ekurhuleni east tvet college strategic plan 2017 - eec tvet college strategic plan 2017.pdf · 4 31...

Ekurhuleni East TVET College STRATEGIC PLAN 2017

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Ekurhuleni East TVET College

STRATEGIC PLAN 2017


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VERSION CONTROL

Version number Date Submitted Comments

1 30 September 2016 Submitted to Council for comment and approval

2 12 October 2016 First draft submitted to DHET

3 17 October 2016 Submitted to Council for comment and approval

4 31 October 2016 Final amended draft submitted to DHET


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TABLE OF CONTENTS

VERSION CONTROL ...................................................................................................................................... 1

FOREWORD AND MESSAGE BY THE CHAIRPERSON OF THE COUNCIL .............................................. 3

OFFICIAL SIGN-OFF ...................................................................................................................................... 5

INTRODUCTION AND STRATEGIC OVERVIEW BY THE PRINCIPAL ....................................................... 6

ACRONYMS .................................................................................................................................................... 7

PART A: STRATEGIC OVERVIEW ................................................................................................................ 8

1. VISION, MISSION AND VALUE STATEMENT ...................................................................................... 9

2. LEGISLATIVE AND POLICY MANDATES .......................................................................................... 10

3. SITUATIONAL ANALYSIS OF TVET COLLEGE................................................................................. 11

3.1 PERFORMANCE ENVIRONMENT ......................................................................................................... 11

3.2 ORGANISATIONAL ENVIRONMENT ...................................................................................................... 12

3.3 COLLEGE ORGANISATIONAL STRUCTURE........................................................................................... 21

3.4 DESCRIPTION OF THE STRATEGIC PLANNING PROCESS ...................................................................... 22

4. STRATEGIC OUTCOME ORIENTATED GOALS ................................................................................ 24

PART B: STRATEGIC OBJECTIVES AND PLANNED PERFORMANCE .................................................. 26

5. STRATEGIC OBJECTIVES .................................................................................................................. 26

5.1 STRATEGIC OBJECTIVES DESCRIPTION ............................................................................................. 27

5.2 EXPECTED TARGETS FOR SUB-OUTCOMES ....................................................................................... 32

5.3 RESOURCE CONSIDERATIONS ........................................................................................................... 34

5.4 RISK MANAGEMENT .......................................................................................................................... 34

PART C: LINKS TO OTHER PLANS ........................................................................................................... 38

ANNEXURE A: ENROLMENT PLAN ........................................................................................................... 39

ANNEXURE B: TECHNICAL DESCRIPTION OF SUB-OUTCOME INDICATORS .................................... 45


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FOREWORD AND MESSAGE BY THE CHAIRPERSON OF THE COUNCIL

This strategic plan for Ekurhuleni East TVET College is submitted for approval by the Minister of

the Department of Higher Education and Training (DHET) as required by legislation. It takes into

account that technical and vocational education and training (TVET) colleges, as part of a dynamic

post-school education and training (PSET) system, should position themselves strategically in

terms of the strategic vision and goals of the Department. This strategic plan (SP) is a key platform

for implementing the strategic vision and goals of the Department as well as the strategic objectives

which Ekurhuleni East TVET College commits to in this regard.

This strategic plan is informed by the strategic plan of the Department (2015/16 – 2019/20), which

was developed on the basis of the 2019 Medium Term Strategic Framework (MTSF). Ekurhuleni

East TVET College will endeavour to support the achievement of targets in two sub-outcomes of

the MTSF, namely:

Sub-Outcome 2: Increased access and success in programmes leading to intermediate and high

level learning; and

Sub-Outcome 4: Increased access to occupationally directed programmes in needed areas and

expansion of the availability of intermediate level skills with a special focus on artisan skills.

This strategic plan unpacks specific interventions to be done by the college in 2017 to achieve the

objectives as set out in the 5-year strategic plan 2015/16 – 2019/20 approved in 2016. These

objectives are:

1. To provide quality technical and vocational education and training services and increase

academic achievement and success of students.

2. To have adequate infrastructure and systems in place to increase access and provide

effective services to students.

3. To develop partnerships and maintain good stakeholder relations to increase the number

of students who are adequately prepared to enter the labour market or further and higher

learning opportunities.

4. To ensure continuous business excellence in terms of good corporate governance and

effectual management of all college resources as well as information and data reporting.

5. To monitor and evaluate all college processes in terms of the TVET College Monitoring and

Evaluation Framework and report quarterly on college performance in this regard.

6. To be responsive to the demands of the market place and can transform and adapt quickly

and effectively to changing skills needs, with a special emphasis on artisan training.


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ACRONYMS

APP Annual Performance Plan

COS Centre of Specialisation

DHET Department of Higher Education and Training

HRDS-SA Human Resource Development Strategy for South

Africa

M&E Monitoring and Evaluation

MTEF Medium Term Expenditure Framework

MTSF Medium Term Strategic Framework

NDP National Development Plan

NEET Not in employment nor in education and training

(youth)

NSDS National Skills Development Strategy

NSF National Skills Fund

OPS Plan Operational Plan

PQM Programme Qualification Mix

PSET Post-School Education and Training

SETA Sector Education and Training Authority

SNE Special Needs Education

SSP Sector Skills Plan

SWOT Strengths, weaknesses, opportunities, threats

TVET Technical and Vocational Education and Training

WIL Work Integrated Learning

WPBL Workplace-based Learning


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PART A: STRATEGIC OVERVIEW


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1. VISION, MISSION AND VALUE STATEMENT

To be a world

class TVET

institution where

people are

empowered with

relevant

knowledge and

skills, preparing

them for the

labour market and

self-employment

VISION

Where we

want to be

To create a

quality learning

environment

that anticipates,

prepares for

and meets the

Education,

Training and

Development

expectations of

our clients

MISSION

Why we

exist

STRATEGIC GOALS

AND INITIATIVES

What we are going to do

INDIVIDUAL

PERFORMANCE

How we manage our

individual performance

ORGANISATIONAL

PERFORMANCE

How we manage our

collective performance

Focus on clients

Innovative and responsive service

Focus on learning

Ethical practices

Respect for our people

Equitable access to our services

Continuous improvement

Technical and Professional

excellence

Respect for the environment

VALUES

How we

behave


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2. LEGISLATIVE AND POLICY MANDATES

The Constitution of the Republic of South Africa (Section 29(1)-(4)) provides for the right of basic

and further education to everyone in the official language of their choice provided equity, redress

and practicability are taken into account. In addition, the Continuing Education and Training (CET)

Colleges Act (No 16 of 2006) provides for the regulation of continuing and further education and

training through the establishment, governance and funding of public technical and vocational

education and training (TVET) colleges and the promotion of quality in continuing and further

education and training.

Further sets of legislation that impact on the TVET colleges sector and its strategic and national

imperatives are listed below:

o National Qualifications Framework (NQF) Act (No 67 of 2008);

o Higher Education (HE) Act (No 101 of 1997);

o Skills Development Act (No 97 of 1998);

o Skills Development Levies Act (no 9 of 1999); and

o General and Further Education and Training Quality Assurance Act (No 58 of 2001).

In addition, the White Paper for Post-School Education and Training mandates delivery and

strategic priorities in the TVET colleges sector. Other policy mandates include:

o National Trade Testing Regulations;

o SETA Grant Regulations;

o National Skills Development Strategy;

o Public TVET College Attendance and Punctuality Policy; and

o Policy on the Conduct of National Examinations and Assessment.


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3. SITUATIONAL ANALYSIS OF TVET COLLEGE

3.1 Performance Environment

Ekurhuleni is a Tsonga word meaning ‘place of peace (Ekurhuleni Metropolitan Municipality

Integrated Development Plan (EMM IDP) 2015-16). City of Ekurhuleni Metropolitan Municipality

covers an extensive area of about 1 975 Km2. EMM comprised of nine towns of Alberton, Benoni,

Boksburg, Brakpan, Edenvale, Germiston, Kempton Park, Nigel and Springs. Included in these

towns are 17 townships (EMM IDP) 2015-16).

Geographically, Ekurhuleni is uniquely situated. It borders the eastern part of Johannesburg and

the southern part of Tshwane. The

city spreads over 15.6% of

Gauteng’s land mass. It is the

fourth largest municipality out of all

metropolitan areas that currently

exist in South Africa. Ekurhuleni

has three big towns and they are:

Kempton Park, Benoni and

Springs. The climatic conditions

and irrigation systems in the EMM

make the land conducive for

commercial farming.

The economy in the region is larger

and more diverse than that of many

small countries in Africa. It

accounts for nearly a quarter of

Gauteng's economy, which in turn

contributes over a third of the

national Gross Domestic Product. Many of the factories for production of goods and commodities

are located in Ekurhuleni, often referred to as ‘Africa's Workshop'.

The network of roads, airports, rail lines, telephones, electricity grids and telecommunications found

in Ekurhuleni resembles that of Europe and America. It can be regarded as the transportation hub

of the country. It is home to OR Tambo International Airport; South Africa's largest railway hub; a

number of South Africa's modern freeways and expressways; the Maputo Corridor Development;

direct rail, road and air links connecting Ekurhuleni to Durban; the Blue IQ projects, with linkages

to the City Deep Container terminal; the planned Gautrain rapid rail link to Johannesburg and

Pretoria; and the OR Tambo International Airport Industrial Development Zone (IDZ).


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Main Economic Sectors: Manufacturing (23%), finance and business services (22%), community

services (19%), trade (15%), transport (11%), construction (5%), electricity (3%), mining (2%)

Key industries such as aerospace, agribusiness, manufacturing and logistics; Rail Cluster

Development – based on the existing rail industry, including the new Rolling Stock Programme by

PRASA through the Gibela Consortium; production of the new passenger trains in Nigel is expected

to carry up to 70% in local content. The metro also boasts of a big commercial Vehicle Cluster.

The cluster is based on existing commercial vehicles and bus manufacturing industry. The current

BRT Roll-Out Programme has provided an opportunity for inward investment, local bus and related

components manufacturing for local procurement by the bus manufacturers.

Ekurhuleni East TVET College (EEC) is located in five towns of Ekurhuleni Metropolitan

Municipality (EMM). These are: Springs, Kwa-Thema, Daveyton, Benoni and Brakpan. There are

however six college sites that are spreading across the five towns. These sites comprises of five

campuses offering mainly NCV and Report 191 programmes while the sixth one is a centre of

specialisation. The campuses offering NCV and Report 191 programmes comprise of Benoni

Campus, Brakpan Campus, Daveyton Campus, Kwa-Thema Campus as well as Springs Campus.

One and the only centre of Specialisation which was established in 2015 is called Artisan & Skills

Development Centre which is situated in the industrial area of Springs town as well. The strength

of the College is embodied in its location in the EMM. Ekurhuleni has a total surface area of

1975km² that accommodates a population of 3 178 470 million (Source: Census 2011). This means

that the College has a large catchment area to draw potential students.

The strength of the College is also its access to manufacturing based industries. This has enabled

it to increase the partnership base. The City of Ekurhuleni’s economy and strength lies in the

comparative advantage of the manufacturing sector that is higher than in other areas.

The College have partnerships with the local paper factories, SAPPI, Kimberly Clark and Mondi in

offering NCV Process Plant Operations; three foundry trades (Melting, Moulding and

Patternmaking) are offered in partnership with local foundries, SAIF, CSIR and NFTN. A

partnership with EOH in placing students and offering soft skills as well business and IT

programmes is in place. Merseta is the lead-Seta of the College and all programmes in the

Mechanical Engineering are accredited and the Seta representative assists the College with

accreditation with other Seta’s such as MICT SETA, Services Seta, FP+M Seta, E+W Seta, etc.

The W&R Seta also signed and MOU with the College to open a Seta Office at the College. The

College has established a centre of excellence in air-conditioning, refrigeration, and ventilation in

partnership with SAMSUNG and Merseta. In addition trade test centres have been established for:


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Hairdressing,

Melting,

Moulding and Patternmaking,

The College will further be establishing trade test centres for the following trades:

Fitting and Machining,

Toolmaking,

Electrical,

Civil trades and

Air conditioning and Refrigeration

3.2 Organisational Environment

3.2.1 SWOT ANALYSIS

STRENGTHS WEAKNESSES

The campuses situated in feeder

areas (schools) and easily accessible

by any means of transport

Qualified staff

Excellent physical resources

The College is ISO 9001 quality

assured

Funding from government for

institutional support and bursaries for

students.

Urbanisation

Partnerships between the college

and industry

Responsiveness to the needs of

individual citizens, employers in both

public and private sectors

Culture of teaching and learning

Achievement of strategic targets

Leadership and management a

functional structure

Quality and reputation

Good systems, policies and

processes.

Governance – college council

constituted

Financial backing from SETA’s

Limited access to internet for students

Mode of delivery restricted (full-time/part-time)

CAMI programme for remedial and accelerated

learning ineffectively used

No Wi-Fi for student Mobile technology users

Limited Green Management Practice

Union activities

Skills and qualifications of staff

Weak implementation of systems and

processes

Lack of academic technological support (IT)

Poor monitoring, control and evaluation

measures

Lack of proper induction for new staff.

Ineffective communication and decisions

Honouring of reporting lines

Job descriptions and job specifications

Performance Management

Employee wellness service

Infrastructure maintenance

Attraction and retention of qualified staff

especially suitably qualified lecturers


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OPPORTUNITIES THREATS

Extended Partnerships with Industry,

Government and SETAs

Offer new skills programmes

High level of unemployment

New programmes, e.g. renewable

energy and green skills

Use of technology (e-learning)

Adult learning

Unemployment/ job creation

New product development

Community participation

Seta assistance with placement of

students

International exposure – students

taking part in the World Skills

Competition

Speed of technological change

Competitors – Private Colleges

Dropout of students.

Students not returning if they fail examination.

Political cyclical environment

Unavailability or late publishing of text books

Student Unrest

GDE- schools and the quality of learners

entering the college sector

Industry training centres

Speed of technological change – slow response

of the college

Current programmes not in line with industry

requirements and government initiatives

Socio-economics – affordability of the colleges,

products and services

Dependency on government funding

3.2.2 Strategic Objectives – EEC approach to improving performance

Objective 1 Indicator Improvement Strategy

To provide quality

technical and

vocational education

and training services

and increase academic

achievement and

success of students.

Enrolment targets are set

responsibly and targets are

effectively achieved.

Proper market for specialised

programmes to be identified

College successfully implements a

recruitment strategy targeting

designated target markets and

NEETS.

Students have access to effective

assessment processes and

receive the necessary career

guidance to enable them to make

informed programme choices.

Training need to happen for the

career guidance officers

Student admission processes are

streamlined and enable classes to

commence on time.

Pre-registration needs to be

encouraged for all programmes.

Currently it is Report 191 N1 and

Business

The college makes responsible

provision for SNE students.


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Student financial aid, housing and

transport services

Student financial aid, housing and

transport services are being

accessed by students at registration

and the implementation thereof

effectively managed by the college.

Student support services are

effectively managed by the

college.

Student support services must be

available and accessible to students

on an on-going basis

SRC is functional and contribute

effectively to quality promotion

within the college.

Strategy to make SRC more visible in

areas that will promote quality of

teaching and learning at the College.

Students are successfully

completing the respective

programmes within the stipulated

timeframe, thus allowing for

steady growth in new college

enrolments.

Implement special programmes in

Mathematics to improve the

performance of students -

compulsory extra classes will be

implemented.

Implement programmes to ensure

that students’ progression is

monitored and each student is

registered correctly.

Programmes are fully resourced

on a recurrent basis and are

therefore sustainable.

All staff to participate in the

budgeting process.

HODs must ensure that all

programmes are fully resourced


To have adequate

infrastructure and

systems in place to

increase access and

provide effective

services to students.

Campuses have adequate space

and infrastructure for the planned

2016 PQM enrolment.

Implement Flexi-Time-Table /

Second Shift

Teaching and learning

infrastructure and equipment

comply with acceptable standards

regarding quantity and quality.

Improvements made to Computer

Classrooms

Do an audit of teaching and learning

equipment and procure where gaps

transpire

Students housed in

accommodation under college

management are accommodated

within acceptable conditions.

Ensure that hostel facilities are

maintained and functional

Campuses are professionally

coordinated and managed, and a

culture of teaching and learning

prevails.

Improve on coordination and

communication with campuses

Improve on monitoring and control

Knowledge and skills of all

lecturing and training staff meet

the curriculum requirements.

Peer to peer training should be

encouraged to share and exchange

or share new methods of delivering

the subject matter.


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The HRD plan should include

specific needs as discovered in the

performance of students

Induction and orientation

processes enable optimal and

productive utilisation of new staff

A relevant programme manager

should be assigned at campus level

to induct, monitor and support new

staff members

A check list should be designed to

give guidance to the programme

manager to ensure that the critical

areas are covered

The college has effective systems

for monitoring classroom,

workshop and assessment

practices.

All assessments practices need to

be monitored.

Assessments must be moderated

and verified on a continual basis

Lecturers are complying with best

practice standards for teaching

and learning in classrooms and

workshops.

Implement monitoring and control

mechanisms to ensure that the

standards of teaching and learning

improve

Lecturers and trainers receive

continuous professional

development, including workplace

exposure, based on development

needs identified through regular

performance assessment.

Arrange workplace exposure for all

lecturers

Focus staff development and

training on continuous professional

development

HR development is aligned to the

HR strategic requirements which

are geared to improved teaching

and learning delivery.

Ensure that HR development is

aligned to the HR strategic

requirements

ICT infrastructure development

strategy keeps pace with strategic

objectives for teaching and

learning and MIS operations.

ICT infrastructure development

strategy to be upgraded to meet the

latest technology.

The Academic Board plays an

effective oversight role on the

quality of teaching and learning.

Four Academic Board meetings to

be conducted per academic year

Policies, processes and

procedures are continuously

reviewed and improved as per

functioning QMS.

Policies, processes and procedures

must be reviewed on a regular basis.


To develop

partnerships and

maintain good

stakeholder relations to

increase the number of

College has established and is

managing linkages with local

industries and employer groups for

work placement of lecturers and

students.

Students need to be prepared for

placement

Staff tasked with placement must be

trained in WIL Practices


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students who are

adequately prepared to

enter the labour market

or further and higher

learning opportunities.


managing linkages with

government departments at

various levels for work placement

of lecturers and students.

Establish, manage and maintain

linkages with more government

departments.

Revive relationship with the

Ekurhuleni Metro


managing linkages with employer

bodies and SETAs for work

placement of lecturers and

students.


linkages with more employer bodies

and SETAs


managing appropriate linkages

with various local organisations

and agencies for the purpose of

strengthening capacity to deliver

programmes and creating

opportunities for articulation.


linkages with more local

organisations and agencies

PQM planning is done from

programme level taking into

account:

Employment opportunities;

Suitable target market;

Available resources;

Financial viability;

Past programme performance;

and

Qualification accreditation.

Ensure that College PQM assists

students in getting employment

opportunities; focusing on the

suitable target market; add to the

financial viability of the college and

qualification accreditation of

programmes offered

Programmes in which students

cannot find employment need to be

phased out.

The PQM is approved by the

Academic Board and College

Council.

Academic Board to approve the

College PQM

The PQM offers various modes of

delivery, e.g. full time, part time,

learnerships, skill programmes,

distance / open learning.

Expand on Part-Time offerings

Implement more short skills

programmes

Learning and teaching support

materials have workplace

relevance.

Partner with industry to ensure that

teaching support materials have

relevance

Classrooms and workshops are

equipped with up-to-date, industry

relevant equipment and

technology.

Budget and procure up-to-date and

relevant equipment and technology

Workshops comply with OHS

requirements.

Ensure that workshops comply with

OHS requirements

College must comply with SABS

18001 requirements

Constant maintenance of machinery

and equipment to be done.

Improvement of signage on

campuses.


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Lecturers are competent in latest

workplace processes, technology

and equipment.

Train staff in the latest technology

and equipment

More lecturers need to be exposed

to the latest technologies and

equipment by frequently visiting

workplace.


To ensure continuous

business excellence in

terms of good

corporate governance

and effectual

management of all

college resources as

well as information and

data reporting.

The college and all staff members

believe that quality is at the heart of

client service and business

excellence.

Conduct academic meetings to alert

staff on client service and business

excellence.

The college has a QMS in place and

regular quality audits are done.

Quality audits should be done

quarterly to show compliance.

All business processes are clearly

formulated and communicated to

users.

Continuous training of staff must be

done on to enable them to use the

QMS system

Financial policies, processes,

systems and capacity are

operational, compliant, regularly

reviewed and addressed.

Appoint a CFO

Train staff on policies, processes

and systems


To monitor and

evaluate all college

processes in terms of

the TVET College

Monitoring and

Evaluation Framework

and report quarterly on

college performance in

this regard.

College have the necessary systems,

processes and capacity to

operationalise an institutional M&E

framework to address gaps in

institutional management capacity and

practices.

Ensure that he college has all

systems, processes and capacity

to operationalise the M&E

framework

Data outputs are used by SM and HoDs

to monitor teaching and learning

delivery and adopt appropriate

measures to address teaching and

learning weaknesses.

Ensure that SM and HoDs use

data outputs to monitor and

control teaching and learning

delivery.

Constant Class support to be

done to monitor teaching and

learning.


To promote access to

occupationally-

The College implement artisan

training as part of the PQM

Meet with relevant stakeholders in

order to implement artisan training


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directed programmes

through expanding the

availability of

intermediate level

skills with a special

focus on artisan skills

development.

Develop an implementation strategy

and plan

Workshops are equipped with up-to-

date, industry relevant equipment

and technology.

Procure and equip workshops

Establishing links with industry

specialists

Accreditation obtained for all artisan

related programmes.

Apply for accreditation at SETAs and

QCTO

Obtain approval from DHET

Suitably qualified staff are appointed

Registration of workshops as trade

test centre’s


QCTO


Establishing centres of excellence

Procure and equip workshops in line

with industry requirements

College align Centre’s of Specialisation

to the Industry Clusters in the

catchment area


QCTO


Suitably qualified staff are appointed Appoint relevant staff


To enhance the College and community socio-economic development through the promotion effective broad based Corporate Social Investment projects, while promoting access, sustainable use and benefit sharing of resources.

Facilitating Socio- Economic Development within the communities where the College is a corporate citizen

College council should develop a CSI

policy framework for corporate

citizenship

Establishment of systems and structures that will promote planning, implementation and monitoring of CSI projects within the College.

Aligning College Corporate Social

Investment with its strategic Plan.

Council development of funding

strategies for CSI projects

Identification of CSI

projects

Development of CSI operational

plans

Council identifying a number of CSI

projects

CSI reporting and disclosure

requirements should be made

mandatory by the College.


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3.2.3 Stakeholder Engagement – College focus on stakeholder service delivery

Stakeholder engagement is an essential part of how EEC TVET College delivers its purpose. It is

built on the premise that those groups (or individuals) who affect or are affected by the achievement

of the College’s purpose should be given the opportunity to influence decisions that affect them.

Below is a table that shows various stakeholders of the College and how the College in turn engage

with them.

Stakeholder Stakeholder Engagement Approaches

Primary Beneficiaries

Leaners

High schools (feeder)

Unemployed youth in the

surrounding community

Anonymous questionnaires

Online surveys

Review and respond to the findings of our Public confidence survey

Confidential face to face discussions

Learner Forum discussions

Classroom discussions

Suggestion box

Focus groups

Quick and easy to use paper and online surveys

Confidential 1:1 discussions

Face to face

discussions

Focus groups

Framework for Excellence online surveys

Feedback whilst visiting DHET premises

End of service delivery

DHET engagement events

Secondary beneficiaries

Business and industry

community at-large

prospective students;

Suppliers of Goods and Services

Consultative meetings

Exhibitions and Industry Visits

College events invitations

Advertisements through tenders

Use of various marketing tools

Framework for Excellence online surveys

Service and resource providers

Government through DHET

Companies & various institutions

Parents

Implementation of government policies and

procedures

Submission of reports to DHET

Submission of student reports to parents

Parents Face to face discussions

Attending DHET and other institutions’ meetings

Strategic partners

College Council

Donors

Consultative meetings

Signing of business agreements

Provide partnership reports on areas of mutual

interest


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Stakeholder Stakeholder Engagement Approaches

Organisations & Institutions which

have business partnership with the

College

DHET

Confidential face to face discussions

Regulators

DHET

DPSA

Treasury

Donors

College Council

Professional bodies

Implementation of government policies and

procedures

Consult with them on policy issues

Engage with the on policy issues

Organised labour

NEHAWU

SADTU

NAPTOSA

GPSSBC

ELRC

PSCBC

Engage them on issues of employments conditions

for employees

Engage them on issues of employees conduct at

work place

Hold consultative meetings to strengthen relations

College staff

Employees of the College including

former employees

provide staff with information

Anonymous climate surveys

Confidential 1:1 discussions

Discussions via internet

supervision and appraisal

Annual health and wellbeing audits for staff


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3.3 Ekurhuleni East TVET College Organisational Structure


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3.4 Description of the Strategic Planning Process

College Strategic Plan

Taking into account the situational analysis as described above, the college has developed the following

strategic plan in consultation with all internal stakeholders and College Council. This plan reflects firstly

our level of dedication and re –commitment to our institutional vision and motto for excellence: Committed

to Excellence! Secondly, the plan reflects our alignment and hard work at attaining the national priorities

for skills development. High in the list is of priorities are Programmes, Infrastructure, MIS to support

excellent delivery, Student Support Services to inspire our students, Partnerships with the private sector,

SETAs and HE institutions for a guaranteed future of our clients and importantly our machinery – Human

Resource.

The plans include a high marketing and partnership formation drive to ensure enrolments as per our set

targets in the Funding Formula plan and increase opportunities for workplace placement. The

performance of our students through the programmes is key to our drive for ‘excellence’. Our strategy for

the achieving accelerated student performance includes extensive support of our students through

additional academic support programmes including access to extra tutorials for all NCV programmes.

Also reflected is the development of the capacity of our Management Information System for various

management areas of the College such as our processes for collation and verification of data needed to

calculate our outputs in alignment with the TVET Evaluation and Monitoring Framework reporting

requirements. The generation of valid data across all our campuses is a valued beginning of our renewal

drive. Practical strategies are planned for a uniform procedure for recording of class attendance rates,

retention rate and certificate pass. These plans are supported by our implementation connected and

integrative MIS. The strength of the College is the access to manufacturing based industries. This enables

the College to increase the partnership base.


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4. STRATEGIC OUTCOME ORIENTATED GOALS

The 2019 Medium Term Strategic Framework is structured around 14 priority outcomes which cover the

focus areas identified in the National Development Plan. The Department of Higher Education and

Training is responsible for Outcome 5 of the 14 government outcomes, namely “A skilled and capable

workforce to support an inclusive growth path”.

The following Medium Term Strategic Framework (MTSF) sub-outcomes have been identified for this

Outcome:

1. Credible institutional mechanism for labour market and skills planning;

2. Increased access and success in programmes leading to intermediate and high level learning;

3. Increased access to and efficiency of high-level occupationally directed programmes in needed

areas; and


25 | P a g e

4. Increased access to occupationally directed programmes in needed areas and thereby expand the

availability of intermediate level skills with a special focus on artisan skills.

For the realisation of the aforementioned sub outcomes, five (5) strategic outcome oriented goals have

been identified and Goals 2 to 4 closely relate to delivery and achievement by the TVET colleges.

STRATEGIC OUTCOME ORIENTED GOALS

DHET Strategic Goal Goal Statement Relational focus for

TVET Colleges

Strategic Goal 1:

To provide a sound Post-

School Education and Training

legislative framework

To steer the post-school education and training

(PSET) system by developing 35 and reviewing

19 legislative frameworks (including new

policies, Acts, Guidelines, models and

regulations) by March 2020

Governance and

steering

Strategic Goal 2:

To provide Post-School

Education and Training

services

To improve the PSET system through the

development of 14 teaching and learning

support plans for University Education and

Vocational and Continuing Education and

Training by March 2020

Service delivery

Strategic Goal 3:

To provide Post-School


capacity

To improve the capacity of the PSET system

through infrastructure development for

Vocational and Continuing Education and

Training encompassing 12 new TVET college

campuses and 9 Community Education and

Training colleges by March 2020

Capacity & growth

Strategic Goal 4:

To facilitate a strong

stakeholder network

To develop partnerships and maintain good

stakeholder relations in support of an effectual

PSET system

Stakeholder

networking &

partnerships

Strategic Goal 5:

To ensure continuous

business excellence within the

Department of Higher


To ensure good corporate governance

including effectual resource management

(human resource and financial management)

and ICT management continuously

Corporate

administration and

management

(college system

efficiency)


26 | P a g e

PART B: STRATEGIC OBJECTIVES AND

PLANNED PERFORMANCE


27 | P a g e

5. STRATEGIC OBJECTIVES

5.1 Strategic Objectives Description

EEC TVET COLLEGE STRATEGIC OBJECTIVES

Strategic Objective 1 To provide quality technical and vocational education and training services and

increase academic achievement and success of students.

Objective Statement

To improve quality of technical and vocational education and training

provision through the development of teaching and learning support plans,

inclusive of appropriate student support.

Justification

To ensure that lecturers and students receive the support necessary for

lecturers to function optimally and students to perform optimally in technical

and vocational programmes.

To ensure improvement in student success in programmes offered at the

college as well as student progression (measured in terms of pass rates).

Links Linked to NDP, MTSF and White Paper on PSET

Performance

Indicator/s linked to

this Objective

Teaching and learning support plans

Strategic Objective 2 To have adequate infrastructure and systems in place to increase access and

provide effective services to students.

Objective Statement To ensure institutional capacity and efficiency in terms of the provision of

access and support services to students.

Justification

To increase the number of skilled youth by expanding access to education

and training opportunities while ensuring provision of effective services to

students.


Performance


this Objective

Verified headcount student enrolment numbers

Audited number of college infrastructure and facilities

Reported percentage utilisation of college infrastructure and facilities

Strategic Objective 3

To develop partnerships and maintain good stakeholder relations to increase

the number of students who are adequately prepared to enter the labour

market or further and higher learning opportunities.

Objective Statement To increase the number of students who are able to access formal or self-

employment and/or further and higher education and training opportunities.


28 | P a g e

To provide work placement opportunities for lecturing staff in order to

improve quality of teaching and learning.

Justification To ensure students are adequately prepared and supported to access formal

or self-employment and/or further and higher learning opportunities.


Performance


this Objective

Partnerships (inclusive of memoranda of agreement or understanding and/or

contracts) established in 2014

Number of students and lecturing staff placed for WBE and WIL


To ensure continuous business excellence in terms of good corporate

governance and effectual management of all college resources as well as

information and data reporting.

Objective Statement To govern and steer the college to function optimally and take appropriate

action where deficiencies are detected.

Justification

To ensure the college is efficiently governed and managed within the

applicable acts, policy and regulatory frameworks and standards relevant

thereto so that it functions optimally.


Performance


this Objective

Percentage compliance to governance standards


To monitor and evaluate all college processes in terms of the TVET College

Monitoring and Evaluation Framework and report quarterly on college

performance in this regard.

Objective Statement To monitor and report on college systemic efficiency so that appropriate action

is taken where deficiencies are detected.

Justification To ensure monitoring and evaluation of college processes and plans are

conducted and regularly reported on.


Performance


this Objective

As reported in quarterly M&E reports


To promote access to occupationally-directed programmes through

expanding the availability of intermediate level skills with a special focus

on artisan skills development.


29 | P a g e

Objective Statement To improve quality of artisan development and training provision through the

development of artisan/ apprenticeships training plans.

Justification To ensure improvement in artisan / apprenticeship programmes offered at

the college as well as the expansion in the college PQM.

Links Linked to SETAs, DHET, CSIR, NTFN, NTIP and GIZ, Industry

Performance


this Objective

Number of established partnerships with SETAs, & Industry as shown by the

signed MoUs for the strategic period

Number of students enrolled for artisanship and skills development

Number of artisans produced by the College

Strategic Objective 7 To enhance the College and community socio-economic development through

establishing effective broad based Corporate Social Investment projects, while

promoting access, sustainable use and benefit sharing of resources.

Objective Statement To assist EEC TVET College the community around Ekurhuleni East

Rand community to for their own needs, while aspiring to better

themselves and contribute to their family hood.

Justification EEC TVET College as a Corporate Citizen needs to provide

educational programmes that encourage entrepreneurship, self-

reliance, and provide employment opportunities to all the needy

stakeholder communities.

Links Linked to King III , DHET, NSDS III, EEC Ops Plan

Performance


this Objective

Systems and structures developed that promote planning, implementation and monitoring of CSI projects within the College.

Identification of CSI projects


30 | P a g e


To provide quality technical and vocational education and training services and increase academic

achievement and success of students.

The College plans to expand on this strategic goal through increasing the numbers of students enrolled

across the programme mix. NCV and Report 191 programmes remain our major provision. Through this

reviewing and planning process we have identified a number of strategies targeting increasing access and

performance into our programmes. These include among others: feasibility for the implementation of a

bridging programme across all level 2 programmes and additional academic support provided through

extra tutorials and extra teaching outside official business time.

The College plan to introduce a mix of tools to assist us understand the potential of enrolling students.

These will be supplementing the existing national placement tool currently implemented by the College.

The College will also open relevant venues after hours for students to be able to study and work after

hours and on Saturdays. Strategies must be implemented to bring industry and commerce closer to the

college, guest lecturing and placement of students will be a priority in the following years. The re-skilling

and capacitating of lecturing staff will also be prioritised to assist in increasing the throughput and

certification of students. The College will attempt to improve on the low attendance rate with the assistance

of the punctuality and attendance policy of DHET. The transport assistance from the DHET Bursary fund

needs to be indorsed earlier to ensure that students will have money to attend their classes. The ETDP

Seta is supporting the College with the placement of lecturers in industry. This support will be expanded

over the next few years. EOH will also assist with the work placement of lecturing staff in future – a MOU

was signed with them.

The college established a new campus to address the Strategic Goal 1 and 6 – to expand access and

introduced apprenticeships. The capacity of this site is +/- 1800 students. The facility was designed for

construction related training and the College will establish a centre of specialisation in Civil Construction.


31 | P a g e


To have adequate infrastructure and systems in place to increase access and provide effective

services to students.

The College has identified lack of human resource capacity in few portfolios that have through this plan

been prioritized. These portfolios include human resource, finance and quality management. We have

shifted emphasis in the nature of training given to educators from provision of generic pedagogy to subject

specific considerations. Furthermore, the plan reflects an increase in the frequency of placement of

educator staff to work places for development. This shift supports the College Academic performance

strategy that is built on simultaneous multiple interventions targeting the various aspects of quality

teaching. The College has broaden this objective to include in addition to human resource capacity other

support functions needed to ensure facilitation of learning such as student support, infrastructure and

quality management. Our student support is to be strengthened in terms of support related to students’

social needs. Our facilities are in plan for refurbishment that supports learning and safety in terms of the

safety and health quality management standard.

The College will endeavour to improve on the recruitment of suitable qualified staff in terms of lecturing

and support functions. Alternative means will be used in the advertising of the vacant positions. Existing

staff will be trained, re-skilled and offered an opportunity to better their qualifications through a staff bursary

fund.


To develop partnerships and maintain good stakeholder relations to increase the number of

students who are adequately prepared to enter the labour market or further and higher learning

opportunities.

The plan reflects an increased drive to increase the network of business partners. The College has

identified both the quantity of partnerships formed and the implementation of an employability programme

as key to the success of this goal. The employability programme will ensure that by the time that learners

complete the programme they have acquired the core skills required in a workplace, that they

understand the nature of workplaces in their selected vocation/occupation and that they receive work

readiness training and placement support.

The college has endorsed a vigorous placement strategy and dedicated staff from all campuses assists to

negotiate with industry and commerce to place students. A tracking program was developed for the College


32 | P a g e

to support the data of placed students. Partnerships with local businesses are established and maintained

to open opportunities to our students for placement and employment.

The college will also prioritise the formation of small businesses for students showing interest and business

knowhow. Entrepreneurial skills and business support will be implemented in three identified areas:

Laundry Services, Car Wash and Furniture Making businesses.


To ensure continuous business excellence in terms of good corporate governance and effectual

management of all college resources as well as information and data reporting.

A minimum of four College Council meetings will be conducted and effectively organised in accordance

with the requirements of Schedule 1 of the CET Act (16 of 2006). Council will also be capacitated so that

active participation can take place in Council meetings and committees.


To monitor and evaluate all college processes in terms of the TVET College Monitoring and

Evaluation Framework and report quarterly on college performance in this regard.

The College performance will be monitored through a review of progress report submitted on an approved

operational plan by managers and through departmental progress reviews where necessary. Intervention

plans will be formulated, implemented and progress monitored through status reports. For poor

performance in specific areas, corrective activities would be clearly defined and implemented with monthly

progress reporting and measurable feedback.


To promote access to occupationally-directed programmes through expanding the availability of

intermediate level skills with a special focus on artisan skills development.

The College has identified occupational programmes across a range of related occupational areas and

across more than one level on the NQF as a vehicle for quick responsiveness. The selection of these

programmes will be informed by the needs identified for varied target groupings (pre-employed,


33 | P a g e

unemployed and employed). This approach is to be supported by more structured partnerships with

relevant SETAs. This will enable learners to progress from one occupational level to the next. A plan is

also made to explore formation of programmatic partnerships with relevant universities of technology and

other universities.

The PQM of the College includes Learnerships, apprenticeships, skills programmes and non-formal

programmes to address the needs expressed by local government, industry and Seta’s. The College has

accredited workshops to support the drive of becoming a preferred training and skills provider for public

as well private institutions. The College also have strong partnerships with Merseta (Lead-Seta), Services

Seta, CETA, FP+M Seta, MICT Seta, W& R Seta, E+W Seta and the ETDP Seta.


To enhance the College and community socio-economic development through establishing

effective broad based Corporate Social Investment projects, while promoting access, sustainable

use and benefit sharing of resources.

EEC TVET College’s CSI Community Projects primary objective is to enable the community

around Ekurhuleni East Rand community to provide for their own needs, while aspiring to better

themselves and contribute to their family hood. In this way it is the College’s objective as a

Corporate Citizen to make a measurable contribution to sustainable career and skills

development through the enhancement and development of skills by providing educational

programmes that encourage entrepreneurship, self-reliance, and provide employment

opportunities to all these needy stakeholder communities.

EEC TVET College believe that sustainable educational and skills development of youths can

relieve them from the conditions of poverty and unemployment through economic empowerment

and uplifting the quality of life of marginalised and disadvantaged members of their community.

5.2 Expected Targets for Sub-Outcomes

The following systemic targets, relating to sub-outcomes 2 and 4 of Outcome 5 of the 2014-2019 MTSF,

will be monitored and reported on by the college.


34 | P a g e

NO OUTCOME INDICATOR

2019/20

NATIONAL

TARGET

2016 TVET

COLLEGE

ACTUAL

PERFORMANCE

/ TARGET

2017 TVET

COLLEGE

TARGET

2018 TVET

COLLEGE

TARGET

2019 TVET

COLLEGE

TARGET

1. Headcount enrolments (n) 1 238 000 19 330 15 020 15 500 16 500

2. Certification rates in TVET

qualifications (%)

NC(V) L4:

65%

NC(V)

L4: 50%

NC(V)

L4: 55%

NC(V)

L4: 60%

NC(V)

L4: 65%

N3: 65%

N3:

40%

N3:

46%

N3:

52%

N3:

60%

N6: 65% N6:

52%

N6:

56%

N6:

61%

N6:

65%

3.

Compliance with national

policy of college

examination centre/s

conducting national

examinations and

assessments (%)

100%

100%

100% 100% 100%

4. Throughput rate (%) 80% 67% 70% 75% 80%

5.

Students accommodated in

public TVET college

accommodation (n)

150 67 100 120 150

6.

Qualifying TVET students

obtaining financial

assistance (n)

1 000 000 15 300 14 730 15 000 15 500

7.

Funded NC (V) L4 students

obtaining qualification

within stipulated time (%)

60% 50% 54% 58% 60%

8. Compliance to governance

standards (%) 100% 100% 100% 100% 100%

9.

TVET lecturers placed in

workplaces for specified

periods (n)

140 80 100 120 140

10.

TVET students placed in

workplaces/industry for

specified periods for work

exposure or experiential

learning (n)

1100 1 200 980 1 000 1 100

11. Students enrolled in

artisan-related or 500 169 275 400 500


35 | P a g e

NO OUTCOME INDICATOR

2019/20

NATIONAL

TARGET

2016 TVET

COLLEGE

ACTUAL

PERFORMANCE

/ TARGET

2017 TVET

COLLEGE

TARGET

2018 TVET

COLLEGE

TARGET

2019 TVET

COLLEGE

TARGET

occupational programmes

(n)

12.

(Optional) TVET students

enrolled in foundation or

bridging programmes (n)

Increasing

with 5000

a year

0 0 0 0

13.

(Optional) Success rate in

foundation or bridging

programmes (%)

50% 0 0 0 0

14.

Appropriate teaching and

learning support plan

developed and

implemented (n)

4 1 1 1 1

15.

Appropriate student support

plan developed and

implemented (n)

4 1 1 1 1

16. Established centre/s of

specialisation (COS) (n) 5 0 2 1 1

17. Obtaining unqualified audits

(n) 4 1 1 1 1

18. Accurate M&E quarterly

reports submitted (n) 16 4 4 4 4

19. Beneficial and functional

partnerships (n) 30 15 20 25 30

20. CSI policy developed and

implemented - 1 1 1

5.3 Resource Considerations

As the College grows exponentially, it will need to increase its administrative capacity, physical

infrastructure and information communication technology. The College will introduce a double or second

shift in order to accommodate the growth in student numbers. Physical infrastructure to accommodate the

Artisan and Skills programmes in Civil and Construction has been acquired and need to be equipped. A

new media centre will be constructed at the Kwa-Thema Campus to assist students in a study facility that

can be used during the day and after hours.

The College is expanding access in the delivery of occupational programmes and some workshops will be

registered as trade test centres. The extension in occupational programmes will also bring in additional

funding for the College.


36 | P a g e

The College will upheld the quality in conducting examinations and assessments and aim at a 100%

compliance with DHET processes and guidelines. The College will capacitate the College Council,

Management and Staff through an extensive training and development plan. Vacancies in the College

organisational structure will be filled in an effort to improve on performance.

5.4 Risk Management

No

Stra

teg

ic

Ob

jectiv

e

Ris

k

Sta

tem

en

t

an

d S

ou

rce

Lik

elih

oo

d o

f

Occu

rren

ce

Co

nseq

uen

ce

Ratin

g

Ris

k R

atin

g

Ris

k

Tre

atm

en

t

Op

tion

s

Activ

ities to

ad

dre

ss ris

k

(Mitig

atin

g

measu

res)

1. To provide

quality technical

and vocational

education and

training

services and

increase

academic

achievement

and success of

students

Inadequate

financial

assistance

from DHET

bursary

Almost

Certain

Major Extreme

- Confirmation

received from DHET

on funding that will

be provided

- Access to DHET

and meeting

regularly

- Monthly financial

reporting to DHET

- Financial reserves

available

- Business

development unit in

place to derive other

income

- Improvement Strategy

- Ongoing efforts to locate

students who have

dropped out of college

Fraud,

corruption

and theft of

assets,

examination

s and

papers,

contracts/

tenders, etc

Critical Likely Extreme

- Tender committees

- Supply chain

management (SCM)

policy

- Password and

logical access

controls with forced

periodic change of

password

- Audit trails exist,

but not reviewed

periodically

- Network access

limited and

Ethics policy in place

- Disciplinary processes

exist

- Continuous training on

examination processes

- Security and access

controls (physical such as

strong rooms, etc.)

- Insurance

- Employer guidelines from

DHET (national

examination policy)

not accessible remotely

Political or

labour/

student

unrest

leading to

disruption of

Critical Likely Extreme

NSFAS bursaries

applied for by

students directly

(online) and transport

and accommodation

fund provided

- Effective communication

and engagement with all

stakeholders

- Pro-active action taken

on critical issues as a

preventative measure


37 | P a g e

No

Stra

teg

ic

Ob

jectiv

e

Ris

k

Sta

tem

en

t

an

d S

ou

rce

Lik

elih

oo

d o

f

Occu

rren

ce

Co

nseq

uen

ce

Ratin

g

Ris

k R

atin

g

Ris

k

Tre

atm

en

t

Op

tion

s

Activ

ities to

ad

dre

ss ris

k

(Mitig

atin

g

measu

res)

classes,

teaching

and learning

- Student

Representative

Council (SRC)

member involvement

with Council

- Code of conduct in plan

2. To have

adequate

infrastructure

and systems in

place to

increase access

and provide

effective

services to

students

Inadequate

health and

safety

measures

Critical Likely Medium

- Sick bays at

certain/ all campuses

(awareness not

always good)

- First aid kit on site

- Contract with

hygiene service

provider and

cleaning services

(deep cleaning once

a month)

- Annual servicing of

fire equipment

- Health and safety

committees with SHE

representatives at all

campuses

- Training of SHE

officers

- Outsourced security

officers at gate and

roaming

- Dedicated key

master

- Review of facilities to

commence (Management

to verify whether all or

only certain campuses

have sick bays)

- Emergency and

evacuation procedures in

progress, evacuation drills

- Development of OHSAS

18001 to be completed

3. To ensure

continuous

business

excellence in

terms of good

corporate

governance and

effectual

management of

all college

resources as

well as

information and

data reporting

Integrity of

data,

records and

academic

process

Critical Likely Medium

- Student verification

process of data

accuracy before

submission to DHET

- System generated

controls for cut-off of

student enrolments

per class (not

effective)

- Verification and

validation of data

(manual and system)

- Password and

access controls with

forced periodic

change of passwords

- Biometrics at

entrance gate (and

- Backups to be made

periodically of all systems

and stored off-site

- To monitor whether

backups are occurring

and test whether

restoration of back up will

be successful


38 | P a g e

No

Stra

teg

ic

Ob

jectiv

e

Ris

k

Sta

tem

en

t

an

d S

ou

rce

Lik

elih

oo

d o

f

Occu

rren

ce

Co

nseq

uen

ce

Ratin

g

Ris

k R

atin

g

Ris

k

Tre

atm

en

t

Op

tion

s

Activ

ities to

ad

dre

ss ris

k

(Mitig

atin

g

measu

res)

manual access

controls)

- IT policy

- Firewalls

- User training for

use of system

- Dedicated MIS staff

member

- Virus software and

updated regularly

- Server room

controls (physical,

temperature)

Inability to

attract and

retain quality

council

members

Critical likely Extreme

- Adhoc mentoring in

certain areas

- Awards

- Recruitment

company utilised

- Staff training

- Staff bursaries

- Performance

management system

- Council allowances

- Council adverts

placed

- Training provided to

council members

- Full complement of

internal council

members exist

- Council Allowances

- Council Adverts Placed

- Training provided for

Council Members

- Full Complement of

internal council members

exist

Inadequatel

y

capacitated

council

members,

college

managemen

t and staff

Major Likely Extreme

- Council allowances

- Council adverts

placed

- Training provided to

council members

- Full complement of

internal council

members exist

- Adhoc mentoring in

certain areas

- Awards

- Recruitment company

utilised

- Staff training

- Staff bursaries

- Performance

management system

4. To ensure

continuous

business

excellence in

terms of good

corporate

governance

Non-

Compliance

with acts

and policies

Critical likely Extreme

- Quality management

system containing all

relevant policy

documentation

(intranet)

- Quality Management

System containing

relevant documentation

- Quality Audit Sessions

- Management reviews


39 | P a g e

No

Stra

teg

ic

Ob

jectiv

e

Ris

k

Sta

tem

en

t

an

d S

ou

rce

Lik

elih

oo

d o

f

Occu

rren

ce

Co

nseq

uen

ce

Ratin

g

Ris

k R

atin

g

Ris

k

Tre

atm

en

t

Op

tion

s

Activ

ities to

ad

dre

ss ris

k

(Mitig

atin

g

measu

res)

and effectual

management

of all college

resources as

well as

information

and data

reporting.

- Quality audit

sessions

(compliance audits)

- Management

reviews performed

on policies

- Training sessions

from DHET, Treasury

etc. on changes/ new

developments and

requirements

- Certification bodies

and other assurance

providers

- SETA reviews

conducted

- Regulatory universe

(not prioritised)

- Training Sessions from

DHET

- Certification Bodies

Regulatory Universe


40 | P a g e

PART C: LINKS TO OTHER PLANS

6. Links to OTHER PLANS

This strategic plan links to the following other plans:

o DHET Strategic Plan (2015/16-2019/20);

o DHET Annual Performance Plan (2016/17);

o Ekurhuleni East TVET College Operational Plan;

o Ekurhuleni East TVET College Annual Performance Plan;

o Ekurhuleni East TVET College HRD Plan;

o Ekurhuleni East TVET College Monitoring and Evaluation (M&E) Plan;

o Ekurhuleni East TVET College Teaching and Learning Plan; and

o Ekurhuleni East TVET College Student Support Services Plan.

ekurhuleni east tvet college strategic plan 2017 - eec tvet college strategic plan 2017.pdf · 4 31...

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