for emphasis as we roll out open learning the expansion of the PSET system’s 1,25 million and for Community principles. Where quality learning open learning courses to help students It requires the PSET system to rise to adequate economies of scale. PSET will soon be released, which will within our PSET system. I trust that environments are constructed that take attain their goals. equally focus on access and quality. Of course, such resource costs need clarify the DHET’s strategic objectives you will contribute in this regard. full account of student context and use Grounding PSET education and A commitment to invest adequately to be offset against the high costs and plans for implementing them. The the most appropriate and cost-effective training in open learning principles, in quality open learning. For it is of expanding physical infrastructure DHET will then encourage and support I thank you. methods and technologies. means that while expanding access is This seminar provides us with the first principle and concern, quality a timely opportunity to take this is seen as being no less important. College introduces Open Learning/Blended Learning pilot mandate seriously. To explore how Furthermore, for me the biggest concern the DHET is seeking to nudge the is the low throughput rate of distance PSET sector towards open learning education provision in universities. study for subjects Electronic Control and Digital Electronics principles, and the sharpened focus on It is easy to fool ourselves on the access, quality and cost-effectiveness. basis of larger enrolments. Increased DR PIETER GEEL - Curriculum Research and Development and Blended Learning Orientation The chapter on Open Learning in the access alone does not equate to Open MAGGIE MAJA - Deputy Chief Education Specialist Open Learning A blended learning design was All the students included in the Deputy Minister Buti Manemela leads the discussion with delegates in the seminar White Paper, specifically highlights Learning. Not if the throughput rates used during the pilot study in pilot study had never attended a the need for the PSET system to cater continue to be as poor as they are for VET Colleges face an increase as the application of both face-to- order to encourage more active course that was presented in a capacity. This is in order to absorb Education and Training colleges 1 for a wide variety of potential student distance education. According to 2008 Tin student numbers. In order face and online learning experiences learning engagement. The two blended mode of delivery. The first the growing demand for access, and million. For these targets to be met, needs. Including those of mature figures, the throughput rate for distance to increase access to educational that are used when teaching/ modules that were covered in face-to-face lecture served as an the improvement of the quality of enrolment needs to grow at an average adult learners who have to study education stood at 15.3%. I doubt that opportunities for students who tutoring students. Different levels the study were Module 13, Basic orientation session to explain the the learning opportunities provided of approximately 50 000 students and work at the same time. It further this figure has drastically changed in experience barriers to learning of Information Communications digital concepts, and Module 14, blended mode of delivery. Aspects by the system. Over the past two per sub-sector per annum. This includes younger people who may 2018. Therefore success and quality and also target young people who Technologies (ICT) support is utilised Number systems. The design discussed in this lecture included: decades, Government has achieved suggests that Government needs to have dropped out of the schooling need to be foregrounded. are not in education, training or for different purposes, students consisted of face-to-face class- Face-to-face class-based learning. considerable success in expanding invest substantially in infrastructure system due to financial, social, A third imperative for open employment, an Open Learning Unit and contexts. based learning; face-to-face This is a mode of delivery with access to learning opportunities. development, as well as lecturer learning or other barriers. This range learning, and one that assumes was established at Tshwane North workshop-based learning; and which the students are familiar; The participation rate in public recruitment and education. It also of students requires access not only particular significance in South Africa at TVET College at the start of 2018. Objectives online learning. Workshop-based learning. Again, higher education institutions (HEIs) suggests that government must find to a diverse range of programmes, this time, is cost-effectiveness. There is In order to support the initiative, The pilot study was conducted to The participants consisted of the the students are familiar with this has increased from about 13% new ways of delivering PSET in order but also to appropriate modes of a widespread assumption that distance co-author Ms Maggie Maja was determine how students experience Electrical Infrastructure Construction mode of delivery; and the Online in 1997 to 18,4% in 2016. The to increase access. Open learning distance education provision that education equals cost savings and is appointed as the Deputy Chief the use of Blended Learning. It students from the Mamelodi learning environment. This was actual number of students enrolled provides a targeted avenue for this cater for their varying life and/or therefore cheap. Often this is indeed Education Specialist Open Learning. further considered how to make Campus. Study participants included a mode of delivery with which in HEIs in South Africa has more increased access. work contexts. Rather than requiring the case. Pushing up enrolment rates, A pilot study on the use of additional learning material the A group (22 students); the B the students were not familiar. than doubled since 1993. From 473 The 2014 White Paper defines them to attend daily classes at and keeping operational costs down Blended Learning was conducted available to students. The third group (24 students), as well as the The Online learning environment 000 students to 975 837 students in open learning as follows: “Open fixed times and at central, possibly can help to balance an institution’s at the College from June 2018. objective was to test the use of a two Electronic Control and Digital was further explained in terms of 2016. In addition, while the African learning is an approach which distant, venues. books. But through this approach Blended Learning can be described Learning Management System. Electronics NC(V) Level 2 lecturers. how the online course learning

14 15 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 activities; lectures, tutorials, software programme that is used The following are the results 43.49% - Agree online activities, fit together and for delivering programmes and of the student survey after 13.04% - Strongly agree. WORK INTEGRATED LEARNING, WORK PLACEMENT AND EMPLOYMENT enable students to achieve the courses to students; documenting completing the pilot study course learning outcomes; the their participation, progress, Additional comments use of a Learning Management performance and achievement/ A. The online activities help from students TVETs, training and employment: Where do all the students go? System; How to observe basic results. The structure was setup me understand what I have • The online study is netiquette; Different kinds of and the learning material uploaded learned in class good. Because we learn DR JYOTI SINGH - Researcher and Publishing Consultant online activities; and how to before the study commenced. 0.00% - Strongly disagree and the videos that were navigate the online site. 8.70% - Disagree uploaded on the LMS make ver the last few years, South African TVET 2. Partial match: Graduates who applied for The data was further segmented to consider The following four main sections 21.74% - Neutral things easy to learn, we all O Colleges have been the subject of much positions relating to a subject they studied only the science, technology, engineering, and Class-based learning were setup on the structure: 47.83% - Agree enjoyed it. controversy and faced many challenges. indirectly. They could, however, transfer skills mathematics (STEM) graduates in the sample. During the class-based sessions, • The Overview 21.74% - Strongly Agree. • The online component is While they are seen as a ‘last hope’ for to the position applied for. For example, a The resultant survey segment was applicable to face-to-face lectures were • Module 13: Basic easy because if you do school-leavers who cannot enrol at university, student who completed an NC(V) qualification just 71 individuals. The table below illustrates presented. Teaching media that digital concepts B. The use of illustrative not understand, you can they also are expected to deal with a school in information technology applying for a the distribution of the 71 graduates in terms of were utilised were the white • Module 14: Number systems materials such as video view the videos or tutorials system which does not prepare students for website sales position. their job categories. board and textbooks. • Survey of the clips and simulation make again. Sometimes you can the rigours of the TVET curricula. Indeed, online environment. it easy for me to understand even do assessments these curricula themselves are problematic. 3. No match: The graduate applied for Table 1.2: Jobs held by the STEM cohort Workshop-based learning basic digital concepts at home. The National Certificate (Vocational) (NC(V)) a position with no relation to their study Students received exposure to the Learning Management and the number system • In order for us to understand curriculum has been met with resistance area. For example, someone who studied Call centre agent 47 practical component of Electronic System pilot study setup 0.00% - Strongly disagree the online module, since its implementation a decade ago. The engineering applying for a shop assistant role. control and Digital Electronics The online tutorials consisted 13.04% - Disagree the college should provide us Report 191 National Technical Education Data capturer 6 during the workshop sessions. of discussions, text tutorials, 17.39% - Neutral with tablets to use in and (Nated) curriculum, which the NC(V) was The resultant data in a survey looked like this: Teaching media utilised in the pictures, video clips, and links 34.78% - Agree out of the college premises supposed to replace, was reinstituted due Driver 2 workshop were tools, electronic to access simulation software 21.74% - Strongly Agree. so that we do not have to to industry demands. Further, there were No match Financial administrator 5 test instruments, electronic as well as additional resources. wait for the subject period. examination papers leaked via social media [309] components and circuits. Online learning sessions were C. The material is organised and messaging applications; strikes and Full match 61,1% Handyman 1 conducted in a computer in such a way that it is Outcome violent protests over funding; and alleged [74] 14,6% Online learning environment laboratory at the College. The easy to study online The College will be rolling out mismanagement. IT administrator 7 A Learning Management System online tutorials can also be 0.00% - Strongly disagree Open learning for Report 191 In 2014, the Decade of the Artisan 24,3% (LMS) namely, ‘Schoology’ was accessed on laptops, mobile 13.04% - Disagree Engineering and Business Studies programme was launched by the Department Windscreen technician 3 utilised. It is a multi-user phones and tablets. 26.09% - Neutral (N1-N6) from 2019. of Higher Education and Training (DHET). Partial match Its aims are to reach a target of producing 30 [123] 000 artisans annually in accordance with the Observations: National Development Plan (NDP). This, while Of the 507 graduates, 309 fell into the ‘No match’ • The most common position on offer was in SPECIAL NEEDS TEACHING AND LEARNING marketing TVETs as fashionable and desirable category, 123 into the ‘Partial match category’, with call centres. bastions of higher learning, effectively vying just 74 Full matches’’. There were some oddities, • Graduates favour call centre positions with universities. Nearly five years later, and however as the table below reveals: because of the remuneration, despite the in the aftermath of #FeesMustFall, where high attrition rate. A deaf Early Childhood Development Practitioners dream Table 1.1: Notable oddities does this leave TVETs and their students? Are • There is a prevailing perception that office they the apparent poor relations of the higher Position held Training and qualification jobs are ‘easier’ than field/industrial jobs. ERNEST SONNENBERG & WILMA DE VILLIERS education sector? Call centre Civil engineering agent These findings support the notion that he College of Cape Town High. Adjusting from a deaf Do students apply for positions directly related Call centre while TVETs may have the potential to be agent BTech agriculture management Tfor TVET, Education and school to a hearing school was to, or closely-related to, their fields of study? at the forefront of change in the educational Training Department, is training a challenge. As the only deaf A survey sample of 507 TVET graduates were Call centre and private sectors; offering study places worthy agent Electrical engineering its first deaf student in the Early student, I went on to finish Grade divided into three broad categories: of social, industrial, and governmental attention, Childhood Development (ECD) 12 to the surprise of myself and Cashier Mechanical engineering there is still a way to go. Partnerships need learnership programme. Her name many others who failed that year”. 1. Full match: Graduates who applied for Driver Fitting and turning to be developed and more esearch conducted is Lisa Abrahams. Lisa is enrolled It was hard for her after matric positions directly related to a specific study Financial advisor Electrical engineering before the objectives can fully be reached. for the Level 4 ECD qualification. because she had a dream but no area. For example, a student with a higher Pet shop assistant Information technology Under the circumstances, investment in this Lisa is a Teacher’s Assistant guidance or help. After high school certificate in accounting applying for a junior promising segment of the economy should not at the Dominican School for the she studied Foundation Phase accountant position. Sales agent Boilermaking be discouraged Deaf in Wynberg, Western Cape but dropped out after two years Province. She has been working due to the lack of an interpreter. there for 11 years. She is involved She advertised her skills and College embraces digital technology and students enjoy Work Based Experience at the Movies in pre-school and foundation searched the newspapers looking phase. At her work there are for work. She even approached ROSHIN SCHMIDT - Marketing Officer Providing logistical support to the international Training Authority, 50 deserving students are given seven children in a class. Every the Human Rights Commission event, the students worked as ushers, staffed the the opportunity to study and transform the landscape day the children are divided into for assistance, including DeafSA, information desks and provided technical assistance of the digital creative industry. Application criteria two groups. She works with one who came to her aid. In 2017 ights, camera and action! That was the order in the screening rooms. These opportunities are for the 2D Animation course includes a Grade 12 group and the teacher works with the College of Cape Town for Lof the day for 48 False Bay TVET College, 2D valuable ingredients for growing their skills sets. The certificate and an entrance portfolio of artworks. the other. TVET accepted her for the Animation students. The students were supporting experience develops their professionalism and their The 2018 programme intake this year, saw a large Her husband is also deaf. He learnership programme which is Provincial Director DeafSA Western Cape Mr Jabaar Cassiem Mohamed and Zaahida the organisers of the 2018 edition of the Cape understanding of what career opportunities exist number of applicants submitting their portfolios. too works at the school as Teacher funded by the Western Education Hartley, ECD, Western Cape Education Department Town International Film Market and Festival over within the film and creative industries. Tracy Cottle, The popularity of the course stems from the fact Assistant in the foundation phase. Department and Expanded Public ten days in October. a 2D Animation student reported, “I especially that funded art-based courses are few. The growing They have two young children and Works Programme. She started in I must admit I was a bit proudest moment of all would be As part of their Work Based Experience enjoyed attending the presentations and workshops interest in studying a programme in the digital- they are not deaf, but can sign. June 2018 and has an interpreter, nervous at first, but I can see to walk the red carpet to receive learning, the students had the opportunity to grow that formed part of the market industry programme. creative space is an early response to the demands According to her, this helps when but only until the end of the year. the change in my class. I don’t my Diploma. All I ever wanted to their knowledge and understanding of the world I would not have been able to participate in such of the 4th Industrial Revolution. “The Revolution is they are outside in the public eye. Another obstacle will be to get a feel left out. We all are on the do was to teach Foundation and of cinema. This exposure included cinematic industry shaping platforms, had it not been for this knocking on our doors. It is hungry for qualified “I attended the Dominican School funded interpreter in order for same level. My lecturers give me Arts, and maybe Sports. That’s languages and meeting role players in the cinema opportunity. I have learnt what sort of content and professionals,” said subject matter specialist, Mr as a child when I was three years her to be able to complete her support and fellow practitioners the dream. And I need the hearing industry. Over 120 films were entered in the stories producers and film makers are looking to Riaan Theron, 2D Animation Lecturer at the College. old. I wanted to go up to Grade studies. According to her lecturer, in the classroom understand world to help me get there”. competition. They covered a range of categories. invest in for the South African film industry.” 12. But at the time the school Bennett van Wyk, she is coping that we all come to the College Lisa’s determination is an Not to be outdone, False Bay TVET College 2D False Bay TVET College is still the only TVET For more information on the programme offering, only went as up to Grade 8. I was very well and rendering work of a to learn and become equipped inspiring to all of us. It also creates Animation Lecturer, Ms Cate Hunter pitched two College in the Western Cape Province which or to become a host employer of a 2D Animation determined to get my Grade 12. good standard. to serve our communities better. an awareness of the support that screenplay projects at the Festival in the Writers’ offers 2D Animation as a study choice. Through graduate, email: After Grade 8, I changed schools “Life has changed for me. Having an interpreter helps me deaf students need to pursue Guild of South Africa Forum. Cate was awarded the funding allocated by the Media, Information and Riaan Theron: [email protected] or and enrolled at Immaculata Girls I am happy to be at the College. to understand things better. My their dreams. runner up for her film titled, Family Roots. Communication Technologies, Sector Education and Cate Hunter: [email protected]

16 17 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 WORLDSKILLS ARTISAN DEVELOPMENT Students prepare for the National WorldSkills Competition College excels at the 2018 BRICS Challenge

ROSHIN SCHMIDT - Marketing Officer candidates to represent the country SAMANTHA DAMONS - Occupational Administrator in the International WorldSkills ublic TVET College students, private The three-day National Competition. Participants must he 2018 BRICS Future Skills Challenge was was appointed as the Lead Specialist for CNC Pcollege students and industry competition, will be held at Durban’s demonstrate technical abilities, both Theld at Gallagher Estate in Gauteng at the Multi-axis Machining for BRICS. apprentices from across the Western International Convention Centre in individually and collectively. The beginning of October. The event brought together “They really put in the effort. After Cape Province will be competing at February. Five competitors from False competitors are required to execute student competitors from Brazil, Russia, India, extensive training on both the machines and the WorldSkills National Competition Bay TVET College will participate. The specific tasks for which they have develop a passion for skills and the China and South Africa (BRICS). software, their hard work paid off. Duwayne in Durban, KwaZulu-Natal, come College congratulates the following received training or which they have pursuit of excellence. This is achieved Northlink TVET College, Wingfield Campus and Hugo’s industry experience and exposure February 2019. competitors for being selected as the performed in their workplace. One of through competition and raising the was given the opportunity to showcase its stellar on the high-tech equipment in their respective Students will compete for the best in their respective fields of study: the key objectives of the WorldSkills profile of vocational education and students in Computer Numerical Controlled (CNC) workplaces, also assisted them in having an honour of representing South Africa Eugene May for Electrical Engineering; Competition is to give visibility to, training. Fundamentally, it boils Multi-Axis Machining namely, Duwayne Davids edge over the competitors,” said Ronald. at the 45th International WorldSkills Jaco Coetzee for Automotive Repair and recognise the importance of, down to developing skills through and Hugo Agenbag. Duwayne Davids, was one “Basically, for me it was an opportunity to At the Brics competition were, Northlink TVET College Competition, scheduled to be held and Maintenance; Chad Williams practical vocational education and the application of global training of the first students from the Northlink TVET share ideas with the BRICS countries. It was Competitor Hugo Agenbag, an international competitor, at the Kazan Expo International and Chad Randall for Automotive training. Vocational education and standards, benchmarking systems, College Wingfield Campus and South Africa, to not all new to me because I attended the 2015 Deputy Principal Academics Rulaine Cunningham, Exhibition Centre in Kazan, Russia, Spray Painting and Aqeelah Davids training is one of the major vehicles and enhanced industry engagement. participate in the 2015 WorldSkills Competition WorldSkills Competition in Brazil and kind of Northlink TVET College Competitor Duwayne Davids and in August 2019. The competition will for Restaurant Services. Modelled for socio-economic transformation. It is also about connecting for CNC in Brazil. He is exceptionally dedicated knew what to expect…but this time I went Principal Leon Beech bring together competitors from more on the WorldSkills International Championed by the Department organisations that deliver positive and has proven so by successfully completing his there as an artisan! This time, I went with than 70 countries who will compete in Competition, the national competition of Higher Education and Training change in the skills development Trade Test for Turning this year. Hugo Agenbag is the knowledge that I have gained from the different machines. It was interesting to over 50 skills. aims to select the best possible (DHET), WorldSkills South Africa arena. This means building a global passionate about the quality of his work. He is company for which I work. What really stood see the advanced technology used by other (WSSA) was formally established skills platform that influences key currently in the process of obtaining his Red Seal out for me was how helpful all the participants countries”, added Hugo Agenbag. in 2013. WSSA is continually stakeholders such as industry, in Toolmaking. Both of these young men won in were. We built personal relationships with Since this was an international event, they growing its participation levels and government and educators through their respective divisions. Duwayne for CNC everyone, despite the language barriers. not only represented Northlink TVET College, but expertise regarding the WorldSkills co-operation and research. Turning and Hugo for CNC Milling. The College It truly was an amazing experience”, said the Republic of South Africa. Well done to both programme. WSSA in fact dovetails is also proud of Ronald Murray, a CNC Lecturer at Duwayne Davids. “It was a great experience winners as well as to Lead Specialist for CNC with the DHET campaign promotion For more updates on the Northlink TVET College Wingfield Campus, who and I learnt so much. There were so many Multi-axis Machining for BRICS, Ronald Murray. of “The Decade of the Artisan”. WorldSkills Competition, The building blocks for the WSSA follow the official facebook page: Automotive Body Repair and Spray Painting judges were Jevon Daniels, WorldSkills SA programme in fact rest on the @WorldSkills or view The Artisan Recognition of Prior Learning revolution Technical Expert Daniel Vallihu, Janeane Meyer, Trevor Steyl and Ismail Shade success of inspiring young people to https://www.worldskills.org/ YASIN JOHNSON - Programme Manager Boiler-making

WorldSkills SA Western Cape Plumbing and Heating he new Artisan Recognition of Prior Learning theory component. They are not able to put T(ARPL) process that was implemented in October pen to paper. Not being able to successfully Competition tests competitors’ mental resilience 2017, allows candidates to attempt the process complete the theory component, raises a new with a minimum requirement of three years work concern. How do we allow the candidate the IVAN SWART - Public Relations, Social Media and Digital Content Practitioner experience and no formal school qualifications. opportunity to complete the theory question During the apartheid era, many potential paper without being disadvantaged within the orthlink TVET College hosted the workshop floor during three days of “It was a very challenging candidates lacked formal education due to their new ARPL process? A solution must be found in NProvincial Heats of the WorldSkills grueling cutting, bending, measuring competition. You had to be ready economic situation. Seeking basic employment consultation with role-players that are involved SA Plumbing and Heating Skills at the and drilling. “The three days saw the for anything and mentally be tough was an important factor in their daily lives in with the training of the candidates that enrol for Belhar Campus in October. competitors measure and layout the to act if your plans had to change. order to survive and support their families. the ARPL process. One suggestion is that we The competition saw three various fittings and pipes that they I am however glad that I could Formal education was not a priority for these need to look at providing these candidates with students, two from College of used to construct and fit hot and cold participate. It has taught me some candidates. Many of these candidates now have a scribe following a first attempt at the theory In discussion on a drawing skills test, that forms part of Cape Town for TVET and one from water pipes with a basin, a toilet and new things about myself. I know the opportunity, via the ARPL route, to gain question paper. When the candidate is identified the ARPL gap training process, are from left candidates A. Northlink TVET College battle it shower with all the waste pipes that that I can be counted as one of the qualified artisan status. Despite the lack of school as having difficulty in successfully completing Miguel and R. Adams of Nautic, R.M. Mngqikana of RCL out over three days to become the goes along with the system,” said best in my skill in the province,” Anticipation. Sive Wayiti and qualifications, and the concomitant loss of income the theory question paper, a scribe can be Foods, and A. Valentyn provincial winner and ultimately Don Anthony WorldSkills SA Western said Sinoxolo. Kegan will now start Sinoxolo Mahote of College of Cape that occurs between qualified status and semi- appointed to facilitate the completion of the the Western Cape representative for Cape Plumbing and Heating Expert. training for the upcoming national Town for TVET and Kegan Lucas of skilled status, all prospective candidates can now theory question paper, on the second attempt. by the fact that, in contrast with the challenge the national competition that will In the end, the competitors finished competition with the assistance of Northlink TVET College, ahead of the enjoy the opportunity to become qualified. This will give the candidate a fair chance at of candidates regarding the theory component, be taking place in Durban in early as follows: Kegan Lucas of Northlink Don Anthony and some industry announcement of the winner The ARPL process has a theory and completing the theory question paper. these same ARPL candidates are well equipped 2019. Kegan Lucas of Northlink TVET College as Winner and Sinoxolo partners. The aim is for the province practical component that every candidate must Recommendations along these lines need to complete the practical component. Their TVET College, and Sinoxolo Mahote Mahote and Sive Wayiti of College of to bring back the gold. to our training and give it our best, complete. The aspect that has now arisen, is to be submitted to the Department of Higher practical capability is after all, the result of and Sive Wayiti of College of Cape Cape Town for TVET, second and third “There is lots of hard work ahead the Western Cape Province can bring that certain of these candidates that fall into the Education and Training, with the aim of securing ample, proven work experience. Town for TVET, battled it out on the places, respectively. for Kegan, but I know that if we keep back the gold again,” added Don. category of not having completed their formal approval for the implementation of this form of We are confident that this fair approach will education, find it challenging to complete the intervention. The issue of fairness is highlighted allow more ARPL candidates to qualify as artisans. WorldSkills SA Provincial CNC Competition Artisan development workshop promotes artisan careers SAMANTHA DAMONS - Occupational Administrator “The overall experience was a good one because it was something THOKOZANI NDHLOVU he WorldSkills SA Provincial CNC lasted until 16h00, with Brady new. The competition environment TCompetition took place in October Amos declared as the winner. The was challenging, and we learnt a ert Sibande TVET College Skills Academy attending the event, ranged from Heads of at the Northlink TVET College Wingfield competitors were judged, amongst lot about ourselves. About how we Gand Artisan Development Centre, held a Department and Education Specialists from the Campus. The three competitors in this others, on their overall attitude, handle pressure and if we are capable National Artisan Moderation Board (NAMB) engineering field in Private and Public Colleges category were Brady Amos, Mandy aptitude and accuracy in performing enough,” said Brady. Ronald Murray, Brady Amos receives his winner Capacity Building workshop at the centre on the and Artisan Training Centres. Adams and Calib Laguna. the tasks. Brady exemplified all a CNC Lecturer at Northlink TVET certificate from Junior Ramalapa 31st of July. The College holds the chairmanship The discussions centred on artisan career The competition began with a of these traits. He displayed great College Wingfield Campus, Duwayne of the Provincial Artisan Development Steering pathing. The information shared will enable simulation. Thereafter, the competitors confidence in both the design and Davids who took part in the WorldSkills National Competition in 2017 and Committee in Mpumalanga Province. officials from TVET, Private Colleges and Artisan moved on to the machining of the cutting of the project, even though 2015 International event in Brazil, who represented the WorldSkills SA in The purpose of the workshop was to discuss Training Centres to advise students and members Skills Academy and Artisan Development Centre Manager, project. It was a gruelling challenge he has only been exposed to CNC and Renier Wepener who was the Abu Dhabi in 2017, were tasked with the new developments within artisan development of the public on which career path to take. The Monica Swart addresses delegates at a workshop that was which started at 09h00 and Turning for ten months. WorldSkills SA CNC Champion at the judging the winner. with particular reference to the province. Guests workshop was a celebrated success. held recently at the Centre

18 19 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 PARTNERSHIPS LOCAL AND INTERNATIONAL Tanzanian Ministry of Works, Transport and Communication study group visits local TVET College

DEON HALLS - United Republic of Tanzania has set about several objectives of economic growth and the welfare of Acting Deputy Principal: Innovation & Development joint ventures with various executive government the nation. In order to accomplish this, the Ministry agencies. In addressing the construction sector of Works, Transport and Communications has n May, the Tanzanian Ministry of Works, Transport demands for quality outputs, the Tanzanian undertaken study visits for the purpose of learning Iand Communication conducted a benchmarking Ministry of Works, Transport and Communication and sharing of experiences. It is intent on establishing study of the College of Cape Town for TVET’s undertook various institutional reforms. These co-operation on training matters. An objective of the strategy and operations. were intended to create the appropriate working study visit was to obtain a deeper understanding of The purpose of the visit was to share experiences environment for professional conduct and manpower the College of Cape Town’s institutional operations. in running similar institutions that could support and advancement. The developmental drive fell in line This was with particular reference to management inform the establishment of the Tanzanian Institute with the Tanzanian Construction Industry Policy of structures, staffing levels, curriculum development, of Construction Technology (IoCT). The visit formed 2003. This policy acknowledged the importance marketing strategies and sources of funding. part of a broader sub-Saharan study by the delegates. of enhancing adequate skills development at all Delegates were equally interested in the teaching These included selected agencies in Kenya and South levels. The skills development is in line with and learning process with attention being given to Africa. The officials who visited the College of Cape technological advancements. entry qualifications, selection procedures, teaching Town for TVET were engineer John Ngowi who is Amongst the identified areas of reform, methods, assessment and awards, practical training the Assistant Director of Regional Roads, Principal was institutional transformation. This would be and certification. Legal Officer Veronica Najma, Senior Statistician achieved by the establishment of a unified semi- Principal Louis van Niekerk, expressed his Mr Saimon Kyungu and Principal of the Ministry of autonomous institution. Such an institution would gratitude towards the Tanzanian Ministry of Works, Works Training Institute Mr Melkizedeki L. Mlyapatali. allow flexible arrangements beneficial to the wide Transport and Communication’s for their interest Tanzania’s construction sector is characterised range of stakeholders in the construction industry. in the College. He intimated that the College was by a large number of micro-entrepreneurs. The The IoCT was in the process of being established very willing to contribute toward inter-institutional majority operate in the country’s informal economy. by transforming existing structures. The purpose is co-operation and development. He also added The country’s formal construction sector comprises one of creating an enabling environment to enhance that South Africa was a signatory of Agenda 63 indigenous and indigenised firms, as well as technological skills through training and applied which spoke to the aspirational goals of the African numerous major foreign civil engineering and research. The primary goal of the IoCT was to continent. The College has pursued this agenda construction companies. As an industry with linkages offer technical training programmes, underpinned by meeting several delegations from the continent. to all sectors of the economy, the construction sector by research and consultancy services. This would Principal van Niekerk added that the College was performs a pivotal role in Tanzania, as well as across promote hands-on skills, knowledge and innovation keen to forge opportunities for collaboration in the East African trade bloc. The Government of the in the construction industry with the ultimate Africa in which faculty could participate. South African TVET College supports the development of training in a Namibian town

DEON HALLS - Acting Deputy Principal: Innovation & Development

uring May, a Namibian As a result of Helao Nafidi being Ddelegation led by the CEO of on the Angolan border, the settlement the Helao Nafidi Municipality, Ms of Oshikango has experienced Inge Ipinge, visited the College of phenomenal growth in recent times. Cape Town for TVET. She sought This is the result of cross-border to gain a better understanding of business activities. As a main access the TVET Sector in South Africa. route to Angola, Helao Nafidi has It was an attempt to determine taken the initiative to render itself the potential of a partnership in as a gateway to national economic vocational education delivery in development for Namibia. Following Northern Namibia. During October, Namibia’s independence and peace a reciprocal visit was undertaken by in Angola, the former border post the College with this writer and Tilly experienced an unprecedented Reddy, Deputy Principal: Academic business boom. This was largely Services travelling to Namibia. fuelled by a high demand for Heloa Nafidi is a town located consumer goods and services in the in northern Namibia on the border Angolan market. Thus, Oshikango as with Angola. It is located in the a vibrant border-post on the northern western Ohangwena Region of extension of the Trans-Caprivi Namibia. The town was proclaimed Highway, became a prominent in 2004. It is named after Nabot ‘business town’. This in turn had Helao Nafidi, who sacrificed his life a spill-over effect on the greater for the freedom of Namibia. The Helao Nafidi region. The economic region covers approximately 7 223 activities in the area can be classified hectares. It constitutes five suburbs, into three groups. The private sector namely Oshikango, Omafo, Engela, which features retailers, wholesalers, Ohangwena and Onhuno. It has a service industries, and transport and total population of approximately 22 accommodation establishments. 000 inhabitants. The town consists There is also the public and of large townlands with approximately parastatal sector which includes CEO of the Helao Nafidi Municipality in Namibia, Ms Inge Ipinge, is flanked here by 25% being built-up urban areas health, military, police, line ministries Ms Tilly Reddy, Deputy Principal: Academic Services and Mr Deon Halls, located along a central national road. and local authorities and then the Acting Deputy Principal: Innovation and Development

21 TVET COLLEGE TIMES December 2018 informal sector. Even though not yet leaving the region, the strategy of includes the scheduling of practical partnership in skills development. College Students to pursue their first degree studies in strongly developed, Helao Nafidi has the Helao Nafidi Municipality is to training sessions within the blended Small towns and rural communities a growing infrastructure. It is in the attract more investment into the approach. are often looking for ways to process of addressing the backlog of town. To ensure that local skills are The purpose of the site visit to strengthen their economies. They Mechatronics at the Henan University of Technology in serviced erven and proactively plans constantly developed and retained. Helao Nafidi, was to conduct a study aim to provide a better quality for the future. The municipality’s strategic of the environment and to establish of life and build on local assets. Shengzhou, China The College was approached view was to develop a robust potential third party partners in The College is thrilled to be to offer vocational education educational system that would order to deliver courses. Envisaged part of this development. Smart FIONA MCFARLAN and training programmes as a support its community and attract courses include Arts and Craft, Early growth strategies can help such precursor to the establishment of persons into the region, and then Childhood Development, Primary communities achieve their goals an institution of higher learning in retain them. The College’s role will Health and Engineering (Electrical and for growth and development while the area. Helao Nafidi does have be to render skills training based Mechanical). Essential to the success maintaining their distinctive regional several schools, colleges and an on a blended distance learning and sustainability of the project, is an character. Successful development SME Development Park. These model. The College will also assist appropriate scoping of training needs. strategies in small towns will include a recently developed public in establishing a local industry This will serve to establish “buy-in” typically include developing Library and Community Centre and partnership base within a delivery from the local community and the strong and diverse community a University of Education located model. Technology deployment business chamber. The reciprocal leadership. Leadership is required approximately 60km outside of the is intended to include the use of visit is seen as “phase two” of the that is inclusive, collaborative, town. However, it sees the need to the Moodle LMS and engaging project and will be consolidated in the and connected. The task will be further strengthen its educational in teaching and learning through months to follow. to identify local assets and create facilities and footprint. In order synchronous and asynchronous We are honoured to have and carry out a strategic plan to break the cycle of educated collaboration methods. This will been approached by the Business based upon these assets. Joining persons leaving the town to further be undertaken through tools Community and the Helao hands with others will assist to From left Kabelo Seolwana, Stanley Magaele and Zivojin Jakovljevic on the Ekurhuleni East College Kwa-Thema their studies, and ultimately such as Vidyo. A strong possibility Nafidi Municipality to establish a maximise opportunities. campus shortly before their return to China

ivojin Jakovljevic, Stanley Magaela and high expectations of performance and service College partners with Provincial Government ZKabelo Seolwana are N6 Mechanical & delivery. Although at the cutting edge as far as Zivojin Jakovljevic as Programme Director at the Year Electrical, NCV Level 4 Boiler-making, and Level advances in technology are concerned, many to meet apprenticeship goals End function of the Bozhon Precision Engineering and 4 Fitting & Turning students respectively, at Chinese people live according to traditional Technology company to which he was assigned for his Ekurhuleni East TVET College. norms and values. On the university campus, SHARON GROBBELAAR - Corporate Communications & Marketing Manager internship in China They are recipients of an once-in-a-lifetime for instance, students could buy both Western opportunity. They have been selected from a and Chinese traditional food on their student s part of the Western Cape participate in experiential activities; pilot Skills Development Programme, to be cards from the canteen or supermarket. When A Government’s initiative to promote and try their hands at some skills, offered an internship in China. This includes working in the companies, however, one was artisanal careers, the Western Cape empowered the learners to make studies towards a four year Bachelor’s degree expected to eat traditional food, which was all Education Department (WCED) and the correct subject choices for in Mechatronics at the Henan University of that was available. The exposure Zivojin, Stanley provincial Department of Economic Grades 10 - 12. Technology in Shengzhou. Interviewed shortly and Kabelo have had to modern technology has Development and Tourism (DEDAT) Learners from Spes Bona before their return to China, the three were been invaluable for their future careers. This has have joined forces. High School in Athlone, Guguletu unanimous in their appreciation of the life- ranged from learning about CNC programming The partnership aims to promote Comprehensive High School in changing opportunity afforded to them by the and design, using Siemens UG 7.5 software, 3D careers related to the province’s Guguletu, Delft Technical High MERSeta, the Chinese Cultural and International printing, PLC Operation, operating 3 and 5 Axis Apprenticeship Game Changer School in Delft, and Bellville Delft Technical High learners try some basic hand skills Education Exchange Centre, their lecturers at machines, to putting an anti-scratch coating on project among technical high schools Technical High School, thoroughly Ekurhuleni East TVET College and Dr Lu, who lithium batteries, sourcing international suppliers across the province. As part of this enjoyed the experience. Spending had presented the experience. “I forward to hosting more educators facilitated their selection for the degree course. of lithium carbonate, manufacturing the initiative, rolled out to 71 Technical time in the workshops not only am very proud to be part of this and learners at our campuses to A degree in Mechatronics takes four moulds for big brand cell-phones or designing, and Maths, Science and Technology provided them with the opportunity initiative. I am extremely excited encourage and grow the passion. years, but all three continue their studies from manufacturing and assembling from scratch, Schools within the province, DEDAT to speak to current students and by the positive impact this day We are also passionate about the Second Year, having received a year’s a pneumatic bench vice, using CNC milling partnered with Western Cape TVET lecturers about the trade, machinery has had on these young learners,” being part of the Western Cape credit for the internship they have already equipment and a CNC lathe. Colleges for an Open Day. The Open and work opportunities, but also she said. Ms van der Westhuizen Government’s plans to promote completed. These three articulate, young Based at Changzhou College for Information Day targeted Grade 9 learners. gave them the opportunity to try spent some time discussing the apprenticeships. We are actively men have matured considerably, developed and Technology and companies in Beijing, As part of the promotion, on 27 their hand at turning, welding, experience with the learners and involved in the Apprenticeship a camaraderie, had experiences and found a Zivojin, Stanley and Kabelo have formed a close August, Grade 9 learners from four the design of a simple pneumatic visited them during their activities Game Changer programme. We are direction in their lives, that they never would knit group during their time away from home. schools across Cape Town visited system, plumbing and carpentry. in the workshops. inspired and motivated by the role Stanley Magaela takes a walk on the iconic have believed possible a year ago. Walking They pooled money in a kitty for minor medical the College of Cape Town’s Thornton Ms Lana van der Westhuizen from Life Orientation Educators that our provincial government plays in Great Wall of China on the Great Wall of China, experiencing the expenses for one another. Medical insurance is Campus. The day was filled with the Western Cape Apprenticeship accompanied three of the schools, supporting the TVET Colleges and bitter cold of an Asian winter, sampling foreign a concern because any medical expenses have career information and guidance Game Changer, and representative were just as excited. They expressed we thank them for their dedication dishes and being stopped in the street by to be paid upfront and subsequently claimed from industry experts. Information of DEDAT, was overwhelmed by their sincere appreciation for the to the greater cause,” Principal van people intrigued by their dark complexions, back. Perhaps other options for medical on entrance criteria for the relevant the excitement of the learners and initiative. As career guidance is Niekerk concluded. were as much a part of the experience as was insurance should be explored by the MERSeta trade qualifications; visits to the the innovative and adventurous often neglected in high schools, Some of the feedback received their exposure to state-of-the-art technology for future groups of students? Certainly, it has workshops; the opportunity to manner in which the College we celebrate and applaud these from the learners included and their struggle to master the Chinese been an experience filled with new vistas and educators who dedicate themselves comments such as “I know I’m language. They had language lessons twice a rich with possibilities. Zivojin would never have to ensuring that the learners are going to be an excellent and week for the first six months but where one dreamt 12 months ago that he would have been exposed to innovative opportunities successful welder! THIS is what I word can have four different tones and six invited to host the Year End function for the to guide them in making their want to do!”; “Thank you so much different meanings, depending on how it is company he was seconded to, addressing the career choices. for this experience! I have really used, one can appreciate that Chinese is a entire staff of over 4 000 people in his broken Principal Louis van Niekerk enjoyed it and now know exactly very difficult language to learn. That is quite Chinese! He rates his current fluency as about added, “School educators who are what I want to become”; “This is aside from learning the Chinese characters! 20%, but intends being fluent by the time he this passionate about ensuring the the most awesome experience English is not widely spoken, but translation completes his degree. availability of qualified artisans for ever!”; “We want to come back to apps assisted greatly with communication and With a multiple entry visa the three will be the country, are an inspiration to experience more!” the Chinese they learnt was primarily for use in able to return to South Africa once a year for two the College. In our drive to meet The College is honoured to a working environment. months. They will be guaranteed employment the NDP objectives and ensure have been part of this project. One of their strongest impressions was of at the end of their course, having to work off a qualified, reliable workforce for Thanks DEDAT and the WCED for how very disciplined the Chinese people are their three year bursaries. What a wonderful the growth of our country, such the opportunity. Our faculty are and the deep respect which they have for their opportunity for these fine, young men! The support and enthusiasm is vital. We passionate about developing artisans. Zivojin Jakovljevic with a colleague during his leaders. Punctuality is highly valued. The norm very best wishes of the management and staff applaud and thank them for their We look forward to many more such internship at Bozhon Precision Engineering is to always arrive ten minutes early. People of Ekurhuleni East TVET College go with them Bellville Technical High ready to weld! passion and dedication. We look interventions in the future. and Technology live in a safe, crime-free environment with into the future.

22 23 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 Students jet off to China for work based experience

LAME MORUBANE - Communication Officer

he Chinese Culture and programme is to provide workshop TInternational Education Exchange and workplace experience for Centre, in partnership with the TVET College graduates in China. Culture, Arts, Tourism, Hospitality The programme also contributes and Sport Sector Education and positively to the growth and Minister Naledi Pandor tours the Fitting and Turning workshop and engages with students Training Authority (CATHSSETA), development of the African have come together to co-sponsor economy. It does so by bridging at Legae House in Germiston, Gauteng Province. technicians who have been trained in vocational The Minister of Higher Education and Training, Motheo TVET College students to the skills gaps for those who Legae House was officially launched on 27 August qualifications. She stressed that it is of the utmost Honourable Naledi Pandor hoists the flag go to China. have been less fortunate in the by the Minister with Captains of Industry, College importance that colleges offer qualifications that Ten Hospitality and Tourism past by offering them internship staff, TVET College Principals and College partners, are responsive to the needs of the country and of students have been selected by opportunities abroad. in attendance. The modern building is arguably the industry. “We cannot just train for the sake of training. CATHSSETA to undergo Work The CATHSSETA funding With the students about to leave for their internship in China are, centre left, most beautiful infrastructure development to be found Our TVET colleges should train students focusing Experiential Training in China for includes return tickets to China, a Principal Dipiloane Phutsisi and Hospitality and Tourism HOD, Mr Gcobani Gege. across Germiston Town. It is a green building that on such needs. What we want to achieve with our a period of 12 months. In total monthly stipend for the duration of The participating students are from left Motlatsi Khabudiso, Fhatuwani Khabubu, boasts 54 glass partitioned offices, a breath-taking colleges is a very strong affinity between industry the number is 120 for seven TVET one-year, and all class fees at the Nyakallo Mokhethi, Selloane Molefi, Tshekela Tlotlo, Katlego Thobedi, Maciah Roman, auditorium, spacious staff room, media room, a 60 and our training establishments. With that we can Colleges. The purpose of this Chinese Training Institutes. Kedibone Mokgothu, Nomvula Makamole and Mbuso Mdyada seat boardroom and a roof-top garden, to highlight ensure that institutions respond to partnerships and a few of its many distinctive features. The office collaborations. We want to have a situation where furniture and most finishing accessories are proudly young people enrolled in Hospitality Courses are Students give feedback on their internship in China South African manufactured. The College has played taught at least one foreign language as part of their a significant role in supporting local economic growth preparations for the job environment. Tourists feel THOKOZANI NDHLOVU and SMMEs through local procurement practices. more welcome if greeted in languages with which An aerial view of Legae House An enthusiastic Minister Pandor, pleaded with they are familiar. They want to hear phrases like ert Sibande TVET College conditions and I constantly had industry to play a role in affording TVET College Bonjour, Bon appetite!” Former Principal, Ms Hellen Ntlatleng conveyed Grecently sent 23 students stomach problems,” said Bandile students workplace opportunities to harness their Minister Pandor expressed satisfaction with words of gratitude to those that contributed to the to China for a 12 month work Nkosi. However, people in China skills. Minister Pandor believes that for infrastructural the College for providing infrastructure befitting realisation of the Corporate Centre. Acting DHET integrated learning programme. are friendly. That has made it easier development and economic growth, the country 21st century students. She said it was a fact Regional Manager for Gauteng and Free State, The purpose of the programme for the students to adapt to their needs more engineers. This includes artisans and that there is more infrastructural development Ms Ntlatleng, attributed the success of the project is to create opportunities for students new environment. “Chinese people taking place across college campuses. It shows to good financial management on the part of the to integrate theory and practice are treating us well. They make us that institutions do not only look to the comfort College; a feat backed by a clean audit report while gaining work experience. feel at home. We are treated like Excited college students look forward to returning home on completion of the of management, but to students as well. by The Auditor General in the past year. The This is accomplished through skills celebrities since there are not a lot of internship to implement the skills they are learning in China The Minister hinted that she is looking forward to occupational health and safety compliant building transfer between the countries. The black people in the country,” noted witnessing the College’s deliverables. These are was constructed in three phases with the interest programme is sponsored by the Sithembiso Mokoena. electricity. This will enable me to The students are looking students of the future who are produced through earned from College investments. “We have been Manufacturing, Engineering and The qualification that they start my own business, because I will forward to coming back to South technology savvy lectures and workshops. preparing for the Fourth Industrial Revolution as Related Services Sector Education will receive after completion of know the basics of the manufacturing Africa. They hope to use their The Minister fortified the newly appointed a College through modern infrastructure. We are and Training Authority (MerSeta). the programme is internationally processes of these solar models,” newly acquired skills to empower Acting Principal Ms Ntombizodwa Dangazele satisfied with other developmental work taking The students are having the recognised. According to Katlego continued Katlego. The programme their communities and in so doing, Acting DHET Regional Manager for Gauteng and Free to lead the College towards reaching its peak in place at our campuses. These, with related time of their lives in China. But by Mogale, the internship opportunity offers more than just a qualification. contribute to the overall well-being State, Ms Hellen Ntlatleng, provides a background to terms of producing better results and producing initiatives, will ultimately empower students and all accounts, it took a while for them exposes them to new opportunities. It also teaches the students the basics of the country. “The skills that I am the newly inaugurated Corporate Centre more entrepreneurs. lecturing staff”, Ms Ntlatleng said. to adjust to their new environment. “My learning major is Photovoltaic of life. “This opportunity is teaching acquiring here are rare in South “My first month in China was hectic. systems. Photovoltaic focuses on me the attributes and fundamentals Africa. They will be an advantage,” I could not bear the smell of the food advanced technology that uses solar of life. I am getting both formal mentions Queen Mahlogonolo. The New buildings for Early Childhood Development and Primary Health because I do not like herbs. My skin power instead of the conventional and informal education,” added students return to South Africa at reacted negatively to the weather ways of burning coal to produce Bandile Nkosi. the end of April 2019. MELODY MARESCIA - Academic Manager: Education & Training, and Campus Manager

he College of Cape Town for TVET As from January 2019, Tis in the process of renovating the training of Early Childhood CAMPUS MANAGEMENT AND DEVELOPMENT the Crawford Campus in Kromboom Development (ECD) practitioners Road, Athlone. The site has long and Primary Health students will be been a centre of education. Starting fully housed at this new facility. The Minister Pandor launches new facilities and challenges colleges to off as Hewat Teachers Training training in these fields is currently College, it later became the Athlone offered across three campuses. The produce graduates that are responsive to the needs of the economy Technical College before joining the consolidation of all training into College of Cape Town in 2002. one facility forms a critical part of and relevant to the demands of the Fourth Industrial Revolution The Crawford Campus houses the College’s broader infrastructure various departments. These include development and strategic objective to The entrance to the new Education and Training facilities beckons at the College of TSHWARELO SEBELA Business Studies, Information improve access to students. The new Cape Town for TVET Crawford Campus Technology, Education and Training purpose-built venue will provide state- igher Education and Training Minister Ms Naledi and Primary Health. Demand far of-the-art educational facilities which the College but for other ECD centres that students have a venue where HPandor, dared TVET Colleges to offer subjects outstrips the capacity of the facilities offer the community access to quality in the community and greater they can learn how to incorporate with content that is responsive to the world economy. and the College embarked on a education. Not only does it answer surrounding area. The Centre will be this in their daily activities. Minister Pandor said the DHET wants to groom major project to meet this need. the needs of the students who wish to equipped with observation rooms so The entrance to the Daycare young people that are able to respond to a series The departments of Education study in the above-mentioned fields, that students can observe first-hand Centre is next to the memorial site of of set circumstances likely to manifest during the and Training and Primary Health but ECD centres in the area will also the learning activities in a well-run the Trojan Horse Massacre of 1985. Fourth Industrial Revolution. She pinned her hopes are soon to move into the new benefit from their enhanced presence classroom. Visitors from other centres As young lives enter the gates every for a successful developmental state on modern well- building, which has been designed in the area. There will be a model ECD can be accommodated through short day to enjoy a fun-filled educational equipped colleges that are able to produce job-market specifically to accommodate their Centre located on the premises. This courses and workshops. The large experience at the Daycare Centre, ready students. programmes. Traditionally, TVET will offer a Daycare Centre as a service lecture rooms will be used for the they will be reminded of young lives The Minister was addressing an attentive programmes have a strong practical to members of the community. The theoretical component of the courses. tragically lost. This is also the daily audience gathered for the Inauguration of Ekurhuleni component. Any institution should Daycare Centre will serve as a model of Music and art facilities form an plight of our children and a reminder West TVET College’s state-of-the-art Corporate accommodate this in the very best practice in the field of pre-primary important part of any Daycare Centre of the responsibility we have to Centre Building and two engineering workshops Minister Naledi Pandor officially opens the Corporate Centre and Workshops buildings design of their buildings. education, not only for the students of programme. It is therefore important future generations.

24 25 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 Professional Development of Campus Management - A perspective Part-time studying

SHARON GROBBELAAR - Corporate Communications & Marketing Manager he Department of Higher Education and are very fortunate in many instances to have made easy! TTraining (DHET) recently hosted the third the required equipment, infrastructure and phase of the Professional Development of support. Knowing that the DHET are driving Future Managers has developed a new series of Study Guides for part-time Campus Managers, at the College of Cape Town this initiative, and that they provide us with for TVET’s Crawford Campus. Individual group up-to-date information on policy regulations students. The benefits of these Study Guides include: training sessions were also hosted at Northlink and procedures, whilst being involved in the TVET College Tygerberg Campus and False Bay development of the training material, really • They provide additional assistance for part-time students who have less TVET College Muizenberg Campus. shows the dedication of the DHET to the success Two senior staff members of the College of of our campuses.” Mr Mokotedi provided an interaction and time spent with you, the lecturer. Cape Town for TVET, have participated in this insight into the impact the training has had on • They will fill the gaps when students have initiative since Phase One. We spoke to them about the daily operations at Athlone Campus. “We their experience of the programme and the impact applied the teaching and learning foundation missed classes due to work it has had. Not only on their campuses, but on and plans to our preparations for the Registration Acting Deputy Director-General for TVET Colleges in the their own perspectives of the TVET sector. Mr Alfred periods at campus. The ability to record and Department of Higher Education and Training, Gerda commitments. Ramahlape, Acting Campus Manager, Thornton analyse data has definitely improved, along Magnus addresses the delegates • It could reduce the contact time Campus and Mr Rueben Mokotedi, Senior Lecturer, with our systems and procedures. We have also Mechanical Engineering (Automotive), Athlone introduced more active marketing to our current engagement. As a result, we started offering between lecturers and students. Campus, shared their perspectives with us. students. It helps build the profile and reputation small workshop initiatives to industry in the Rueben Mokotedi reported that, “This of the TVET sector in our communities.” community. This for example included a Motor This will benefit colleges who have training has really made such a big difference He continued, “Campus management Industry Workshop Assistant training, where we staff capacity problems. in the way we work at Athlone Campus. Hearing and faculty are more actively involved within shared best practice. Relevant information was what others are dealing with, showed me that the our immediate communities. Not only to grow shared and training offered in different aspects of • It could help to improve pass rates. issues I deal with at campus are not necessarily the College footprint, but towards improving the workplace. The workshop was hosted at the that big. Everyone has different challenges. We relationships with the community through active Athlone Campus. Although the numbers were • It is a tried and tested method of learning. small at first, we are seeing the benefits. Growth of this engagement with workshop owners and artisans working in the community, has been The easy-to-follow layout will guide most encouraging. The College also benefits from this engagement. We have opened access students through their studies, and to more apprentices for Recognition of Prior Learning (RPL) and trade test opportunities. includes: We plan to grow our involvement and certainly • Information on how to work through implement everything learnt through the Professional Development of Campus Managers prescribed reading initiative. In this way we will also continue growing the sector, skills and the College.” • Additional notes per topic on specific content they Mr Ramaphlape only joined the programme have to master in Phase Two. He has credited the DHET and programme for the value that it has added to his • eLinks to video clips, animations and additional duties as Acting Campus Manager. He reported information online Groups hard at work in a session of Campus Manager’s training that, “We have improved our communication with the SRC. We ensure that they are more • Competence challenge checklists to help students involved in campus matters. This benefits all students and ultimately the College. The same is check their mastery of the content applied to our lecturing faculty. They need to be • Answers to calculation questions kept informed and included in decisions made at campus level. I personally have made myself • Exemplar examination papers with fully worked answers. more available and visible on campus. Showing concern, being more approachable to faculty and students, has ultimately vastly improved the levels of trust that our students have in our PACKAGE OPTIONS campus management. The programme taught me how to improve our operational efforts. This We offer various package options from the standard pack which was achieved through an in-depth analysis includes a textbook and Study Guide right through to a of examination results. Trends and gaps were identified and solutions to challenges found. I am comprehensive lecturer/tutor pack which includes a textbook, still in regular contact with other members of the ebook, Study Guide, Lecturer Guide and USB memory stick with cluster. We continue building those relationships. PowerPoint slides, year planner template and exam papers. We share, not only best practice, but also call on each other for guidance in solving challenges for the benefit of the whole TVET sector. Experience has shown that Campus Managers are appointed without any guidelines or instructions on exactly what to do or what is expected of us. However, through this programme, we now have a clear FutureManagers understanding and can work more effectively. It is really so exciting, a definite eye-opener. I would highly recommend that more faculty Tel: +27 21 462 3572, Fax: +27 21 462 3681 Principal Louis van Niekerk receives a certificate for his contribution to module development for the training are given the opportunity to participate in [email protected] this programme.” www.futuremanagers.com Tel: +27 21 462 3572, Fax: +27 21 462 3681, Email: [email protected] 26 TVET COLLEGE TIMES December 2018 www.futuremanagers.com the College on the use of multiple venues recommended that all TVETs learn from this I will not consider studying anywhere else!” OPEN DAYS AND COLLEGE PROMOTIONS to showcase the programmes and campus; example to ensure the promotion of the actual The College of Cape Town is tremendously the fun and interesting experiential activities experiences and full service offerings that the proud of the delivery on our Open Day events, offered at the stands; the manner in which colleges have to offer. and thanks all faculty, students, industry College Open Day provides a winning formula learners were actively engaged in obtaining Comments from learners included, “This is partners and other external stakeholders for relevant and valuable information and the the best Open Day ever!”; “I want to study at a their dedication and support, not only to this SHARON GROBBELAAR - professional high standards of the event in College that makes me want to learn more”; “I initiative, but towards furthering the broader Corporate Communications & Marketing Manager general. During a recent provincial meeting love this Open Day!”; “This is definitely the best objectives of the College, the DHET, and the with members of other TVETs present, he College and after seeing everything here today, provincial and national governments. pen Days are a standard intervention used Oby all educational institutions to introduce prospective students to the available qualifications Learners travel 500km to visit leading TVET College and institutional culture. The norm across Post-School Education and NADINE MOODAELY - Marketing Practitioner Training (PSET) institutions, is to offer such days on an annual basis. This is usually in the format igh School Excelsior in Mthatha, recently the well-equipped workshops and simulators. The of an exhibition to provide learners with marketing Hvisited Port Elizabeth TVET College. hands-on practical approach of the programmes and related course print material, and exposure to The objective of the visit was to gain some seemed very inviting. At the Dower Campus, learners workshops, laboratories, and more. The College insights into future career choices. The visiting did not need to be invited twice to enjoy the obstacle of Cape Town for TVET philosophy is that Open Excitement at the Automotive display group comprised both Grade 11 and 12 learners. course, which is a permanent facility that forms part Day is so much more than just a platform to hand The group was accompanied by their teachers. of the Safety in Society training programme. out brochures and do a ‘show and tell’. Open period from August each year and building Departments took responsibility for co-ordinating The information shared by the marketing team Although all campuses were fully ‘inspected’ Days at the College of Cape Town for TVET are an relationships with potential students, their all their activities and displays. in the form of excursions and presentations, by the visiting school, the learners showed a experience, not an event. parents, school officials and industry partners. Each display/zone was co-ordinated and was highly valued. Learners enjoyed watching keen interest in the engineering department. We The College hosted its annual Open Days Such days strengthen the College of Cape managed by the Academic and Programme the College students in their environment and a hope that this exercise will bear fruit in the new at the Crawford Campus on 24 and 25 August. Town’s position in the market and education sector Managers for that study field. The objective was fruitful exercise ensued when they had interaction academic year, when some of the learners will The theme of this year’s event was “#aspire”. as a preferred provider of quality education and to ensure that the programmes were represented with each other. The electrical infrastructure make the TVET sector a first choice of study. With a strong focus on career awareness, career training. It creates awareness of the importance with interesting and fun try-a-skill activities, construction students were busy with a practical The College wishes all matriculants well in the Visiting High school learners from Excelsior High guidance and the full set of services available to of the role that the TVET sector plays in the course information and academic support. Each task and did not mind the curious onlookers. The final 2018 examinations and welcomes them to School, Mthatha in the Port Elizabeth TVET College students to ensure holistic education and training, education arena. A role that is as important a role study field zone included a variety of employer learners were wide-eyed and curious, inspecting exercise their 1st choice of study at a TVET College. electrical workshop and preparation for the workplace. All in aid of as universities and universities of technology. exhibits, where employers and business partners providing the support required to students to It addresses negative perceptions amongst exhibited career opportunities and provided career reach their career aspirations. The College is the members of the public through showcasing the information, and where relevant, included their only Western Cape TVET College that offered a positive aspects of TVET training with regard to own interactive displays and activities. College opens doors to more than 800 prospective joint Open Day during August, where all activities the quality of the programmes offered; career The promotion of the Centres of Specialisation were presented at one campus. options; the role of the TVET sector within the (CoS) were included in the displays at the engineering students What is Open Day? It is so much more education sector; the role of TVET Colleges in Building & Civil Engineering display for Plumbing, than a student recruitment drive! Open Day is preparing students for the world of work; the Mechanical and Automotive engineering. Support TUMELO MOROBE - Public Relations Officer a specific annual public relations event aimed at promotion of in-service training to industry and function displays included Student Support educating and informing the public on the TVET building improved relationships with industry Services (career guidance, counselling services, n South Africa, there is a continual need for sector and its role within the higher education stakeholders while assisting potential students health & wellness, sports and cultural activities, Isuitably qualified artisans to sustain industries. arena. It seeks to do so through showcasing the with career choices. booking of PACE assessments, etc.), Work Industries staffed with highly skilled staff, College’s full offering of products and services. This event is not only targeted at addressing Placement, and Bursaries/Financial Aid. Free supports economic growth within the country. The aim is to assist students holistically to prepare perceptions amongst external stakeholders, but Health & Wellness services such as free HIV/AIDS In line with the National Development Plan target them from pre-entry to entry of the workplace. also addressing internal stakeholders, such as testing and counselling, blood pressure testing, of producing 30 000 artisans annually by 2030, Learners visit the renewable energy stand The target audience is prospective students; faculty and the College Council members. The and Fusbal games were available on site. Capricorn College for TVET hosted an engineering parents/guardians; High School Principals and event is therefore co-ordinated and managed The marketing and advocacy for this event Open Day. The Open Day was aimed at encouraging and current students on the programmes offered by The event presented an ideal opportunity Life Orientation educators; communities around as a College and sector event. Not an event included Billboards across the greater Cape Grade 9 to 12 learners to consider taking up careers the College. The presentations outlined admission for school-going learners to gain a foretaste our campuses; the general public; industry, and for which the Corporate Communications & Town area; print advertising; posters and in technical studies. The event was held at the requirements, and possible job opportunities. of college life. They had an opportunity to the media. The focus is on the recruitment of Marketing unit is solely responsible. Faculty are flyers; letters of invitation delivered to school College’s Seshego Campus, on the 21st September. Bursaries available, as well as extra-curricular interact with college lecturers and current new students; addressing negative perceptions key role players in the success of the College. It principals; radio advertising and personal Learners as well as their educators, were taken on a activities and the support provided by Student students to find out exactly what certain around the TVET sector and promoting the fact develops teamwork, team spirit and pride in staff, appearance/live cross-overs to studio from the campus tour. Presentations were made by lecturers Support Services, were also communicated. fields of study entail. that lecturers are approachable and available to and encourages innovation and initiative. All event. “Moodboards”, where visiting learners students and parents/guardians. staff members are held responsible for helping to could record their status in terms of their Any event needs to serve a purpose and advance relationships between lecturers, students future career decisions upon entering, and Open Days give High School Learners and Out-of-School have a solid set of objectives to be achieved. and parents and the relationship between the their decision on their future study field upon The College’s philosophy is that the annual College and other stakeholders. Faculty are exiting, were also a feature. As was social Open Day event needs to not only promote responsible for customer service and the College’s media marketing; an email banner; a social Youth a glimpse of their future the institution as an institution of first choice, image portrayed in public. Critical to this is the media competition for potential students; an but to form a strategic part of the long-term philosophy that it is possible and absolutely internal competition for staff, run as part of TSHEGOFATSO RAPOO - included interactive campus tours. Feature facilities objectives to meet not only College objectives, essential to help students and the College achieve the internal e-marketing; a professional video E-Media & Communications Administrator were the workshops, simulation rooms and student but to also address provincial and national success in a fun, creative, and inspiring manner and photography; and branding via pull-up support centres. These presented an ideal platform objectives in line with the NDP2030. As such, without losing professionalism. banners, feather banners and arc flags. The RBIT TVET College was abuzz with prospective for learners to speak to faculty and senior students, all planning is done in line with set objectives. The concept for the 2018 Open Day was College provided bus transport for 26 schools Ostudents from over 40 schools in the Bojanala face-to-face about the various academic programmes The objectives that the College believes are totally different from previous years. We changed and three NGOs, whilst four schools used their District Municipality. They came in numbers to attend and what they involve. More than 80 Principals and part of the winning formula for its Open Day the focus from an Open Day in the traditional sense own transport to attend the event. The number the Annual Open Days hosted at the Brits, Mankwe Life Orientation educators accompanied the learners. initiative include the following: Improving the to a CAREER DAY. The use of facilities on campus of high school learners that attended via the and Rustenburg Campuses during TVET Month. They were treated to insightful liaison functions. awareness of the benefits of TVET by educating was expanded to create different areas, or zones, provided transport totalled 1 520. The wide range of study programmes offered The Management Committee members at each the public on the offerings of the College and each with a specific focus. This resulted in the use Feedback received from visiting learners, by the College were cited as the key attractions for campus shared information with the educators. the TVET sector as a whole through experiential of three separate display zones across campus, parents, industry partners, educators, visiting approximately 1 472 Grade 9 - 12 high school learners The aim of which is to ensure that the learners exposure to academic opportunities and support with the ICT department using the ICT Building, officials from the Western Cape Education and out-of-school youth. Open Day activities started at make informed decisions when seeking post-school services; Increasing student intake specifically the ECD and Primary Health teams using the Department (WCED) and College Management Rustenburg Campus and were followed by more than study opportunities. within the College and throughout the TVET brand new Education & Training building, and all was all extremely positive. Wayne Blauw from 900 learners making their way to Brits Campus two The success of the open days, was mainly sector; Recruiting students for 2019 and other academic and relevant support departments the WCED congratulated the College on the weeks later. They were able to explore the vast range due to the College marketing and recruitment team 2020; Promoting free placement assessments being located in the Main Hall. most innovative, educational and exciting of study options that the Campus showcased on the undertaking extensive school visits and career Students got an opportunity to visit the Engineering and booking appointments for students to Venues were set up with shell schemes Open Day event he has ever experienced at day. A week later saw approximately 700 learners exhibitions throughout the year. This prepared workshops. Here, they are pictured at the Boilermaking have assessments done during the application and furniture, and Academic and Support any educational institution. He complimented visiting the Mankwe Campus Open Day. Activities the ground and appetites of so many. and Fabrication workshop at Rustenburg Campus

28 29 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 Business Brunch an astounding success for forming links TVET FIRST with business BRAND ORATILE MATLAPENG - Call Centre Administrator NEW RBIT TVET College recently hosted a Osuccessful Business Networking Session. Safety in Society & Decision-makers from various companies were in attendance. The focus of the event was to forge sustainable and mutually beneficial partnerships between the College and local Business and Many partners and stakeholders from Business & Industry honoured the invitation by attending the Business InformaƟ on Technology NQF Level 3 Industry. This in an effort to enhance artisan Brunch organised by the College development opportunities, work-based exposure We have completely revised our books in response to the updated curricula for 2019. (WBE) for students, and work-integrated learning Shongwe. Ms Shongwe shared some of the success placement opportunities for students become a (WIL) opportunities for lecturers. stories that emerged as a result of a longstanding reality. Partners and stakeholders were taken on a Acting Regional Manager for TVET and CET partnership between the College and The Platinum tour of the Rustenburg Campus to view the Platinum Colleges in the North West and Mpumalanga Incubator. One of the shining stars to whom Ms Incubator, Jewellery Design and Manufacture Provinces, Mr Nick Balkrishen, presented the Shongwe referred, was former Jewellery student, Mr workshop, as well as the Engineering, Boiler- audience with a clear background of the TVET Siyabonga Mtshukuma. He was selected to take part making and Fitting and Turning workshops, at the College Sector and ORBIT TVET College in particular. in a 24 month Goldsmith Art and Jewellery Design Rustenburg Campus. Upon conclusion of the tour, He spoke to certification rates, pass rates and International Scholarship in Italy in 2015. Upon his all delegates were invited to enjoy a scrumptious growth. Mr Balkrishen highlighted the importance return, Mr Mtshukuma continued with his studies brunch. Networking and liaising between College of having solid partnerships with business and and passed his trade test to qualify as a goldsmith. management and business & industry partners industry to sustain Colleges, improve certification Programme director, Ms Tshego Rapoo did could then begin in all earnest. rates while benefitting local businesses through a superb job of introducing the newly appointed Everyone who attended was in agreement that the provision of internships. Representatives who Principal of ORBIT TVET College, Mr Dika the session was an astounding success. It opened attended the session were urged to use the College Mokoena. In his presentation, Principal Mokoena doors for new partnerships to be established, as a centre to seek employees. unpacked the current partnership status of ORBIT while strengthening existing partnerships. The A highlight of the programme, was the testimony TVET College. He invited and urged those present College is looking forward to hosting more of the Platinum Incubator CEO, Ms Sibongile to take hands with the College to ensure that work sessions like these in 2019!

TVET promotion campaign aims to Outdoor Advertising Campaign Student: 9781430807599 Student: 9781430807476 Student: 9781430807629 Student: 9781430807568 Billboards and Bus Stops position College as #MyFirstChoice Lecturer: 9781430807605 Lecturer: 9781430807483 Lecturer: 9781430807636 Lecturer: 9781430807575 FIRST FOR STUDENTS FIRST FOR LECTURERS COLLEEN BRENNON - Highlight of the Marketing Manager #MyFirstChoice campaign - 4 Clear layout 4 Module summaries at the end of each module Outdoor Media 4 to aid with revision overnment is on a mission to As our target audience are Updated informa� on “Gboost the allure and efficiency of primarily commuters who require 4 Relevant case studies 4 Lesson plan templates in the Lecturer’s Guide TVET colleges”, says Higher Education public transport and taxis to reach and Training Minister Naledi Pandor. the College, we ran a strong visual 4 to save lecturers � me Billboards on: Bus Stops Interes� ng examples and illustra� ons Minister Pandor was speaking at outdoor media campaign in our SpineExamples Rd cnr Lwandle of Rdthe numerous billboards at schoolsKommetjie andRd bus (Eastbound) stops afterthat 9th featured Ave the Khayalitsha Station Taxi Rank Spine Rd (Westbound) after Ntlazane Rd 4 Comprehensive answers in the Lecturer’s the annual International Vocational surrounding communities. This Eiselben#MyFirstChoiceRoad Open Day campaign Baden Powell Dr (Westbound) after Capricorn Cir, before Sunrise Blvd 4 Packed with language support New Eisleben Rd (Southbound) after Govan Mbeki Rd Education and Training Association included billboards at taxi ranks Spine Rd (Eastbound) after Moray Way Guide to every ac� vity ques� on Kommetjie Rd (Westbound) after Ou Kaapse Weg Conference held in Cape Town and billboards at schools within potential, and discover career paths KommetjieeducationRd (Westbound) and after Link training Rd, opp. 21st informationAve in August. She added, “Making our geographic footprint. Bus stops and college programmes. Mainand Rd cnr educationalKeyser St trends. technical and vocational education were branded on busy routes. A Mall Exhibition, offered career training the ‘first choice’ is a priority The feedback provided by faculty advice and information opportunities Open Day for government”. Acting on this lead and students was very positive. to parents and guardians. Thirty schools attended the sentiment, False Bay TVET College This campaign profiled the Brand This was augmented by a Open Day, resulting in some included the #MyFirstChoice slogan in Ambassadors as well as the variety Parent Seminar billed as “Making 1 630 Grade 11 & 12 Learners All these its year-long campaign. The campaign of study fields on offer. an Informed Choice”. The Parent attending. They were provided culminated in TVET Month (August) The Open Day campaign Seminar was hosted on the Saturday with a first-hand experience of the Student’s Books and the College open days held on the featured a generic group of of the open days. The seminar was study fields offered by the College. 17th and 18th of August which were prospective college students. This tailored to further inform parents There were opportunities to meet are available as hosted by all five campuses. image showcased the diversity of and guardians of the 1st Choice current students and view the eBooks. The purpose of the college students. Outdoor media study and training options provided training facilities. #MyFirstChoice slogan is to is effective as the messages by TVET colleges. More than 400 Unemployed youth groups were create top-of-mind awareness, are large, bold and attractive. parents attended these sessions also hosted. They too were provided positioning the College as a The message is consistently placed which were hosted at all campuses. with information on possible study training institution of first choice. in the communities we serve, opportunities and bursary options. All marketing collateral included and reinforced through repetition. Principals and Life Orientation this slogan. The slogan featured teachers Breakfast Conclusion alongside the College Brand Other TVET month activities “Bridging the divide between TVET Month is an annual Student: 9781430807506 Student: 9781430807537 Ambassadors and graduates who included: Career Assessments, education, job creation and college event and is part of college Lecturer: 9781430807513 Lecturer: 9781430807551 are engaged in successful careers a Mall Exhibition and a Parent economic growth”, was the theme of culture. The collective efforts of in their respective fields of study. Seminar this year’s breakfast. The 70 guests all college departments, make #MyFirstChoice was pulled through Free, ‘Pace Career Interest in attendance consisted of School this an outstanding collaborative the entire TVET Month campaign. Assessments’ were held at Principals, Life-Orientation teachers educational exercise where we This message was repeated in the each of the five campuses. This and District Managers. The event are able to make a meaningful Macmillan EducaƟ on | Tel: 011 731 3300 | Email: za.info@macmillaneduca� on.co.za print and radio campaign, as well provided hundreds of youth with was geared towards strengthening and lasting impact on all of our Gan Krishna | NaƟ onal Sales Manager TVET Colleges | Cell: 078 804 0592 | Email: Gan.Krishna@macmillaneduca� on.co.za as on social media. the opportunity to explore their college-school relationships, sharing stakeholders. www.macmillan.co.za | www.troupant.co.za | TVETFirst | @TVETFirst G U Subject to DHET approval 30 TVET COLLEGE TIMES December 2018 Safety in Society Day Celebrated Seven distinctions, top performer, wife, mother….

TUMELO MOROBE - Public Relations Officer DANIEL MASENYA - Administration Officer

n the 19 September, the College of Capricorn for also interact with experts from the South African ‘Excellence is an art won by training This was no easy feat for the student and it came OTVET’s National Certificate Vocational (NCV), Police Services’ Forensic Unit. and habituation’ – Aristotle with a lot of sacrifice. She does proper planning Safety in Society students celebrated a Safety in “Maintaining good relationship between the when it comes to her own education. She Society Open Day at the Polokwane Campus. College and its stakeholders does not only assist in hese words by the Greek philosopher are commits to it, stays disciplined and focused. She The event was meant to encourage career readying the students for employment and furthering Tproven true time and time again by those also said that she prioritises her studies. She has awareness amongst the students who are studying their studies, but it helps potential employers in the who manage to achieve despite their obstacles. a study plan. She makes notes and sets aside Safety in Society. It also provided an opportunity recruitment of efficient employees,” said Ms Emma They do so by constantly putting in the work and enough time daily to review them. for stakeholders to see the great work done by the Rathogwa, Acting Senior lecturer for Safety in Society. making a habit of doing so. Mathapelo is not only a student, she is College. The event was divided into two segments. As always, the guest speaker of the day, Colonel Waterberg TVET College Student Mathapelo a wife and mother as well. This makes her These consisted of physical training sessions and Shubane from the Tshwane SAPS Academy training Masalesa, who managed to achieve seven the very definition of girl power. She handles then presentations made by professionals of division, mesmerised the students and everyone distinctions in all her registered courses with multiple roles successfully but also credits her the South African Police Services. The students present. He delivered a powerful speech on how an overall aggregate of 87%, proves that with family (husband and children) as her main dazzled the crowd with a short act. It was a students should conduct themselves if they wanted hard work and determination, you can achieve support structure. “The support I receive is much dramatisation which reflected how the country’s to be efficient in the South African Police Services. anything to which you set your mind. appreciated”, Mathapelo says. She advises that court and judicial systems worked. Students were In attendance, were members of the South African Overall Top Achiever Mathapelo is a student putting too much pressure on oneself is counter- afforded an opportunity to experience real-life National Defence Force; the Commission on at the Thabazimbi Campus. She is studying an productive. “Do one thing at a time. Planning is Top Overall Achiever, Mathapelo Masalesa, training, similar to that conducted by the National Gender Equality; the Office of the Public Protector Colonel Shubane, delivers his address to the Safety in NCV in Education and Development at Level 3. everything”, she advises. shows her trophies Police Academy in Pretoria. The students could and the Polokwane Campus community. Society Open Day event Celebrating the hard work of our students NADINE MOODAELY - Marketing Practitioner through entrepreneurship. The young dynamic guest GRADUATIONS speaker, Olwam Mnqwazi, emphasised that there he 2018 academic year has proven to be a rather are opportunities for Nated Graduates and diploma Trewarding year in the history of Port Elizabeth recipients to start their own business and become College rated amongst the top performing colleges in the country TVET College. The reason being, that the institution entrepreneurs, rather than waiting for the government has awarded a total of 242 students with N6 National to provide them with jobs. THULANI THULARE and THOKOZANI NDHLOVU Diplomas and a further 830, with NCV Certificates. The highlight of the graduation function Education is a lifelong journey. This was in was the outstanding achievement of Business Receiving the Principal’s award for achieving 11 ert Sibande TVET College Deputy Principal evidence when a 60 year old student was awarded his Management student Moegamat Achmat. He distinctions is (centre) Moegamat Achmat. He is flanked GAcademics, Neelan Govender announced national diploma. The College is grateful to the Sector achieved 11 distinctions and received the by Principal Mr Khaya Matiso (left) and governing Council that the College is rated amongst the top Education and Training Authorities and various host Principal’s Award (medal) for his achievement. The Chairperson Mr Duane Adams. performing colleges in the country. This was employers that ensured that the N6 students were graduation day was divided into a morning and an on the occasion of the National Certificate assisted with workplace training. A way forward for afternoon session. The latter session guest speaker Antonia van Dalen, a moment of silence was Vocational (NCV) graduation ceremony held in all graduates is that they are immediately employable Fezeka Magavu, motivated the NCV graduates in observed in the presence of their families. Balfour on the 3rd of August. because of their market related skills. Furthermore, all her inspirational speech. The graduation ceremony The College management and staff His presentation focused on the College past and recently graduated students will have access also recognised graduates that had passed away congratulate all graduates and wishes that they pass rate. Deputy Principal Govender spoke to higher institutions of learning. Many graduates are after completing their studies. In honour of the late will all be absorbed into industry or become proudly about the continuous improvement of also equipped to reducing the unemployment rate Level 4 student Ms Nazo and N6 student Cayla successful entrepreneurs. academic results. He highlighted that the class of 2017 had achieved the best results. He also College pays homage to top performing students and lecturers indicated that the College results for the 2016 academic year, were the best in the country. TUMELO MOROBE - Public Relations Officer for them to achieve greatness. There were awards Over the years the College has been placed for different categories and different target groups. amongst the top five best performing colleges apricorn College for TVET’s Polokwane and The top performers were awarded certificates, in the country. He went on to emphasise the Excited Balfour Campus graduates celebrate their achievements at the graduation ceremony CSenwabarwana campuses held academic trophies, tablets and laptops. importance of strategic partnerships between achievement awards ceremonies on the 21st of Guest speaker Mr Ike Thema of the Premier’s the college and businesses, industries and Latha, mother of Nkosinathi Ndlovu could not Bongani Manzana, Balfour Campus SRC September and 23rd of October respectively. The office, commended awards recipients and employers. These partnerships ensure that the contain her excitement after her son received Chairperson, who was also graduating on the ceremonies provided the opportunity to honour encouraged them to continue working hard in order to college curriculum is aligned with the needs of the top performer award. “I don’t know how day, delivered a message of support. He spoke students and lecturers who had performed achieve greatness. He said, “Today we are celebrating the industry. to express my feelings right now. I am very about the timeless importance of education. exceedingly well in the 2017 Academic Year. excellence. You have exceeded the norm. You have Principal Lekau Mamabolo, Education Specialist Office Campus top achievers were awarded with happy for my son. He has worked very hard. “Even in our struggle for liberation, we saw the The ceremonies also served to encourage gone beyond the established. Continue being results Administration Ms Jabulile Mhlanga and Campus certificates and trophies for their hard work. I ask the almighty God to give him the power value of education and the difference it made those that did not do so well, to work harder. Their driven so that you can continue achieving excellence.” Manager Ms Tlou Mohale at the Achievement Awards Sibongile Mbelu, Office Administration student to continue building his future and achieve in the methods and quality of our struggle as achievements may also be celebrated in the future. In his congratulatory message, Principal Lekau and Nkosinathi Ndlovu, Civil Engineering whatever he wishes,” said Ms Latha. well as in the academic history of our beloved Mr Isaac Sebola, Head of Department for Business Mamabolo said, “Don’t die with the music in you. Principal Mamabolo congratulated the award student, were the campus top achievers. “I country. Education is a paramount unifying factor Studies, welcomed everyone. He encouraged current Follow your dreams and work hard in pursuit of recipients and thanked Campus managers, Ms Tlou must say it has been a long journey, but being Over the years the College has in building consciousness and pride,” added students to adopt a positive mind-set. Students were achievement. The world will become a better place Mohale and Mr Thomas Muleya and their respective positive and dedicated pulled me through. Bongani. The keynote address was delivered by further encouraged to believe in themselves in order for everyone as a result of your achievements.” teams, for a job well done. I am happy that being a top achiever has been placed amongst the top five Mphonyane Mabote Thanjekwayo who urged opened doors for me. I am now employed best performing colleges in the graduates to live a life that matters. “I hope your Perseverance and hard work pays for over 700 graduates as an intern at the campus in the Student dreams take you to the corners of your smiles and Support Services Department,” said Sibongile. country. He went on to emphasise to the most special places of your heart’s desire,” MATAU MANYE - Marketing Manager This was indeed a prestigious event. Most Nkosinathi Ndlovu who is from Swaziland, the importance of strategic added Mphonyane. He continued by giving a parents wore their traditional clothing and graduates obtained 14 out of 21 distinctions. He initially checklist of pointers for living a life that matters. edibeng TVET College held their graduation were smartly dressed in academic colours. Over 700 came to South Africa to visit his mother who partnerships between the college “Firstly discover what matters to you. Have Sceremony for the first time in September at the students received their certificates in the various resides in Grootvlei in Mpumalanga Province. and businesses, industries and the courage to do what matters. Practice being Civic Theatre and Civic Hall respectively. Previously, courses offered by the College. The students were He then decided to enrol at the campus when an optimist. Believe that life is essentially good. the graduation was held once a year around the welcomed by newly appointed Principal Mothapo. Students in academic dress flock to the graduation he heard about the College. His advice to employers. These partnerships Have the right attitude towards difficulties. Do month of May. The institution has shown exponential He thanked students and faculty for their hard work. venue in their hundreds his peers is, “You should stay focused and ensure that the college curriculum not seek out the approval of others and listen growth and therefore the decision was made to have Devotions were offered by Pastor Randy Rooibatjie, be determined to achieve your goals. It will to that little voice inside your heart. Faith is a two graduations a year. The event was marked by who did a splendid job of reminding students that their certificates. Clan names, totems and traditional never be easy and simple, no one has ever is aligned with the needs source of courage. A foundation of faith can multitudes of students, parents, grandparents and God is great and is always with them. dancing was the order of the day. Each proudly said it was easy. Stay focused and do not let of the industry. give one the confidence. Take your flag with you extended family members coming to the graduation Parents were overwhelmed with gratitude as ascending the stage with their family members stumbling blocks detour your future.” Sibongile and fly it high,” concluded Mphonyane. of their loved ones. the students were called to the stage to be awarded singing their praises as a backdrop.

32 33 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 Sisters ace it at Graduation Graduates are the pride of College

FIONA MCFARLAN LAME MORUBANE - Communication Officer

s the Programme Director of were made with sponsors to make otheo TVET College held its annual circumstances, but encouraged them to prove Athe Graduation Ceremony at two Dux Awards which comprised of MAcademic Award Ceremony to mark two their academic ability. “The college takes a lot Ekurhuleni East TVET College a tablet and trophies each along with important events in the life of more than 500 of time and effort to give students a quality put it. “In all my many years of a cash award of R2 500 for Grace graduates. This year the Award Ceremony education and the opportunity to enjoy their teaching, I have never ever before and R500 for Lerato. Recounting was divided into two sessions, the graduates graduation day in the presence of friends, peers had to announce that we have their thrill and excitement at the receiving certificates and diplomas. and family. It is not merely a certificate that you two Dux Award Winners who have Graduation Ceremony when the In attendance were the College Council have acquired that will be important for your both achieved the highest average reality dawned on them of just who Chairperson, his deputy and members of the future. It is also your character and behaviour percentage out of the whole College it was, to whom the Programme College Council, special guest speakers, namely that you have developed, that will enable you of over 17 000 students. What also Director was referring, both Grace UNISA’s Registrar in Governance and Policy to secure opportunities in the future”, added makes this very unusual is that, not and Lerato were willing to share Prof Sello Mokoena and Acting Chief Director Principal Phutsisi. only do they have the same surname, the secrets of their study success. for Curriculum Development and Support, Mr Prof Mokoena informed the audience and Blind graduate Nosivewe Malaku received her diploma but one of them was our Dux Award Articulate and well-spoken, they Boitumelo Seane. Also in attendance were students of the numerous challenges that one in Marketing Management. She shares her moment Winner in 2017 as well!” share a rented room near the College stakeholders of selected learning institutions, must face, and strive to overcome, before with College Chief Financial Officer Eugene Ntsieng Sisters, Lintle Grace Mashilo and campus, having been recommended such as skills development providers, the becoming successful. He emphasised that the and Principal Dipiloane Phutsisi Lerato Mashilo, are both NCV Level 3 to the College by a friend of their Sector Education and Training Authority and graduates were beacons of hope. There was great Finance, Economics and Accounting mother’s. They both emphasised the companies offering internships to graduates to anticipation and expectations for a positive impact The best-performing students contributed students studying at the Springs importance of starting their studies Sisters Grace and Lerato Mashilo were declared joint Dux Award Winners at the acquire much needed work experience. in the life of their immediate communities through towards the College producing 125 distinctions Campus. Proving that beauty and from day one, as soon as they had Graduation ceremony having scored the highest average marks of 89% and 87% The red carpet was rolled out, recognising the knowledge acquired during their studies at the and 468 diplomas this year. Mpho Mokoaleli, brains can indeed complement each received their textbooks. They made respectively from all six College campuses. They are seen here with Principal Happy the outstanding performers with academic college. Prof Mokoena was the guest speaker in a graduate in Electrical Engineering (heavy other, Grace was the Dux Award a point every day, of reviewing the Sibande and the Chairman of the College Council, Mr KE Vilakazi awards. These were presented to students in the first session of the ceremony. In the afternoon current), received a standing ovation as the Winner in 2017, with an average work of that day together, ensuring National Certificate (Vocational), Nated Report session, Guest Speaker Mr Seane congratulated deserving recipient of the prestigious Principal’s percentage of 86%. She improved that they had a clear understanding the self-confidence to ask questions. for NSFAS bursaries, so hope to apply 191 and various occupational qualifications. Motheo TVET College for producing 468 Diplomas Award for academic excellence. He attained on that this year with an average of of every module. They also made a They never ever “bunked” a for scholarship from companies. It was a celebration of the fulfilment of the and 125 Distinctions. This simply shows that three distinctions and an aggregate score of 89% while Lerato scored an average habit of working ahead of the lecturer class and taught themselves to students’ goals and marked the beginning of the College produces hard working potential 94%. The accolade has inspired him to focus of 87%. Most unfortunately, their in each subject and not expecting pace their studies which made Maybe someone in the TVET College a new future that will shape their lives. Their employees. “It is a pleasure to be speaking to you more, knowing that what used to be impossible parents who are from Lesotho, were to be spoon-fed. This guided them revision and the writing of the Times community could indicate qualifications arm them to face the challenges graduates, because most of you worked hard to is now possible. Other best performers were unable to make the trip to share their in the areas on which they needed exams themselves easier. where they could apply for study of the real world and enable them to adapt to reach this milestone in your lives. Many overcame Mkhetshana, N1 Electrical Engineering daughters’ proud moment. clarity when that section was dealt Both hope to go to university assistance? Oftentimes it is just that the changing needs of the workforce. Paving incredible odds and obstacles to be here today”. student, who attained a 92% aggregate, The Graduation Committee and with in class. It was important to and study to become Chartered additional, little boost that can make the way for the graduates to face the real He concluded his speech by thanking the College Goitsemodimo with a 91% aggregate and Zulu, College management, however, felt establish a relationship with their Accountants at either the University of an enormous difference in someone’s world, Principal Ms Dipiloane Phutsisi, not for providing quality education and training. “Keep an N5 Business Management student, who that such an achievement could not go lecturers so they could ask for Cape Town or Johannesburg. Coming life. I hope so. If so, email the author only praised the students for rising above their up the good work Motheo”, said Mr Seane. obtained an 86% aggregate. unacknowledged. So, arrangements assistance when required and have from Lesotho, they would not qualify on [email protected] Top Nated graduate secures sought after position Blikkiesdorp youth shine at Certificate Ceremony CHRISTIANA NEL - with an international company Deputy Principal for Innovation and Development, and VELISILE BUKULA - COLLEEN BRENNON - Marketing Manager Public Relations & Communications Officer n 2017, the City of Cape Town, in association with ohan Plaatjies is an ambitious 22 year Ithe Airports Company of South Africa (ACSA) and Cold young man from Paarl, Western Cape False Bay TVET College, launched an exciting skills Province. He was raised by his grandmother. development programme. The beneficiaries of the His TVET story begins in 2014, when he programme were 100 residents from Blikkiesdorp. decided to enrol for Human Resources Management Blikkiesdorp is a relocation area in the Delft Stakeholders and some of the Blikkiesdorp graduates at the Certificate Ceremony N4 to N6 at West Coast TVET College, Malmesbury suburb of Cape Town, Western Cape Province. The Campus. His family could not afford to pay for his settlement is made up of corrugated iron shacks economy and earn an income for their dependent Practically speaking, it allows the graduates access studies. He applied for the National Student Financial and the Afrikaans name “Blikkiesdorp”, can be families. Each of the students received a certificate to the job market. With these skills, graduates are Aid Scheme bursary. Because of this background, he translated as “Tin Can Town”. and toolkit. The toolkit consisted of work tools far more employable than previously”, said ACSA worked extra hard on his studies. Campus Manager, A year later and Cape Town Mayor, Ms appropriate to the bricklaying industry. Programme General Manager, Deon Cloete. Phumzile Nkuzo, recalls that he was a dedicated, Patricia de Lille; Deon Cloete, General Manager beneficiaries also had the privilege to participate in Acting Principal, Ms Karin Hendricks, said disciplined and determined student throughout of ACSA; representatives of False Bay TVET the MOT life-skills development programme. The False Bay TVET College values the partnership with his studies. He showed some great attributes. “At College; the Blikkiesdorp Community members MOT programme originated in Norway and provides the City of Cape Town, ACSA and the Blikkiesdorp College, Cohan was a team player with a positive Cohan receives the Chairperson’s Award during the recent graduation ceremony. He also secured the position of and the student beneficiaries, gathered for an young people with the skills and courage to manage community. “The College is privileged to be part attitude. He had accurate and diverse administration top student in the Nated programmes and walked away with prize money from Absa Bank and a trophy. Cohan is auspicious event. The event took the form of a peer pressure, to believe in themselves and to take of such an innovative initiative where community skills, and could perform well under pressure with flanked by Malmesbury Campus Manager, Bhishop Phumzile Nkuzo and Council Chairperson, Professor Aubrey Certificate Ceremony to celebrate the individuals responsibility for their own lives and future. With members are upskilled to not only build their good, polite communication skills”, he added. Redlinghuis. Guest Speaker, Professor Monwabisi Ralarala is seated on the right who successfully completed the civil construction these tools, they are equipped to be positive role- own homes, but to deliver on the philosophy He completed his practical training at Spilo related skills programme. Through a multi- models of well-balanced and responsible citizens in of Ubuntu and thereby assist fellow community Textiles in Paarl, Western Cape Province, where his in the Nated programmes and walked away with prize value to the company and we are happy that he has million rand skills development joint investment their community. members to build their homes”, she noted. former manager, Marylle Booysen, described him as a money from Absa Bank and a trophy. been awarded by the College”, she added. from ACSA and the City, and an application to “The City of Cape Town is truly grateful to As a result of the successful collaboration, very good worker who was always eager, enthusiastic After finishing his practical training, he was In response, Cohan wishes that his the Construction SETA (CETA), False Bay TVET our partners, ACSA and the False Bay TVET the City is exploring the extension of the and showed a positive attitude. “He was always up hired by American product testing, inspection and mother was still alive so she could see that College was able to secure funding to support College, for their investment and commitment Skills Development Programme to two other for the challenge and accepted responsibilities without certification organisation, NSF International. Their her teachings did not fall on deaf ears. He training in the civil and construction trades. The towards the residents of Cape Town. This is neighbourhoods adjacent to the Cape Town hesitation. He was always willing to learn and so SA operation is located in Stellenbosch, Western said, in as much as some people look down Blikkiesdorp community benefitted considerably testament to the fact that we can all work together International Airport. would even perform duties outside his field of study”, Cape Province, where he was appointed as an on TVET Colleges, they have a lot to offer. “It from this grant through training. With these training to empower our fellow citizens, especially those she said. It was these attributes combined with Administrator. Operations Manager, Anje van Wyk is important that people start recognising that opportunities and the qualifications the residents from disadvantaged communities”, Mayor de Lille For more information, academic excellence that made him the recipient of notes that Cohan is loyal and dependable. “His TVET Colleges have a lot to give towards the will receive, they will be empowered to improve added. “This programme is so much more than contact False Bay TVET College: Christiana Nel, the Chairperson’s Award during the recent graduation attitude towards work is fantastic. He reflects the advancement of the lives of young people in their chances of finding employment opportunities. just a skills programme. It represents dignity, Deputy CEO Innovation and Development, ceremony. He also secured the position of top student good values that have been instilled in him. He adds South Africa”, he adds. They stand to become active participants of the respect, hope and opportunity for a better future. Email: [email protected]

34 35 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 NEW FROM OXFORD POLICY AND OPERATIONAL SHIFTS The Department of Higher Education and Training publishes a Fact Sheet on “NEETS” Editorial Note: NEET’S are Persons who are are NEET to cause serious social disruption. In South Updated according to the new syllabus not in Employment, Education or Training. This Africa, the impact of NEETs is brought to the fore by report is available on the Department of Higher crime statistics that reveal that the average age of a Education and Training’s website: house robber is between 19 and 25 years and that www.dhet.gov.za. Enquiries may be directed to of all arrested robbers, 90% had not passed Grade the following contact numbers: Management Communication N4 Tel.: 012 312 5465/5673; 12 and/or were unemployed. Consequently, the Fax: 086 457 0289 You may also Email: monitoring of NEET trends and strong interventions to [email protected] / address the challenge of NEETs are key to promoting [email protected] peace and stability in a society. Fact Sheet on “NEETS” date of publication: This presents the social backdrop against 31 August 2018 which the Post-School Education and Training (PSET) system has to determine its priorities. eople who are not employed and who are not in Many South Africans lack the appropriate skills, Peducation or training are referred to as NEETs. work-related capabilities and the necessary Information about NEETs is used to monitor the labour qualifications required for existing occupations in Mr GF Qonde, Director-General market and the social dynamics of the marginalised the workplace. Additionally, on the demand-side, of the Department of Higher Education and Training people in society. It is generally acknowledged, both the economy is not growing fast enough to absorb Self-marking nationally as well as internationally, that NEETs new entrants into the labour market. Information about NEETs assist the DHET to make assessments, videos, constitute one of the greatest threats to social stability. This Fact Sheet provides a detailed profile informed decisions about PSET. In particular, NEET Researchers and the media frequently raise the spectre and characteristics of people who are NEET in data provides us with evidence that we can use PPT slides and of idle youths as a ticking social time bomb. There is order to ensure that interventions in the PSET to undertake policy, develop strategies, undertake additional resources now heightened awareness of the young people who system address the appropriate target groupings. planning, set targets and undertake budgeting. also available on National Skills Authority successfully hosts national and provincial public theTo access online additional learning hearings on the NSDP and the new Seta landscape supportresources portal. visit: n September, the National Skills Authority (NSA) inputs and recommendations on the NSDP and development officials, provided technical and Iheld successful national and provincial public SETA landscape beyond 2020 with a view to secretariat support which included the recording hearings on the National Skills Development Plan the re-establishment of SETAs. The objective of the proceedings. All submissions, inputs and (NSDP) and the proposed new SETA landscape. The of the public hearings was to solicit inputs and recommendations made, will be consolidated WITH CD BETA provincial hearings took place in all nine provinces. recommendations on the NSDP and SETA and analysed for the development of the final The purpose of the hearings was to afford skills landscape. The NSA is delighted that the level proposal. This proposal will be submitted for the oxford.co.za/learningzone development stakeholders representing Quality of participation from different constituencies on attention of the NSA and serve as an advisory to Councils, SETAs, Government, Business, Labour, skills development matters continues to improve. the Minister. The hearings are regarded as a final Education and Training Providers, Community Especially at the provincial level where it is consultation on the NSDP and the proposed new Constituencies, Provincial Skills Development critically needed. SETA landscape. The hearings assisted a process Forums, Research Institutions, Professional Bodies At the hearings, participants representing of reflection on the lessons learnt and provided and the general public, to make representations. different constituencies, engaged in robust the NSA with valuable input, which will inform Succeed in Management Succeed in Management These representations comprised submissions, discussions. The NSA Secretariat and skills future deliberations. Communication Communication Student Book Lecturer’s Guide DHET ENDORSED CAMPAIGNS ISBN 978 0 19 0731359 ISBN 978 0 19 0731571 Minister Pandor addresses the HEAIDS • A4 Full colour student book • Includes a CD with videos • Updated according to new syllabus • Additional mock exam partners and stakeholders breakfast • Mock exam • Answers to all assessments xecutive Director of UN Women, Ms Phumzile It also holds out the promise of strengthening our EMlambo-Ngcuka, Chairperson of the HEAIDS national skills base as an essential ingredient for through funding interventions focused on the • Letter templates • PPT Slides board, Prof Willem de Villiers, Deputy Chairperson, stronger economic growth. You will know that this curriculum and on organisational culture. But it will go Principal Hellen Ntlatleng, Vice Chancellors and massive investment in higher education, comes at a beyond this by enabling the creation of interventions • Same experienced author team • Teaching plan included University leaders present. time when budgets for almost all other government to support student success. It will also build the programmes are being frozen or even reduced. This academic development capacity of management staff Good morning. is an indication of the importance that government of universities. The thinking behind the UCDP has This is an important gathering between HEAIDS, attaches to higher education. However, the much in common with the new vision and expanded You will receive the student book, the lecturer’s guide with a which is a programme of the Department of Higher challenges in higher education are far more complex mandate of the HEAIDS programme. Education and Training (DHET), and its partners. than student funding. It is a major problem that so The HEAIDS programme was initiated in 2001 CD, and you will have access to Learning Zone resources online, The purpose is to strengthen relationships and many students that we fund fail to graduate. It is a under the then Department of Education. The to see how we can collectively serve our university waste of money and talent. We want to help students initiative was led by Minister Kader Asmal, purely the most comprehensive learning solution package to ensure and college communities better with respect to to graduate. We want to help students to succeed. as a response to the HIV crisis that was gripping the health and wellness and HIV and AIDS related We want students to help us succeed as a country. country. At the time, there was no effective treatment the success of your students. challenges. This is an exciting moment for the Success requires a lot of help from individuals and for the infection, when HIV infection inevitably led to HEAIDS programme, and for the higher education organisations with varied skills and resources. premature death. Prevention of infection through safe sector, as it embarks on a new phase of its journey. The DHET’s R1 billion a year, University sexual practices was the only effective response. We Government’s decision to provide fee-free Capacity Development Programme (UCDP), is a were anxious to empower students to make the right college and university education support for students programme that will provide special grants to promote choices. Thankfully, much has changed since then. Customer Services: from poor and low-income families is a historic one. comprehensive transformation at universities. This HIV treatment is now effective and prevention Email us at It has the potential of overcoming the inherited programme will give concrete meaning to the call options are now widely available. We are much [email protected] to get Tel.: 021 596 2300 inequalities that continue to trouble our society. for the decolonisation of our academic institutions wiser about the complexity of facilitating change in your inspection copy. Web: tvet.oxford.co.za 37 TVET COLLEGE TIMES December 2018

UNK_BRO_14416_18_TVET_Communications_N4_Flyer.indd 1 2018/10/14 11:56 sexual behaviour, or any health-related behaviour, health is too big a matter to be left purely to doctors Framework. In addition to funding, they have for that matter. In particular, our efforts at preventing and nurses. While they may play the leading role provided technical guidance and expertise. This HIV through changing personal behaviour, have when it comes to physical health, the mental includes access to innovative strategies in relation MAKING SOUTH AFRICAN TVET THE FIRST CHOICE: taught us to respect the power of social factors in and social aspects require a much broader set of to web-based platforms, safer city toolkits and determining our health. We have become much role-players. The HEAIDS programme has been various other resources from their wider repertoire THE INTERNATIONAL EXPERIENCE more sensitive to the impact of stigma and prejudice foremost in the higher-education sector in showing of resources and experience in these areas. I am in the way we manage our own health issues. how students themselves can be mobilised as a delighted that we have the Executive Director, Ms The HEAIDS Programme has evolved alongside force for health, both as peer educators and as Phumzile Mlambo-Ngcuka, in attendance at this this expanded understanding of preventative health campus media workers. The HEAIDS programme event. I look forward to learning from her about Making Technical and Vocational Education programmes. In the campus context, it has become has also proved that it is possible to reach across the steps we should take to be prepared to release clear that any successful HIV programme has to sectors in the interests of our students and doing the higher education GBV Policy Framework and, and Training an appealing choice for deal with the empowerment of young women; the so, it has facilitated many valuable relationships more importantly, its implementation thereafter. elimination of gender-based violence; the rights of with health service providers. We need to build We know that the more resilient students find the youth in South Africa LGBTI students; issues of masculinity; the mental extensively on these foundations in order to a way to transcend these personal challenges. stresses of student life; alcohol abuse, and more. provide supportive, comfortable environments at However, others are overwhelmed and add to the PROF JOHANN MAREE - Emeritus Professor of Sociology, University of Cape Town, South Africa.1 HEAIDS has expanded its work to embrace all institutions. Environments where students will numbers of those who fail to graduate. Either way, these challenges. At the same time, in 2013, the derive a sense of well-being and the best possible appropriate support through positive, affirming Editorial Note: Prof Maree presented the could obtain valuable lessons for other countries 2. SINGAPORE programme incorporated the 50 TVET colleges. chance of academic success. health and wellness programmes, will make a following paper to the 2018 International as well. The paper does so by presenting three 2.1 Brief Historical Background of In 2017, HEAIDS registered as a Not for Profit Higher education students are subject to world of difference. Vocational Education and Training existing TVET systems that succeed in achieving Technical Education in Singapore Organisation and redefined its central purpose as enormous stress, and mental health problems among The message I would like to leave you with this Association (IVETA) Conference hosted this objective, namely the Singapore Institute Singapore was under British colonial rule from promoting health, wellness and development in students are widespread. There are stresses related morning, is that comprehensive innovative health and by the South African College Principals of Technical Education (ITE) and Polytechs, 1819 to 1955.The colonial rulers showed little the post school education and training sector. In to transition to adulthood, academic performance, wellness programmes are absolutely essential to the Organisation. The paper holds important Germany’s Dual Education and Thailand’s Co- inclination to provide technical education for so doing, HEAIDS, and its partners in the private, responsibilities of being professionals-in-training, effective operation of the higher-education sector and considerations for policy makers and operative and Work-Integrated Education. None of Asiatic children. Towards the end of colonial NGO and public sectors, become even more and, in many cases, stresses arising from poverty or to the welfare of our student population. practitioners of TVET in South Africa, alike. these systems were achieved without much effort rule, in 1954, the Singapore Polytechnic was This, as we wrestle with the challenges relevant to our campus communities and post- living in unsafe and insecure environments. Stress is They are not an unnecessary luxury, but an and hard struggle. Two of them were also not established. When it opened, 2800 students of developing our TVET system so that it school education system as a whole. also a contributor to physical illness and may trigger example of the kind of collaboration we need to motivates the youth to view TVET Colleges achieved overnight. It took a long time, decades registered and enrolled for 58 courses in five The repositioning of the HEAIDS programme risky responses, such as excessive drinking and drug ensure the success of our universities and colleges. as their preferred PSET route of study. in the case of Singapore and more than a century departments (Varaprasad 2016:3 and 7). reminds me of the definition of health in the charter abuse. As many would have seen and felt, gender- And so it is that the DHET welcomes the ambitions The paper will be presented in three in the case of Germany, to reach their goals. They Full independence of Singapore only came of the World Health Organisation. That definition based violence (GBV), has taken centre stage both of the HEAIDS programme and its determination to instalments over this, and the following two also had to make adaptations and changes along in 1965. The first stage of independence emphasises that health is not merely the absence in our country and in higher education in particular, expand its scope of work. editions of TVET College Times. Readers are the way as circumstances dictated. was characterised by rapid labour-intensive of disease, but a “state of physical, mental and over the last year. In taking action against GBV, I We are proud to have given birth to the welcome to email Prof Maree and enter the This paper presents an historical overview of industrialisation, and which became skill social well-being”. If we accept this definition, and am particularly thankful for the commitment and organisation. We appeal to all HEAIDS partners, and debate. He can be emailed with your comments how it was achieved in Singapore and Thailand, intensive during the 1970s. Technical and the enormous challenges that it implies, then the support of stakeholders and development partners. potential partners, to redouble their efforts to support and opinions on [email protected] but in the case of Germany only the current vocational education was not popular among connection between comprehensive student health The United Nations Women programme has, and nurture our students. system is presented. It is based on research this school-goers. More than 90% of secondary Join us in the March edition of TVET College programmes and the academic success of students during the past year, partnered with the HEAIDS Times for the second instalment that writer conducted in Singapore and Germany. In school leavers proceeded on an academic is very obvious. What is equally obvious is that programme to finalise a GBV Policy and Strategy Thank you. presents an exposition of the main Germany, this writer was fortunate to be a guest route, while less than 10% went the technical institutions implementing TVET in South of the German Federal Foreign Office (Auswärtiges or commercial route (Varaprasad 2016:20). Africa, namely the public TVET Colleges. Amt) that took me and other international guests from all round the world to a wide range of 2.2 Commencing the Task of Upgrading TVET IN THE AFRICAN UNION institutions in Berlin, Bonn and Cologne. The Technical and Vocational Education institutions we visited included, amongst others, a In order to increase the popularity and TVET College Times presents the tenth part in a series of edited extracts from the African “Our intention is to ensure senior vocational high school centre for technical availability of technical and vocational Union (AU) strategy for Technical and Vocational Education and Training (TVET). that TVET colleges become informatics, a vocational training centre in the education, a number of steps were taken at institutions of choice for construction industry, and the Federal Institute the secondary school level. Between 1969 and In this section we look at the financial support that is required for TVET. for Vocational Education and Training at the BIBB 1971, nine vocational institutions were created. In March we will publish a further edited extract from the strategy. millions of young people.” (Bundesinstitut für Berufsbildung) in Bonn. In They generally offered two-year craft courses. Singapore, I was taken around ITE College East The Technical Education Department (TED), Financing TVET Stakeholders should likewise, be Funding bodies South African Minister of Higher Education and Nanyung Polytechnic as well as the Ministry made it compulsory for all secondary school Employment, job creation and TVET fully aware of the price to pay Even though funding bodies may and Training, Naledi Pandor, delivering her of Education Heritage Centre. students to take workshop-based subjects in should be closely linked. TVET for such a system and accept the be linked to the productive sector as Department’s Budget Vote in Parliament, The argument put forward in this paper their first two years. In addition, more technical sector financing should therefore financial burden of responsibility for beneficiaries of TVET products, the 17 May 2018. is that each country has to develop a TVET secondary schools were opened with a 20% be considered as part of the such a system. specific role and profile of this sector system that fits into the conditions that prevail technical curriculum. responsibility of the whole of society. should be raised and maintained. in that country. It is not possible for one In spite of these measures, there was Especially the productive sector, both Stakeholders and their roles It is important that funding 1. INTRODUCTION country to simply adopt a system that works still an imbalance in favour of the academic public and private. bodies at the national, regional and “World over TVET is increasingly becoming well in another country. This is because each path at secondary school level. This bias was In this regard, employers should The State continental levels make themselves more important in helping economies create country has its own unique characteristics not aligned with the ‘job-creation-through- be required to contribute financially Considering its role as indicated available everywhere to support the through SMME’s, craft and generate employment, yet its position that have to be taken into consideration. industrialisation’ strategy. A new statutory body, to a national training fund or any earlier, the State is responsible for broad TVET system. This includes the enterprises and so on; among the youths as a career choice remains These characteristics often entail powerful the Industrial Training Board (ITB) was created other legal mechanism to be defined. the mechanisms which set the rules need for communication campaigns ii. Encouragement and support of that of the last option. Countries are designing political, economic, social, cultural and in 1973. One of its first tasks was to determine The objective of the fund would be to for all. The state should be the role which aim to bring about a paradigm research in the field of TVET programmes and setting up various skills geographic forces that impact on the TVET a new service scheme for its staff to make it support the development of national model with regards to funding TVET. shift for TVET, the training of trainers and related innovations. training institutions in order to capitalize on the system. Some of them are even beyond the attractive enough to execute its expansion plans expertise and professional standards in State funding, as the lead actor, will and the support of trainees during This includes predictive and returns that come with TVET. The investment power of the government to change. The TVET (Varaprasad 2016:27-29). The Board’s other accordance with labour market needs. provide a stimulus and impetus and after training. envisioning research into that is going into TVET would be a waste if system therefore has to adapt to them and do main priority was to develop more training which secures the process for rapid occupations of the future; youths that are earmarked to uptake the skills the best it can under the circumstances and capacity through workshops, equipment and Organisation broad-based investment. Financial Support Mechanism iii. Financial contribution of training continue to look at TVET as a last resort conditions that it is operating. To demonstrate classrooms. It also made some key decisions: The State should regulate the The issue of business start-up funding employers to the national in career pathways.” this, the paper moves on to a survey of South ●● The principal vehicle for skills training organisation responsible for the The Productive Sector mechanisms is a key enabler to training fund; The above quote was the motivation in the Call Africa’s TVET system focussing on its public to the craftsman level would be the funding of the TVET system. The The whole of this strategy relies on overcome economic inertia. This iv. Contribution in cash or kind, to for Papers to the 2018 International Vocational TVET Colleges and the reasons for their apprenticeship system; funding mechanism should have a paradigm shift, which strengthens extends to young people who want to post-training support services; Education and Training Association (IVETA) under-performance. It ends off with proposals ●● The Trade Certificate course would the broad support of all the relevant the notion of job-training adequacy. create their own jobs but are overcome v. Support for multiple advocacy Conference. The aim of this paper was to assist of which aspects of the TVET systems in make provision for a sound theoretical stakeholders. The procedure involved Just as much as the productive with insecurities and the general initiatives, motivation campaigns in achieving the main theme of the Conference, Singapore, Germany and Thailand, TVET knowledge and basic skills in each major in shaping this organisation should sector, private in particular, is absence of support. and TVET programmes; and namely ‘Making Technical and Vocational Colleges in South Africa could strive to emulate trade area suitable for upgrading to a full be based on extensive consultation invited to actively participate in the Development and support moves from vi. Fostering of partnerships in Education and Training the First Choice’. Its focus in order to become the institutions of choice for craftsman (Varaprasad 2016:29). with all stakeholders. definition of its human resources the premise of the need to support or TVET- related areas. This includes is how this can be achieved in South Africa, but it millions of young people in the country. The ITB focused on more industry- Each stakeholder must understand development needs, its role in encourage the: tripartite partnerships between the economic gain that is to be derived funding the TVET system becomes i. Establishment of business and TVET institutions- financial 1 This paper was presented at the 2018 International Vocational Education and Training Association (IVETA) Conference hosted by the South African College from an efficient TVET system. a key lever. employment opportunities institutions and students. Principals Organisation (SACPO) at the Tsogo Sun Hotel, Cape Town. 13-16 August.

38 39 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 relevant and industry-specific training. School The need was recognised for staff to operations in 2010, and ITE College Central skills cannot. Whether you are performing Students are assigned into groups to create This entails the practical co-operation of a range leavers started being trained for specific become professionally qualified by upgrading started in 2013. These Colleges were equipped surgery, coding a complex IT programme, solutions. NYP charges market rates and signs of departments. This process trains the students companies and industries. One of the most their pedagogic and professional competencies with a comprehensive range of facilities, such cooking for your customers, or repairing a car, contracts on quality, etc. as in the real world in co-operative teamwork. successful innovations of the ITB was the and qualifications so as to meet the needs of as modern workshops, laboratories, smart IT all these are skills. (Varaprasad 2016:61). In response to a question on what happens establishment of Joint Training Centres with post-secondary students. It was viewed as classrooms, sports and recreational centres ‘Fourth, ‘learning by doing’. Technical and This writer had the good fortune of visiting to Nanyang Polytechnic students after they companies, with the government sharing the critical to imbue staff with an intrinsic spirit of (Varaprasad 2016:97-98). cognitive abilities can also be gained through the NYP on 10 March 2017 as the guest of qualify, the answer was that they are highly costs. The first two of these were the Tata- care and concern for their students, along with actual experience. This method has underlined the CEO, Mr Foong Tze Foon. He showed me sought after. Not only in Singapore, but also Government Training Centre in 1972 and the a training approach that was more interactive, ITE College East centuries of European apprenticeship and around the School of Business Management internationally. Rollei-Government Training Centre in 1973 questioning, probing and challenging as well On 9 March 2017, this writer and a few fellow- craftsmanship the world over. It is more and School of Engineering. At the School of (Varaprasad 2016:30). as consultative rather than purely instructor- South Africans were taken on a guided tour important and relevant than ever today. 3. GERMANY centred. of ITE College East. The first impression was ‘Fifth, help Singaporeans adapt to a data- 3.1 Contemporary TVET in Germany: 2.3 Transformation of TVET in how impressive the institution is. It has three rich and digital working environment. We must The School of Engineering Dual Education Singapore: Setting up the Institute of Each College was imposing and attractive curved buildings that all be comfortable and competent working in a contained the latest A central contemporary feature of skills Technical Education (ITE) sweep together to form a lovely green courtyard. digitally-enabled environment. In other words, development in Germany is the Dual Vocational By 1990, Singapore had emerged as a Newly empowered to develop For a student just to attend and walk around the we must be data-enabled as a workforce’ technology currently in Education and Training (DVET) system. There Industrialised Economy and was one of the its own niche areas of campus is enough to instil a sense of pride and (Minister Kung 2017). use by industry. The CEO are many variants of it. Essentially it consists ‘Asian Tigers’ along with South Korea, Taiwan self-worth. The training facilities were excellent of simultaneous theoretical education and and Hong Kong. A new Strategic Plan was excellence to enhance the and we passed a hair dresser saloon that was 2.4 Developments at the Tertiary Level: explained one of the ways practical work. Part of the time of a young unveiled in 1991. It aimed at making the nation flexibility and innovativeness being run by the students. After being shown Polytechnics come of age in which the Polytechnic apprentice is spent at a vocational school, a centre of high-tech manufacturing industries the health and beauty training centre we were In 1954 Singapore Polytechnic was the only learning the theory of his/her trade/occupation. and international business hub. A turning point of ITE Education. The taken to the sound and light studio. There we post-secondary institution in Engineering and trains its engineering The other part is spent at work, gaining came in 1992 when the government decided to “Three Colleges” system were literally blown out of our minds. When Technology covering trade skills and technical students. It is to approach practical experience under the watchful eye of a restructure the economy and education system. we entered, the students were experimenting education. Since then, polytechnics have local and international master craftsman. The Industrial Training Board (ITB) had was a game changer in the with different colours and shades of stage expanded to become the primary providers The details of DVET vary, but typically merged with the Adult Education Board perception of ITE. Instead of lighting to see what effect it had on television of highly trained para-professionals to fill state departments and a young apprentice would have spent 10 to (AEB) in 1979 to become the Vocational and transmissions. Then they put on two sound and mid-tier positions in industry, business and corporations directly. 13 years at school. This includes attending Industrial Training Board (VITB). The AEB had small institutions serving a light performances. One with lasers and the services. Currently there are five Polytechnics either a Haupt or Realschule after completing been constituted in 1960 to give thousands of local population, ITE became other with beams and stroboscopes, especially (Varaprasad 2016:53). These are asked to identify elementary school. He or she would then poorly educated and low-skilled adult workers prepared for us. The lights performance music As Singapore moved from a low labour innovative technology they simultaneously be employed as an apprentice a second chance. A key part of educational a major league player with was strategically chosen: it was “Waka Waka cost and labour-intensive economy to a high by a firm and enrol at a vocational school. The restructuring in 1992, entailed removing the mega-campuses. ITE College -This Time for Africa”, the official song of the technology and high skill economy, the demand would like invented in order firm pays the apprentice a set wage. Enough to word “vocational” from the title of the VITB East started operations FIFA World Cup staged in South Africa in 2010. for skilled and trained technicians continued to for to them to embark on cover his/her expenses. The vocational school and to rebrand it as the Institute of Technical The students are often contracted to do the stage grow. In 1978, Singapore Polytechnic moved to is free (Book 2015). The average monthly Education (ITE) (Varaprasad 2016:23-24, 35, in 2005, ITE College West and lighting for real live stage performances, a new 37 hectare campus. In 1982, a second the next level of innovation. apprenticeship wage ranged between 708 85-86). The reason why the word “vocational” started operations in 2010, thereby gaining professional work experience. Polytechnic, the Ngee Ann Polytechnic, came The Polytechnic then and 768 Euros in 2013 (BIBB 2015a:41). was removed from the title was, to quote Dr into being on a 20 hectare site. This brought The apprentice then spends 70% of her/his Law, Director of the VITB, “because of the and ITE College Central The fourth and fifth five-year Strategic Plan the total capacity of polytechnic education to undertakes to invent the time at work and 30% at school. After two to deeply-rooted perception that ‘vocational started in 2013. The fourth Strategic Plan (2010-2014) was 18 000 students (Varaprasad 2016:57-58). required technology three and a half years, the youth will qualify training’ and, hence, VITB, was the last place based on innovation. The vision was for Two new generation polytechnics were and build a prototype as a craftsman. The newly qualified craftsman of resort for those who had failed in schools.” ITE to be recognised as a “Global leader for established during the 1990s, effectively will stand a 60% chance of being taken into Dr Law recalled later that the task of rebranding The second and third five-year Strategic Plans Innovations in Technical Education”. It realised doubling the national capacity of technician for the client. employment by the firm where she or he the VITB was daunting, as it had long suffered The second five-year Plan (2000-2004) that in a borderless world it is important to stay training. These were the Temasek Polytechnic received training (GOVET 2015:2 & 5). If not, from a poor image and was shunned by society. was formulated with a vision to make ITE a ahead of the game. in 1990 and the Nanyang Polytechnic in 1992. the chances of being placed at another firm are It required changing the societal mindset world-class institution. Singapore was rapidly By the end of 2014 ITE had inked over They were designed to accommodate 12 000 Business Management there was a reasonably very good. In 2015, the youth unemployment and attitudes towards vocational training transforming into a knowledge-based economy. 100 Memoranda of Understanding (MOUs) students each and established only a few large convenience store that was entirely run rate of 8% was not much higher than the (Varaprasad 2016:86 and 89). Students therefore had to be able to apply their with industry and global partners, such as Schools instead of many departments. Temasek by students. In this way, they learnt all the national average of 6% (Book 2015). knowledge. To enhance competencies ITE Rolls Royce, Marina Bay Sands, Bosch Rexroth, opened new programmes such as tourism and requirements of running a retail store and In December 2012, there were 1,43 million The ITE’s mission and functions were set out teachers were re-designated as ‘lecturers’. They L’Oreal, Huawei International, Adobe, and hospitality, retail management and design to gained the experience of actually doing so. apprentices receiving Dual VET in 344 officially as follows: were required to participate in industry projects McDonald’s Restaurants, just to name a few. fill the rapidly expanding skills needs of the The School of Engineering contained the recognised occupations in Germany. Of these, ●● Expanding higher level technical training to enable them to stay abreast with industry These MOUs enhanced ITE’s global standing service sector (Varaprasad 2016:58-59). In latest technology currently in use by industry. 557 000 or 39%, were women. There is great courses for secondary school leavers; developments (Varaprasad 2016:93-95). and provided many authentic learning and 2002, the fifth polytechnic was established. The CEO explained one of the ways in which gender variation between the different trades ●● Upgrading technical skills of the workforce development opportunities for ITE staff and With five polytechnics, each approaching the Polytechnic trains its engineering students. and occupations. Women completely dominate through continuing education and training. The vision for the third Strategic blueprint students (Varaprasad 2016:100-101). a student enrolment of 15 000, a cohort It is to approach local and international state the independent professions (95%) and home This was to afford the majority of mature (2005-2009) was for ITE to become a global The fifth Strategic Plan which is currently participation rate of 45% of school leavers has departments and corporations directly. These economics (92%), while a two-thirds majority workers who had little formal education a leader in Technical Education. The blueprint in operation, was launched in 2015. It was been achieved. The ITEs, equivalent to South are asked to identify innovative technology feature in the public service (65%). Women second chance for training; focussed on four goals: named the ITE Trailblazer as its aim is to Africa’s TVET colleges, contribute another 25% they would like invented in order for to them constitute clear minorities in the “skilled ●● Further promoting industry-based 1. Students must be made ready for a global chart new ground. Its two key elements are of each cohort, bringing to 70% the cohort to embark on the next level of innovation. trades”2 (23%) and agriculture (22%) (BIBB training by (i) expanding the scope of environment with more competition; innovation in order to open up new career and that takes the TVET route to education and The Polytechnic then undertakes to invent the 2015a:24-26). More than half (55.7%) of the apprenticeships and (ii) encouraging 2. Lifelong employability must be ensured; life pathways for graduates, and a shift from careers. At least 50% of enrolments are females required technology and build a prototype for youth enter Dual VET while 44% graduate from companies to set up In-house Training 3. Expanding ITE’s global presence in vocational skills-for-a-trade focus to a skills- (Varaprasad 2016:61-62). the client. The desired invention thereupon it (GOVET 2015:2). Centres (Varaprasad 2016:87-88). strategic alliance with global players; for-careers emphasis. This entails equipping becomes a project for a staff member with Of the 2,1 million firms in Germany, 4. Enhance staff capabilities and students with a holistic foundation in technical Nanyang Polytechnic (NYP) a group of students. This team set about approximately 447 700, participated in vocational The first five-year Strategic Plan competencies (Varaprasad 2016:96-97) skills, supplemented by workplace skills gained The NYP established its niche and specialisation collectively inventing and producing a prototype. education and training of young people in The development of ITE has gone through through working (Varaprasad 2016:103). In with its “teaching factory”. The laboratories and The government or corporation makes sure that 2012. Thus, just over one in five firms take on four five-year Strategic Plans and is presently Up to this time, ITE had established itself 2017, the Minister of Education in charge of classes were designed to be as close as possible Nanyang Polytechnic is provided with all the young apprentices. Of all the companies in its fifth Plan. The first one, over the period on ten small campuses. It was decided to Higher Education and Skills, Ong Ye Kung, to an actual work environment. Teaching staff necessary auxiliary technology and machinery training apprentices 50,4% are micro (1-9 1995-1999, was called ITE 2000. Its aim regroup and consolidate them into three spelled out the following five requirements to work very closely with business and industry to fulfil its quest. Once the invention has been employees), 34,6% are small (10 - 49 employees) was to build the ITE into an established post- regional Campuses and to rename them as implement the strategy: to bring real-life problems into the Polytechnic. designed, a prototype is built by the Polytechnic. while 12,3% are medium and only 2,7% are secondary technical institution by the year ITE Colleges. Each College was empowered to ‘First, besides being a pathway into good jobs 2000. It recognised that its training needed develop its own niche areas of excellence to and lifelong employability, education also needs 2 “Skilled trades” in Germany includes over 100 occupations in the following areas: to cater to two key groups, school leavers and enhance the flexibility and innovativeness of to be a journey to fulfil hopes and aspirations. ●● Building and interior finishes trades workers. Promoting its image was done in two ITE Education. The “Three Colleges” system ‘Second, education and learning need to be ●● Electrical and metalworking trades key ways: (i) to proactively target secondary was a game changer in the perception of ITE. lifelong. Adult training needs to be bite-sized, ●● Woodcrafts and plastic trades school students with a positive image and Instead of small institutions serving a local relevant, concise, convenient, and to the point. ●● Clothing, textiles and leather crafts and trades values of technical and skills training; and (ii) population, ITE became a major league player ‘Third, education must impart skills, not just ●● Food crafts and trades to target and change public misperceptions with mega-campuses. ITE College East started information and knowledge. This is for a simple ●● Health and body care trades as well as the chemical and cleaning sector (Varaprasad 2016:90-91). operations in 2005, ITE College West started reason, because information can be ‘Googled’, ●● Graphic design (Source: https://www.zdh.de/en/occupations 27 Jan 2018)

40 41 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 Germany now promotes its dual education on so quickly and extensively in Thailand. The Like most industrialised system as an important export to other countries. first is that all three parties namely, the students, countries in the world, The promotion is being driven by BIBB which, UOTs, and firms, all benefit from the system. TVET FIRST in September 2013, established the Central The students benefit by receiving valuable work the service sector of the Office for International Vocational Education experience; getting exposed to more diverse German economy has and Training Co-operation. “Its purpose is to cultures; and increasing their employment grown much larger than the help improve the position of German vocational opportunities, even before graduation. education and training at international level” Workplaces benefit by having a supplementary manufacturing sector. In 2016, (BIBB 2015b:2). By 2014, Germany had supply of workforce. Employers are provided the service sector contributed concluded 40 bilateral co-operation agreements with the opportunity to select and recruit new TVET Fundamentals All these in vocational training (Schayan 2015:26). staff from among the trainees and for creating around 70% of the total GDP. Student’s Books In spite of this, quite a different TVET system collaborative opportunities with the UOTs. We’ve listened to suggesƟ ons from hundreds of lecturers over the past few While the manufacturing that is also working very well has developed The UOTs also benefit from the opportunities are available as industry’s share was slightly in Thailand. Like Singapore, Thailand also for collaboration. Insights are gained into years and incorporated your ideas into our brand new range of eBooks. decided not to attempt to duplicate the German industry practices while feedback is received on below 30%. Partly as a result dual education system. curriculum and teaching-learning improvement Fundamentals books! The content is sƟ ll aligned with the current curriculum, of this, employers increasingly (SUT n.d.; Wichit Srisa-an 2014:7). but the courses have been fully revised and updated to meet your needs. 4. THAILAND The second reason why CWIE caught on prefer to take on youth with The Co-operative and Work-Integrated so quickly and extensively, is because there is higher education levels, right Education system no cost for participating firms. Rather there is a up to university degree level. A TVET system that Thailand has been net financial benefit for the firms. When it was implementing for the last 23 years is called Co- initiated 23 years ago, the government paid operative and Work-Integrated Education (CWIE). 10 000 Thai Baht per student placed at a firm. large (250 and more employees).3 However, It commenced operation in1995 at the Suranaree As Professor Wichit Srisa-an explained, “It is very micro firms train only 18,6% of all apprentices University of Technology (SUT). Instead of important not to let industry feel it is a burden while small, medium and large each train about adopting the German simultaneous vocational to accept the students. They must benefit from 27% (26,2%, 27,1% and 28,1% respectively). education and workplace experience from the the outcome of the programme. There must be (BIBB 2015a:35-36). outset, undergraduate students at the UOTs first a return on investment. Then they use it as a Like most industrialised countries in the world, complete three years of study. In the fourth year, tool for hiring and for identifying new talent. It is the service sector of the German economy has they spend four months gaining experience at a called ‘talent acquisition’. With this programme grown much larger than the manufacturing sector. workplace by working at a firm in an appropriate we can see how students perform for four In 2016, the service sector contributed around industry. The placement and work are carefully months. They have an incentive to do well and to 70% of the total GDP. While the manufacturing monitored. The work has to be in line with the get a job. At the same time the students develop industry’s share was slightly below 30%. Partly studies of the student and the occupation for a loyalty to the company. So it is a win/win/win as a result of this, employers increasingly prefer which the student is qualifying. There has to programme” (Wichit Srisa-an 2017). to take on youth with higher education levels, be a suitably qualified and experienced person right up to university degree level. There has at the firm to mentor the student. In addition, NQF Levels 2, 3 and 4 for all Ɵ tles approved by the DHET. thus been a trend for higher level Technische an academic from the UOT has to monitor the CWIE is being advocated Hochschule (universities focusing on engineering student’s progress and performance. In the words internationally by Thailand. sciences), colleges and universities, to adopt of Professor Wichit Srisa-an “Both the university, a dual education system. Two contemporary and the company have to agree on the work It has been stressed that it MOVING WITH THE TIMES EXTRA RESOURCES examples are the Hochschule für Wirtschaft, that the student will do. This is in line with the 4 Includes reference to recent technological 4 Digital Lecturer Support Packs with anima� ons, Technik und Kultur (HWTK) in Baden-Baden and needs of the company and the student’s field is important to ensure the Berlin and the Baden-Württemberg Co-operative of specialisation. The company should have quality of the workplace developments videos and  lmed explana� ons State University (Duale Hochschule Baden- someone who is qualified to the right standard 4 4 Württemberg – DHBW) in Stuttgart. to serve as a mentor because this is regarded as experience of students. To Extra HIV/AIDS related ac� vi� es Lecturer’s Guides including answers, rubrics The HWTK is a private, state recognised being very important. The job of the mentor is this end, it is necessary for (for Life Orienta� on) and memos university of applied sciences founded in 2011. It to assign work to the student and to assess the offers three bachelor’s degree programmes. These quality of the work and guide and support the government to specify the 4 MS Offi ce 2016 included (for Life Orienta� on) 4 Lesson plan templates are vested in a range of specialisation in business student. Then, in addition, students will be visited and master’s degree programmes in business and during the four months by a faculty member of quality criteria that have to 4 English workbooks cultural innovation studies. In 2015, it had 398 the university, who is the academic supervisor” be met by companies. USERͳFRIENDLY students enrolled in the bachelors’ programmes. (Wichit Srisa-an, 2017). Of the students, 59% were in a dual study model, This co-operative and work-integrated 4 Appealing full-colour design EXAM PRACTICE 36% were full-time students and 5% in distance education system caught on very quickly CWIE is being advocated internationally by learning. The dual study students split their week and firmly in Thailand. It has grown into an Thailand. It has been stressed that it is important 4 Text broken down into short, simple steps 4 Ac� vi� es are aligned with exam-type ques� ons equally between learning theory at the HWTK international movement. In its first year (1995) to ensure the quality of the workplace experience and gaining practice at their companies. The at SUT, 123 students from seven disciplines of students. To this end, it is necessary for 4 Extra examples and ac� vi� es encourage 4 Exemplar exams companies usually pay their tuition fees (HWTK were taken on in 84 workplaces. By 1999, government to specify the quality criteria that learning through repe� � on 4 2018). The Baden-Württemberg Co-operative the student numbers had grown to 697 in 17 have to be met by companies. The Thai Office Diagrams, mind maps and tables aid State University (DHBW), founded 1 March disciplines located in 516 workplaces. In 2008, for Higher Education Commission asked the 4 Content has been re-ordered to make teaching understanding 2009, claims to be the first higher education the Office of Higher Education Commission Thai Association for Co-operative Education easier institution in Germany to integrate academic of the Thai government, drew up a five-year (TACE) to develop a standard framework (TACE 4 Module summaries and review ques� ons studies with workplace training, thereby providing strategic plan to expand and consolidate Co- n.d.). “This,” explained Professor Wichit Srisa- 4 dual studies. It is one of the largest universities in operative and Work-Integrated Education not an, “is essential for quality control. If you do Topic tests the Federal State of Baden-Württemberg. It has only nationally, but also internationally. The not have standards you cannot ensure quality” 34 000 undergraduate students and over 9 000 uptake was extremely strong. By 2012, no fewer (Wichit Srisa-an 2017). partner companies and institutions. It runs three than 26 048 students from 103 universities Might the CWIE system of Thailand hold campuses and nine offices in different locations in Thailand were accommodated at 12 962 lessons for South Africa’s TVET system and be with the head office in Stuttgart. In the course workplaces. There were 139 public and private implemented in a suitably modified form? In of their three-year studies, students regularly universities in the country at the time. In other order to answer the question, it is first necessary switch between the university and the company words, 74% of all universities had adopted to analyse the TVET system in South Africa. The or social institution that provides the workplace CWIE (Wichit Srisa-an 2014:5-9, 15). next section accordingly presents an exposition training. It offers degree programmes in business, There are good reasons why the co-operative of the main institutions implementing TVET in engineering and social work (DHBW 2015). and work-integrated education system caught South Africa, namely the public TVET Colleges. Macmillan EducaƟ on | Tel: 011 731 3300 | Email: za.info@macmillaneduca� on.co.za Gan Krishna | NaƟ onal Sales Manager TVET Colleges | Cell: 078 804 0592 | Email: Gan.Krishna@macmillaneduca� on.co.za 3 Using European Union classification of firm sizes. www.macmillan.co.za | www.troupant.co.za | G TVETFirst | U @TVETFirst 42 TVET COLLEGE TIMES December 2018 tongue. Van Rooy and Coetzee-Van Rooy (2015) emphasise the fact that AR Reading Age Top performers INTELLECTUAL DEBATE language is regarded as one of the most important issues contributing to the poor The main objective of this project was to ascertain the current reading age of NCV academic performance of students at South African universities and colleges. Level 2 students. The report also explores the correlation between achieved reading The argument is further supported by Palani (2012:91) who states that effective age average, against a mark of a selected subject undertaken by both the Tourism Accelerated Reader Intervention Programme: reading is the most important avenue of effective learning and the achievement and Hospitality students. The subject selected was Client Services and Human of academic success requires successful reading. Relations L2 (CSHR). The table below represents results of the top tier students It is clear from the literature reviewed that within the 21st century characterised that received the highest reading age average. Study sheds light on College literacy levels by information abundance, reading is no longer a luxury but a necessity to survive ●● According to the results, the majority of the top tier participants also attained and monitoring programme. It aims to stimulate the habit of independent reading and thrive in the information jungle that globally exists today. higher marks on the CSHR test, for instance participant 4 achieved an upper CAROL DWYER - E-Learning Manger and RUSSELL CHISANGO - Open Learning Centre Co-ordinator among primary and secondary age pupils. The platform was offered to the College year reading age of 15 years and above, with an 83% mark for the Pace on a trial basis. The College would run with it over an eight month period and PRESENTATION OF RESULTS AND DATA ANALYSIS assessment literacy component and they went on to achieve 72% in the assess progress made and report on the findings. The main objective of this study was to examine the current reading age client services test and was one of the top performers for that test. About the authors: of incoming NCV Level 2 students at False Bay TVET College Muizenberg ●● Participant 16 also got an upper year reading and achieved a 75% in the Carol Dwyer is the E-learning Manager for False Bay TVET College. She has OBJECTIVES OF THE STUDY campus. The study also sought to ascertain correlation between achieved CSHR test. been working for the College since 2009. She gained a reputation for using TVET Colleges need to ensure that students are in possession of reading skills that reading age and the results of a class mid-term test administered to NCV digital technologies in her classroom and was appointed as the E-learning allow them to succeed in their studies and future careers. Reading development Level 2 students. The objective of the correlation analysis was to get an idea These results support inferences that reading is the foundation of any successful Developer in 2013. Due to the growth in, and need for technology in programmes should be high on the priority list of scaffolding processes aimed at of whether a lower reading age achieved would result in one obtaining lower learning. However, it has to be said that reading alone is not the sum and total of traditional classrooms, she took up the position of E-Learning Manager first-year NCV students and sustained as they progress with their studies. Cultivating marks and vice versa as was argued by Van Rooy and Coetzee-Van Rooy academic success. Students also need to put in the hours of study to attain higher in 2018, which has allowed her to focus on creating innovative ways a culture of reading needs to be a continuous process, requiring collective effort (2015), who alluded to the fact that reading is the foundation of any leaning. marks but conversely it provides them with a solid foundation for academic success. to blend lessons, develop content and grow the False Bay TVET College amongst everyone involved in Teaching and Learning support at colleges. A total of 71 students participated in this case study and their selected The results show that the majority of the students that scored higher reading age digital footprint. This study sought to explore and examine the current reading levels of NCV Level participant results achieved will be presented and analysed in detail. averages also performed well in their Pace Assessment as well as the CSHR L2 Russell Chisango is the Open Learning Centre Co-ordinator for the 2 students. It interrogated existing baseline reading skills of participating students test as shown in the table below for the selected student participants. Muizenberg Campus at False Bay TVET College. He has been with the College determined by their current reading age. Baseline AR results will be compared The table below identifies the READING AGE RANGE as set out since 2013 and has had several articles published in TVET College Times. against the Pace Assessment Literacy component results collected at the beginning by the Accelerated Reading (AR) programme. CHSR He is innovative and passionate about digital literacy and this has been a keen AR Reading Age Pace Assessment TM2 of the year when the students started; a mid-year test result done by all the students Participant Pre-evaluation Pre-evaluation focus of his at the College. However, it has become apparent that basic literacy LY Lower Years 5-8 years MARK in one selected subject; and then against another post Pace Assessment for the is also a problem and this research study was prompted by Russell’s belief that literacy component collected from the same cohort of students on the 8th and 10th MY- Middle Years - 9-12 years Participant 1 UY – 15.09 65% No mark there is a definite correlation between low reading ages and academic success. of October 2018. The objective is to check whether the reading age, pace literacy The authors welcome comment on this research. Comments may be emailed to: MY+ Middle Years + 12 years and above Participant 3 UY- 14.00 72% 50% score and test score all support the premise that low reading skills will have an [email protected] and/or [email protected] effect on the academic achievements of the students. UY Upper Years 14 years and above Participant 4 UY – 15.10 83% 72% The research project will attempt to provide answers to the Participant 13 UY – 13.09 74 % 53% following research questions: LEVEL 2 AVERAGE READING AGE Illiteracy is one of the major Participant 16 UY- 15.00 No mark 75% ●● What are the current READING LEVELS or READING AGE of the The table below presents the results for the average reading age achieved challenges with which African incoming Level 2 students? by the NCV Level 2 students according to the baseline AR test administered. ●● What is the correlation between achieved reading age, and the results The results show that: AR Reading Age Middle performers countries grapple. of a selected class mid-term test administered to all NCV Level 2 ●● Only 10% of the Level 2’s tested achieved the reading age range for the MY minus (reading age 9-12 years) participants got average marks of between 40 students as part of their continuous assessment? Upper Years which represent the age group of 14 years and above. and 50% as shown by table below. South Africa is no exception. ●● What is the correlation between reading age result, and the Pace ●● 63% of the study cohort were reading at the Middle Year – age which CHSR Assessments result for the Literacy component? represent 9 – 12 years reading age. AR Reading Age Pace Assessment n 2016, South Africa was ranked last in the International Reading Literacy Study ●● What are the current challenges and lessons learnt during the ●● 18% of the sample, according to the results fell under the Lower Years Participant TM2 Pre-evaluation Pre-evaluation MARK I(Pirls) survey. The study found that 78% of South African learners at Grade 4 implementation of the reading programme? category meaning that their current reading age was between the ages of could not read for meaning. That percentage is high and increases the chances 5 – 8 years at the time the baseline study was conducted. Participant 5 MY- : 9.11 46% No mark significantly that the number of learners progressing to the next grades without METHODOLOGY Participant 6 MY- : 9.08 44% 59% mastering literacy skills is likely to be increasing. The report also notes that there The study is based on a population size of 90 Level 2 students within the The lower year results are worrying, as research has shown has been no significant progress in improving learner’s reading skills since the last Hospitality and Tourism faculty. It was conducted as a trial at False Bay TVET that the ability to read for meaning is a fundamental Participant 7 MY- : 11.00 51% 63% survey conducted five years ago in 2011. Reading is recognised as the foundation College Muizenberg Campus. The selection of the NCV Level 2 groups was component needed for one to successfully cope Participant 8 MY- : 9.00 41% No mark of all learning. Louden et al. (2000) argues that 80% of all learning difficulties can strategic as the researchers wanted to ascertain the current reading age for with higher education requirements. Participant 14 MY- : 10.10 40 % No mark be ascribed to poor reading skills. This is exacerbated by a new world order that incoming students and see how this age impacted on their academic success. is characterised by the abundance, proliferation and readily available information A baseline pre-evaluation PACE literacy test was administered to the participants Column 1 Count of RA Column 2 through computer networks. Information has become ubiquitous and can be at the commencement of their studies. The pre-evaluation determined their AR Reading Age Lower performers LY 13 18% obtained at any time and in any location, making the ability to make sense of this literacy levels at the start of the academic year and the start of their programme. The table below presents the marks for students that did not do well in reading available information increasingly critical. The Accelerated Reading test was performed in February to determine their actual MY- 45 63% age average pre-evaluation test. The results reviewed show that most of them did The development of lifelong learners is central to the vision and missions of reading age. We then took the results of a mid-year common test written by all not do well in the Pace test as well as the CSHR test. For example, participants 9, MY+ 6 8% educational institutions of the 21st century. Technical and Vocational Education the NCV Level 2 students to see if the academic result they achieved correlated 10 and 11 scored the lowest reading age average and got an average of 30% for and Training (TVET) colleges need to be at the forefront of this development. It is with their reading age. Finally, we conducted another PACE assessment literacy UY 7 10% the CSHR L2 test. These results support the notion that the lower the reading age therefore, critical to enhance reading capabilities amongst TVET college students, evaluation in the last term of their academic year. We analyse these results to see Grand Total 71 100% average that a student achieves, the more likely they are to struggle in their studies given the glaring statistics illustrated by the Pirls study. Academic institutions if the reading age correlates with the PACE literacy test marks. and attain lower results. need to equip students with the skills needed to immerse themselves in factual The prevailing TVET College landscape requires independent students CHSR information. To internalise this new information in their current body of knowledge capable of constructing their own knowledge. The development of lifelong AVERAGE READING AGE TOTALS AR Reading Age Pace Assessment Participant TM2 and to argue and engage with new facts. This encourages flexibility and adaptability learning skills is vital as it empowers students in their ability to learn how to learn, Pre-evaluation Pre-evaluation MARK in critical thinking skills. and assists in developing skills mandatory for one to attain information literacy Actual numbers Participant 9 LY : 6.10 32 % 30% Empirical research from previous studies has alluded to the fact that, the low competency and to be able to adjust to the rigours of the current information 50 45 levels of students’ reading skills, plays a critical role in academic results. Louden explosion. Out of a population of 90 participants, 71 students completed the 40 Participant 10 LY : 6.10 34 % 30% (2000) et al. argues that, poor reading skills not only have a great negative impact baseline test. Random data from the 71 participating students will be presented 30 Participant 11 LY : 7.08 39 % 25% on academic achievement, but also on emotional development. Which in turn, and analysed in detail in an attempt to answer the research questions. leads to poor life skills development, delinquency, not achieving academic potential 20 13 Participant 12 LY : 7.10 46% 32% 6 7 and the inability to pursue a meaningful career. Reading proficiency is one of the REVIEW OF LITERATURE 10 Participant 15 LY : 6.10 30 % 50% most fundamental predictors of academic achievement in higher education and Literacy is one of the most important skills that students require in order to 0 Participant 17 LY : 7.08 No mark 25% cannot be left to random accomplishment. TVET Colleges strive to produce lifelong succeed within a higher education context. The term “literacy” applies to a set LY MY- MY+ UY students who possess the intellectual ability to reason and think critically. Strong of skills that have long been accepted as fundamental to education. Students literacy skills multiply opportunities for student’s self-directed learning. This is who are incompetent readers, disconnect themselves completely from the written COMPARISON OF RESULTS OF ACHIEVED AR READING AGE FOR PACE ASSESSMENTS: PRE AND POST EVALUATION RESULT COMPARISON. particularly so as they engage in using a variety of information sources to expand word leading to a negative attitude towards school and education. Many higher SELECTED STUDENTS As a final comparison the table below shows data from the pre-evaluation their knowledge base, ask informed questions and sharpen critical thinking skills education institutions in South Africa have progressed to technology-supported In order to achieve anonymity and abide by standard research ethics, random and post evaluation PACE assessment. The results show that the majority (Association of College & Research Libraries, 2011). learning, as many learners who enter tertiary education are under-skilled and students selected for analysis will not be identified with their names. They will be of the students increased their PACE mark. The average percentage increase This research project is based on an internet based reading programme that is lack basic academic skills (Van Schalkwyk 2002:183-188). The lack of strong identified as participant 1 or participant 2. The random students selected amongst was 4.8% over a six month period between the pre and post evaluation called Accelerated Reader (AR) provided by a company called Renaissance Learning reading skills stops students from achieving their educational goals especially in the different categories will be as follows, 6 top performers, 5 middle performers timeframe. An analysis of the Open Learning Centre (OLC) database was Company based in the United Kingdom. AR is a whole-group reading management an African context where the language of instruction might not be their mother and 6 lower performers. conducted to determine the number of reading books the participants had

44 45 TVET COLLEGE TIMES December 2018 TVET COLLEGE TIMES December 2018 taken out of the library. From the data presented below, the majority of the RECOMMENDATION students took at least one item and above with the exception of participant ●● The campus administration needs to envisage ways of integrating Literacy 25 and 32 who did not take out any item from the library. Inferences cannot Development programmes for incoming students into the curricula as be made on whether the students borrowed and read items from anywhere the data presented has showed that 18% of the participants achieved else besides the OLC and the items borrowed are only based on the OLC data. a lower reading age average which is between 5-8 years according to the AR data. It is that group of students that we should be concerned Library about as their poor performance on the AR baseline test as well as AR Pace items Participant Reading Age Assessment Diff the Pace assessment results translated into lower marks for the CSHR taken mid-year test for the majority of them according to the data presented Pre-evaluation Pre-evaluation out earlier. These results correlate with the assertion from previous studies Participant 18 41% 51% 10 2 that the ability to read for meaning is the foundation of any successful Participant 19 60% 62% 2 1 learning. Students with reading deficiencies are more likely predisposed to encountering challenges with their academic studies. Participant 20 62% 65% 3 1 ●● Literacy skills development programmes are more likely to be effective if they Participant 21 74% 74% 0 3 are securely embedded in all Subjects. Collaboration is a vital component Participant 22 48% 55% 7 1 that is required in order to successfully implement a reading development programme for the NCV students. Collaboration should involve all the key Participant 23 53% 58% 5 1 role players that support Teaching and Learning at the campus and should Increase your students’ marks and pass rates! Participant 24 79% 74% -5 2 include the Campus Management, OLC staff, Lecturers and the E-Learning Subject-specific 5-day courses for NC(V) and Report 191 lecturers. Department. The involvement of these key role players provides for a forum Participant 25 30% 34% 4 0 where role-players can meet, discuss their roles and responsibilities and Participant 26 46% 51% 5 1 cross pollinate ideas with regards to the successful implementation of the Participant 27 72% 74% 2 1 Reading Programme. ●● One of the main challenges that we encountered was to do with the Participant 28 58% 65% 7 1 high usage of the EBay, as the project required students to make use of Participant 29 44% 48% 4 2 the computers located in the EBay to complete the test. The test sessions were not formally timetabled and the Campus Head had to negotiate with Participant 30 39 % 46 % 7 2 staff to move around lessons and free the EBay and students for the testing Participant 31 51 % 58 % 7 1 sessions. If the College envisages the rollout of the AR reading development BE AN EXPERT Participant 32 41 % 55 % 14 0 programme (as a full reading intervention) across all the campuses, for it to be effectively run, it has to be formally time-tabled and implemented through Teach your subject with confidence. Learn content tips and tricks Average increase 4.8% collaborative effort of all key stakeholders mentioned earlier. from top college lecturers, discuss problem areas and the effective ●● The evidence gathered in this study recognises that literacy is a key issue regardless of the subject taught. The random analysis of the CSHR use of examples in the classroom, and discover real-life applications REFLECTIONS test was meant to give a general picture of the connection between of the theory: where it fits and why it’s important. The execution of the project did not come without challenges. The challenges academic performance and reading competence. The onus of ensuring experienced by the researchers in conducting the research should be taken as that all academics are well equipped with an understanding of literacy lessons learnt and these should form the basis of prescribing recuperative solutions development programmes rests with educational leaders. Literacy to effectively run a reading development and intervention campaign. A review of Training programmes should be implemented, when needed, and the study in retrospect through the analysis of the data presented earlier, highlights some sort of monitoring with regards to how effectively academics are the success of the project in accomplishing its set objectives. The study sought to developing students’ literacy skills as an integral element of their wider determine the incoming reading age of Level 2 students and it managed to achieve learning. That responsibility should not only rest with English lecturers, that according to the results presented earlier. It further probed the existence of but it should be a shared campus wide responsibility amongst lecturers any correlation between reading age average and academic success through the across subjects and involving OLC Co-ordinators. analysis of results for a mid-year test administered to the Level 2 students. The data ●● NCV Level 2 students need to have at least one timetabled reading lesson presented showed that the majority of the students that scored a higher reading age in the OLC per week. This engagement would allow the OLC staff to EXCITE STUDENTS average also performed exceptionally well in the mid-year assessment results that impart continuous library and research skills support, assist students Improve your lecturing skills in practical workshops where you’ll learn were analysed. On the other hand, participants that achieved the lowest reading with book selection and keep track of what each student has read. age average, also achieved the lowest marks for the mid-year test. This supports Making full use of the reading intervention and development part of AR how to develop and present lessons and why they are like stories, plan the assertion that students that struggle with reading for meaning possess a much reading programme would then get the student to complete an online and develop assessments, implement ISAT and ICASS, address learning higher propensity to face challenges with their academic studies. quiz or better still, write a short summary of what they have read and The comparison of the pre-and post-PACE assessment results showed why it was interesting or memorable to them. This can be done effectively barriers and reflect on your teaching. a very small increase in the participants’ average marks. On average, the if the reading periods have been incorporated into the timetable and the participants attained a 4.8% increase between their pre and post evaluation OLC then collaborates with lecturers to run the intervention effectively. marks. The increase is somewhat marginal and leaves a lot of room for The consolidation and development of basic skills in this year will prepare improvement. For the campus to attain a more upward and sustained trajectory them for success at Level 3 and beyond. of reading levels, a lot needs to be done and this would require collective effort from all departments that supports teaching and learning at the college. REFERENCES Association of College and Research Libraries (2011) Information KEY CHALLENGES EXPERIENCED Literacy competency standards for higher education. [Online]. ●● Accelerated Reader offered us a pilot programme in order to see if the product Available: http://www.ala.org/ala/mgrps/div/acrls/standards/ would be useful to meet our defined need. As it was a pilot there was no informationliteracycompetency.cfm training that went with the product so the staff had to familiarise themselves Howie, S.J., Combrinck, C., Roux, K., Tshele, M., Mokoena, G.M., & MAKE YOUR JOB EASIER with the product, the set up needed, and how to implement the project. McLeod Palane, N. (2017). PIRLS LITERACY 2016: South African You will receive publisher sponsored textbooks, presentations ●● Extensive use of the online chat portal was made in order to set the classes Highlights Report. Pretoria: Centre for Evaluation and Assessment. up correctly and this chat function was bot user-friendly and very useful. Louden, W., Chan, L., Elkins, J., Greaves, D., House, H. & Milton, M. (slide shows) for your classroom, a year planning tool, assessment ●● Groups were determined based on the reading age and in order to avoid any 2000. Mapping the territory. Canberra, Australia: Commonwealth question banks with model answers, and a collection of images discrimination or stereotyping, we used colours instead of ages to group the Department of Education, Training and Youth Affairs. different reading age groups together. Palani, K.K., (2012) Promoting reading habits and creating literate and multimedia resources for every topic. ●● The Muizenberg OLC is well resourced with regards to young adult literature society. International Refereed Research Journal 3(2), 90–94. but did not have any reading material that was suitable for the Lower reading Van Rooy, B. & Coetzee-Van Rooy, S., 2015, ‘The language issue and years. Some material was purchased but we would need to ensure that we academic performance at a South African University’, Southern can supply material to all levels. Unfortunately, this is not the case with all African Linguistics and Applied Language Studies 33(1), 31–46. of our OLC’s as some campuses have less reading resources than others. Van Schalkwyk, S. (2002) ‘Dealing with the dilemma facing higher ●● We would like to have implemented the full reading intervention but due to a education in South Africa against the backdrop of economic lack of facilities with regards to availability of the EBay and their computers, globalization – A Technikon perspective’, South African Journal of To enquire about the courses available, contact us at: we were unable to do this. Higher Education, vol. 16, no. 1, pp. 183-188. book now! [email protected] 072 052 9907 http://register.2sparrows.co.za/ 46 TVET COLLEGE TIMES December 2018 PUBLIC TVET COLLEGE OFFICE CONTACT DETAILS

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College Name Principal Telephone GIS Longitude GIS Latitude Websites for contact EASTERN CAPE Buffalo City TVET College Mr DR Singh 043 704 9218/777 5453 27,89925 -32,99622 www.bccollege.co.za Eastcape Midlands TVET College Mr Charl van Heerden 041 995 2000 25,41401 -33,7898 www.emcol.co.za Ikhala TVET College Mr Xolele Phike 047 873 8843/5 26,967009 -31,909785 Currently out of service Ingwe TVET College Mr B Nkonyane (Acting) 039 255 1415/1204 28,993766 -30,899758 www.ingwecollege.edu.za King Hintsa TVET College Ms Noluthando Balfour 047 401 6400 28,173981 -32,327206 www.kinghintsacollege.edu.za King Sabata Dalindyebo TVET College Mr ZC Ndodana 047 505 1000/1/2 28,79726 -31,59508 www.ksdcollege.edu.za Lovedale TVET College Ms Juanita Verster (Acting) 043 642 1331/604 0700 27,388953 -32,872 www.lovedalecollege.co.za Port Elizabeth TVET College Mr Khaye Matiso 041 509 6000 25,61098 -33,96098 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 Mr FF Mahlangu 057 910 6000 26,775073 -27,983566 www.goldfieldsfet.edu.za Maluti TVET College Mr VE Mabena 058 713 3048/6100 28,800244 -28,52702 www.malutitvet.co.za Motheo TVET College Ms MD Phutsisi 051 406 9300/1 26,221243 -29,123384 www.motheotvet.co.za GAUTENG Central Johannesburg TVET College Mr DJ April 011 484 2738/351 6000 28,04902 -26,1749 www.cjc.edu.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 Ntombizodwa Dangazele (Acting) 011 323 1600 28,40556833 -26,28864167 www.ewc.edu.za Sedibeng TVET College Mr J Olifant (Acting) 016 422 6645 27,67743 -26,186935 www.sedcol.co.za South West Gauteng TVET College Mr DL (Dan) Nkosi 086 176 8849 27,93093 -26,67825333 www.swgc.co.za Tshwane North TVET College Ms Thembi Tsibogo 012 401 1950 27,87456333 -26,21410667 www.tnc.edu.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 Sello Mogotsi (Acting) 011 692 4004 26,101455 -27,423622 www.westcol.co.za KWAZULU-NATAL Coastal TVET College Mr SB Ndlovu Principal 031 905 7000/3/4 30,013321 -30,512409 www.coastalkzn.cao.za Elangeni TVET College Ms Zodwa Aryetey 031 716 6700 30,869651 -29,823295 www.efet.co.za Esayidi TVET College Mr CJ De Koker (Acting) 039 684 0110 30,441208 -30,271051 www.esayidifet.co.za Majuba TVET College Mr S (Sanele) Mlotshwa 034 326 4888 27,45537 -29,56385 www.majuba.edu.za Mnambithi TVET College Mr Chris J Ndlela 036 631 0360 28,33459 -29,464080 www.mnambithicollege.co.za Mthashana TVET College Mr G (Gabriel) Dimba 034 980 1010 27,46265 -30,48376 www.mthashanacollege.co.za Thekwini TVET College Mr NE Mchunu 031 250 8400 20,493264145 -30,591159195 www.thekwinicollege.co.za Umfolozi TVET College Mr S (Sam) Zungu 035 902 9503 28,764461 -32,076087 www.umfolozicollege.co.za Umgungundlovu TVET College Ms Patricia Ntombi Ntshangase 033 341 2102 29,36765 -30,22546 www.ufetc.edu.za LIMPOPO Capricorn TVET College Mr AM Thema (Actng) 015 230 1800 29,272943 -23,533024 www.capricorncollege.edu.za Lephalale TVET College Mr V Ngobeni (Acting) 014 763 2252/1014 27,692889 -23,68407 www.lephalalefetcollege.co.za Letaba TVET College Mr PT Mashele 015 307 5440 30,162697 -23,835698 www.letabafet.co.za Mopani South East TVET College Mr ML (Levy) Baloyi 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.sekhukhunetvet.edu.za Vhembe TVET College Ms BR Hlekane (Acting) 015 963 3156 29,91086 -23,03779 www.vhembecollege.edu.za Waterberg TVET College Ms Selaelo Lekoloane 015 492 9000 29,016409 -24,179973 www.waterbergcollege.co.za MPUMALANGA Ehlanzeni TVET College Ms MM Marais (Acting) 013 752 7105 30,97926 -25,47313 www.ehlanzenicollege.co.za Gert Sibande TVET College Ms Portia Radingwane (Acting) 017 712 1458/9 29,143304 -26,565954 www.gscollege.co.za Nkangala TVET College Mr C (Cain) Maimela (Acting) 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.ncrtvet.com Northern Cape Urban TVET College Dr AC Mashele (Acting) 053 839 2060/2061 24,76622 -28,74503 www.ncutvet.edu.za NORTH WEST ORBIT TVET College Mr Dika Mokoena 014 597 5513/4 27,77632 -25,63787 www.orbitcollege.co.za Taletso TVET College Mr STG (Sello) Mabathoana 018 384 6213/2346/7/9 25,615548 -25,828351 www.taletsofetcollege.co.za Vuselela TVET College Ms Priscilla Lehoko (Acting) 018 406 7800 26,665427 -26,86347 www.vuselelacollege.co.za WESTERN CAPE Boland TVET College Ms JJM Coetzee 021 886 7111/2 18,85666666 -33,92666666 www.bolandcollege.com College of Cape Town for TVET Mr Louis van Niekerk 021 404 6700 18,272587 -33,55421 www.cct.edu.za False Bay TVET College Ms Karin Hendricks (Acting) 021 787 0800 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 E (Elsie) Potgieter 044 884 0359 22,27944 -33,57562 www.sccollege.co.za West Coast TVET College Mr Lungisa Mbulawa (Acting) 022 482 1143 18,7296 -33,4621 www.westcoastcollege.co.za

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