Table of Content

Table of content

i. Chairperson’s Statement Page 1

ii. Director’s statement Page 2

iii. Vision, Mission and Values Page 3 & 4

iv. Overview of the Seychelles Institute of Art & Design Page 5

v. Key strengths/areas of excellence in line with the Medium Term Page 6

Strategy Plan

vi. Quality and Relevance Page 8

vii. Capacity Development/Intervention Programmes for Staff Page 10

viii. Infrastructure and facilities Page 11

ix. Promote the institution on the National and International Arena Page 11

x. Main challenges encountered in 2017 Page 12

xi. Institutional Governance Page 13

xii. Academic Performance Page 14

xiii. Resources Page 19

xiv. Learner Support Services Page 20

xv. Engagement with the Community Page 24

xvi. Finance and Budget Page 25

xvii. Service Delivery Page 27

xviii. Measures planned/anticipated activities for 2018 Page 28

xix. Conclusion Page 29

xx. Annexes /Appendix Page 30

1

Chairperson’s Foreword Ms Benjamine Rose, Chairperson SIAD Governing Board

As the chairperson of the Seychelles Institute of Art and Design and on behalf of the board of directors I

wish to express our pleasure to be part of an institution that has a long tradition of imparting creative

artistic knowledge and skills to our Seychellois children.

The year 2018 has been both challenging and exciting for the Seychelles Institute of Art and Design.

During the year we had remained committed to serving the students and the community by providing

quality education of an international standard within our educational framework.

The management of the school had ensured that standard facilities such as computer laboratories,

libraries, teaching aids and other essentials necessary for an environment that is conducive to teaching

and learning were provided.

With the right support from an effective management staff, able lectures and dynamic support team,

SIAD had witnessed a progressive growth from strength to strength and made significant contributions

towards the quality and standard of education at the institution.

We had forged a strong alliance with all those who believe in and share our vision by inviting them to

share with us many projects and activities. This was very evident during the ‘ Festival Kreol” where we

continued to offer an environment conducive to exploring and pushing the boundaries of art

production, experimentation, embracing the intellectual and academic value of the artistic world, and

to collaborate with our stalk holders for the benefit and promotion of the arts. Such opportunities have

provided students with much needed working experience which is one of the main component for the

preparation for the world of work.

Similarly, these opportunities enriched the creative landscape, not only for the students, but also within

the communities where SIAD graduates have gone on to establish their careers. SAID students have

been able to manifest their talents in numerous of ways to make the world a more exciting place live.

SIAD is pleased to cultivate artistic talents and creative expressions as an institution. The need to have

such an education imparts has never been more important than it is now. Such commitment and

dedication requires team work. All the successful results of the students would not have been possible

without the devotion of each and every staff, be it on the management level, the lectures and the

support staff. I wish to thank you all for your commitment.

I take the opportunity to thank everyone for their hard work during 2018 and look forward to a productive 2019. With the right support and framework, I am very certain that SIAD will prosper to greater heights.

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Director’s Statement (Christine Payet)

Our core mission remains firmly that of providing the opportunity to learn and ensure that

graduates are equipped with the necessary skills, attitude and knowledge required for personal

and professional development. As such, to enable them to contribute more productively to our

rapidly knowledge driven economy.

Once again, I reflect on this report with a profound sense of gratitude given that 2018 has been

a year of transition. I would like to thank all lecturers of SIAD including our support staff for

their dedication, support, commitment and due diligence to promote teaching and learning. In

general, our learners have performed better as a result of good team spirit and collaborative

effort.

2018 has also proven to be another eventful year for our institution. We have worked closely

with our partners and key stakeholders to work on different projects. On this note, SIAD

remains determine to use a more aggressive marketing strategy aimed at exposing talents,

innovative ideas and opportunities to sustain creativity and help dispel negative perception

about the arts. It is to be noted that in this globalized environment with limited resources, our

dreams can only come true through partnerships and closer collaboration with other

stakeholders and partners, as recommended in our Strategic Plan 2017-2019.

Therefore, this report is marked by many institutional milestones during the year 2018 starting

with the enrolment of new learners and the introduction of the new selection system which

gives institution greater autonomy in terms of decision making process. This was followed by

the appointment of new members on the SIAD Governing Board, and other achievements and

awards at both national and international level.

Furthermore, I hope this report will provide the readers with greater insights into the work we

have done so far, the challenges we have surmounted and progress made as a result of

collaboration with our partners and community. They have contributed enormously to

effectuate positive changes for our institution.

SIAD is ever grateful to the scholarship scheme award initiative put forward by the government

of Seychelles which supports technical and vocational training, while providing greater

opportunities for our youth.

As I look forward to 2019, I am hopeful that we move into a new landscape which makes

provision for greater integrity, promotes the development of human capacity, supports a more

heterogeneous environment, improves performance and encourages better service delivery.

3

Vision and Mission

Vision

The Vision of the Seychelles Institute of Art and Design is to be an Art and Design training

institution of excellence that is committed to gender equality and meets the needs and

expectations of industry and all learners in terms of quality, creativity, innovation, equal

opportunities and outcomes.

Mission

The Mission of the Seychelles Institute of Art and Design is to promote quality training and

innovative thinking, and respond to the needs of learners and creative industries so as to

provide a valuable learning experience for its learners.

Values

Access and equity

We provide opportunities for training for all irrespective of social status, race, gender, religious

belief, age, disability or academic background. Effort is put to promote equality of opportunity

while discouraging gender and economic inequities which often limit access to training.

Quality

We are committed to employ appropriate strategies and policies which will ensure quality

educational opportunities for all and will meet the skills and knowledge objectives essential for

art and design training.

Healthy environment

We believe in the promotion of a conducive work place environment that commands

responsibilities by all to ensure safety and welfare for all.

Relevance and customer-oriented

We are driven by the needs of our customers and learners, the community and creative

industries, hence training in art and design must be current, flexible and demand-driven.

Sustainability

We are engaged in making use of the right strategies to ensure that the institution is able to

operate and deliver programmes in a cost effective manner.

In so doing we are committed to the promotion and protection of the diversity of cultural

expressions.

Appreciation and respect

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We are committed to ensure learners are exposed to works of art within a broad context of

cultures and époques so as to better understand and appreciate the context and circumstances

in which different works are created and the aesthetic and semantic values behind them.

New technologies

We are engaged in promoting the use of contemporary technologies to facilitate learning; to

develop interest and enhance quality of work and competence in art and design.

5

Overview of the Seychelles Institute of Art and Design

Mandate

The Seychelles Institute of Art and Design currently offers programmes at Certificate, Advanced

Certificate and Diploma Levels. The various programmes on offer are aimed at providing

learners with the necessary knowledge, skills and outlook required for a career in the Visual

Arts. In today’s world various aspects of contemporary life necessitate creative and artistic

people, therefore the institution’s mandate is to prepare and train learners to service the

growing needs of the creative and cultural industries in Seychelles, to create employment and

promote innovative thinking.

Programmes on Offer The Seychelles Institute of Art and Design currently offers 7 programmes at Certificate,

Advanced Certificate and Diploma Level on a full time basis:

Advanced Certificate in Graphic Design (2yrs),

Advanced Certificate in Fashion (2yrs),

Advanced Certificate in Textiles (2yrs),

Advanced Certificate in Fine Art (2yrs),

Certificate in Sewing and Textiles (1 yr),

Certificate in Drawing and Painting (1 yr),

Diploma in Art and Design (3yrs).

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1.0 Key strengths/areas of excellence in line with the Medium Term

Strategy Plan PROGRAMME 6

MEDIUM TERM STRATEGY PLAN, NON-TERTIARY EDUCATION & TRAINING

During the year 2018, priority was given to the development of the following areas as per the

Medium Term Strategy 2013-2017 and Beyond:

1.1 Partnerships and Affiliation with other Institutions Establishing collaborative mechanisms and enhancing partnership with the secondary education sub-sector,

private sector and other sectors in programme review development and delivery.

Engage in partnerships with internal and external stakeholders as well with local and international organizations.

1.2 MEMORANDUM OF UNDERSTANDING BETWEEN SEYCHELLES INSTITUTE OF ART AND

DESIGN WITH THE MAHATMA GANDHI INSTITUTE AND THE RABINDRANATH TAGORE

INSTITUTE OF MAURITIUS.

The Cabinet of Ministers approved for the Seychelles Institute of Art and Design (SIAD) of the

Ministry of Education and Human Resource Development to sign a Memorandum of

Understanding (MOU) with the Mahatma Ghandi Institute and the Rabindranath Tagore

Institute of Mauritius on Thursday November 8, 2018.

The Memorandum is an agreement between the two institutions so that they can set up a legal

framework in order to put in place good teaching practices, capacity building and proper

accompaniment for the learners. This will make provision for both parties to establish areas of

common interest and commits both establishments to work together for the benefit of the

learners, artists and the wider education and artistic communities.

1.3 Signing of MOU between the University Qiongtai Normal University

A Memorandum of Understanding was signed on behalf on the Seychelles Institute of Art and

Design by the Mayor of Victoria Mr David Andre on December 11, 2018 with the Qiongtai

Normal University in China. The Memorandum of Understanding shall include:

cooperation in education, training and research

promotion of staff and student exchanges and

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collaboration in curriculum development in areas common to both institutions.

Please note that the two institutions have previously been engaged in a craft workshop which

was facilitated by both local and Chinese lecturers at SIAD, and which saw the participation of

local artisans.

1.4 Seychelles Institute of Art and Design (SIAD) invitations to visit two universities in India

Director of SIAD was invited by the Vice Chancellor Dr Dutta of the Global Open University

Nagaland in India to be part of a delegation from STA to visit the university during the first week

of December 2018.

In June last year, a meeting was held at the Seychelles Tourism Academy with a delegation from

the Global Open University located in Nagaland State (India). The purpose of the meeting was

to discuss the possibility of signing some form of agreement between SIAD and the Open

University in Nagaland. The university offers two different types of programmes; Open Distance

Learning and Regular Mode. Regular Mode consists of: Department of Fashion Technology and

the department of Hotel Management.

As Director of SIAD, and experience in the visual arts, I found this to be a very good networking

opportunity for the Fashion and Textile Programme, given that the Open University Nagaland

teaches a component of Marketing and Business Administration which is obviously lacking

within our context. Also, it can encourage learners through opportunities to learn, improvise

and grow in respective field in order to develop the technological and business competencies

required, to excel in this ever competitive global environment.

As for the second mission, I got the opportunity to visit the Symbiosis Institute of Design which

offers different programmes in Art and Design at University Level in Pune, India. (Refer to

Appendix 1)

1.5 Chinese Language Classes for SIAD learners by the CONFUCIUS Institute within the UniSEY

A total of 18 learners have successfully completed the Basic Chinese Language, Level 1 in

December 2018. The programme was being conducted by lecturers from the Confucius Institute

on Mondays for all final year learners. The next cohort will start in February 2019.

1.6 Member and Affiliation with Arterial Network Organisation

Arterial Network is a multi-discipline organisation, within which the work of artists, musicians, dancers,

craftspeople, is equally valued, celebrated and promoted. Arterial Network is about making things happen, and the

Seychelles chapter, will seek to apply this vision, through supporting vibrant, dynamic and sustainable practices in

the arts in Seychelles.

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SIAD learners were given the opportunity for a second time to participate in the Annual Arterial

Affordable Arts Fair held at the Eden Blue Plaza Gallery.

1.7 Equity and Access: Diversify, promote lifelong learning and equal opportunities for both gender.

To commemorate the International Women's Day on March 8, 2018, the SIAD's Gender

Committee launched an Art competition whereby learners following the different programmes

were asked to produce an art work to illustrate the theme “A woman I admire”. The theme

gave learners an opportunity to reflect on the qualities that they value in women and the roles

they play in the society.

1.8 Development of a Sexual Harassment Policy for SIAD with the support of the Seychelles

Qualifications Authority and the Tertiary Education Commission.

The development of a Sexual Harassment is subsequent to the accreditation report submitted

in 2017 which makes recommendation for SIAD to have a system in place which can protect its

learners. Work is still ongoing with TEC to finalize the document.

1.9 International Research Symposium UVPA-2018 Colombo

Two Programme Leaders Mrs Merina Albert and Mr Marc Luc were invited to attend a Research

Symposium organised by the University of Visual and Performing Arts (UVPA) in Colombo

beginning of December 2018. This is subsequent to the signing of an MOU in 2017 between

SIAD and the UVPA. The agreement makes provision for the exchange of research papers and

other artistic endeavours. (Refer to Appendix 2)

The symposium entailed mainly presentations on a range of subjects related to art, by speakers

from different countries.

2.0 Quality and Relevance: Improve quality of education and training to meet labour

market needs. Establishing quality assurance mechanisms for the non-university tertiary education

and training sub-sector.

2.1 Accreditation of institution:

SIAD submitted its action plan on a quarterly basis as per the recommendation of SQA with the

intention of achieving full validation status in 2019.

2.2 Provisional Accreditation Status

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The Seychelles Institute of Art and Design was accorded Provisional Accreditation by the

Seychelles Qualifications Authority for a period of one year in November 2017. The institution

has started engaging in the required preparations for the next visit due in April 2019.

2.3 Approval of Unit Standards

Two programmes (unit standards) namely Certificate Sewing and Textile and Certificate

Drawing and Painting have officially been approved by SQA.

2.4 Consolidating the Competency-Based Approach to Training.

I. All seven programmes on offer have received full validation status.

II. Committee has been set up to review all four programmes at Advanced Certificate level

which have passed their validation period of 5 years.

2.5 Job Analysis Workshop (JAW)

The Seychelles Institute of Art and Design organised three Job Analysis Workshops to review

programmes at Advanced Certificate Level with the support of the Seychelles Qualifications

Authority (SQA) during the last quarter of the year 2018. All four programmes at Advanced

Certificate level have passed their validation period and need to be reviewed. Validation period

is for five years as set by the Seychelles Qualifications Authority and the National Qualifications

Framework.

The three workshops were conducted at the institute and facilitated by Ms Hilda Julie from the

SQA.

The aim of the workshop was to obtain information on the various occupations as well as on

the qualities learners must possess in order to practise them effectively. This was done in

consultation with employers in the workplace such as specialized technicians, business people,

trades people and a representative from the Tertiary Education Commission (TEC).

The Job Analysis Workshop was also an opportunity to collect suggestions and inputs

pertaining to our training programmes.

SIAD strongly advocates the engagement and contributions of its key stakeholders and partners

to ensure it achieves full validation status for the proposed programmes.

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3.0 Implementing Capacity Development Intervention Programmes for Staff and

Personnel. Staff development and capacity building: Promote a training culture by providing training

opportunities for staff.

Table 1: SIAD STAFF TRAINING/PROFESSIONAL DEVELOPMENT 2018

Workshop/Training

Name of Staff Responsible Date

Recognition of Prior Learning (RPL) Assessor training

Christine Payet Janese Jules

Seychelles Qualifications Authority

16-20 April 2018

Productivity Concepts Workshop

Michelle Beaudoiun

University of Seychelles

19-20 March 2018

RPL Assessor Workshop

Zoe Chong Seng

Seychelles Qualifications Authority

23-27 April 2018

Entrepreneurship Education Workshop

Marie-Mai Marie MoEHRD 23-27 April

Sensitization Workshop on RPL Marc Luc Seychelles Qualifications Authority

3 August 2018

Course in Executive Development Productivity in Work Places

Marc Luc Merina Albert

The Guy morel Institute

1-3 August 2018

PGCE Training

Marcus Finesse Elsie Agathine Daniel Dodin

UniSEY SITE SIAD

2017-2018

Certificate in Office Management Veronique Bonne

SBSA

2017-2018

Quality Control in Textile Testing short Course

Janese Jules

ITEC INDIA

Oct-December 2018

Table 2: NATIONAL & INTERNATIONAL PARTICIPATION IN EVENTS, EXHIBITIONS AND WORKSHOPS

ACTIVITY NAME RESPONSIBLE MONTH

Workshop with the Department of Public Affairs and Finance

Christine Payet Cinthia Savy Lucie Savy

MoEHRD 27, 28 February 1 March 2018

Workshop- World Bank and DPA Cinthia Savy Christine Payet

MoEHRD 5 March 2018

National Education Conference 2018 “Strengthening Communities of Trust in Our Schools”

Christine Payet

MoEHRD

3 October 2018

Art Exhibition Mouvman Lavi

Daniel Dodin Zoe Chong Seng

Arterial Network Seychelles

October 2018

4

th Edition of FACC 2018 (Festival d’Arts

Contemporains des Comores)

Two learners Amy Chang-Peng-Tive and Lester Lepathy

FACC

October 2018

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Job Analysis Workshop Stakeholders lecturers

SIAD SQA

September-December 2018

Seychelles National Arts Festival 2018 Daniel Dodin Marie-Mai Marie Barry Gertrude Christine Payet

National Arts Council

November 2018

Research Symposium at the University of Visual and Performing Arts in Colombo

Merina Albert Marc Luc

SIAD MoEHRD

December 2018

Seychelles First International Fashion week

Merina Accouche And Learners

International Fashion Week Committee

December 2018

4.0 Infrastructure and facilities: Lobby for a modernized and appropriate infrastructure, facilities and resources. Meetings were

held in October and November 2018 pertaining to the construction of a new school for SIAD

with the Ministry of Education and Human Resource Development and the Department of

Foreign Affairs.

Few maintenance work was carried out on the building during 2018. Approval was granted to re-do (paint) all the floors in Block A.

5.0 Institutional Plan for 2018 in line with the MTS targets

SIAD implemented its strategic plan in 2018 with the support of various stakeholders and

approval of the board as seen in appendix 3.

6.0 Lobby for a safer and healthier working environment

I. Several recommendations were made to promote a healthier and safer working

environment. The Public Health Authority within the Ministry of Health carried out a

health inspection at SIAD following a complaint lodged regarding the presence of fungus

in one classroom as indicated in appendix 4.

II. SIAD has started installing health and safety signs in most rooms/studio space during

2018.

III. Other activities pertaining to cleaning and fumigation of compound were carried out

throughout the year.

IV. Fire drill was conducted in May 2018 with the participation of learners, staff and

support of the Fire Department.

7.0 Promote the institution on the National and International arena

Learners and staff have participated in numerous activities at both national and international

level in 2018.

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8.0 Maintain and upgrade physical resources to promote and facilitate learning. (By

2016, all PSIs will be modernized and have appropriate infrastructure, facilities and resources)

MTS 2013-2017

I. The institution managed to procure and upgrade equipment with the support of the

Ministry of Education (Refer to appendix 5).

II. Other recommendations have been put forward to improve the physical environment of

the institution.

III. SIAD has upgraded internet (broadband) facilities through an agreement with the

Seychelles Cable and Wireless to ensure faster and more efficient communication on a

daily basis.

9.0 Life Skills Talk: Organise life skills talk for both second and first year learners (The current

Learner support system in PSIs is not able to cope with emerging social ills, discipline and

behavioural problems) MTS 2013-17

Various activities were organised for learners during 2018 as indicated below. Our Student

Support Officer has:

1.Organized and coordinated programs jointly with other agencies to help sensitize Learners on

different topics of life, health issues, decision making in careers and others to mention. (Refer

to Appendix 6).

2. Disseminated information through the distribution of information booklets, leaflets,

brochures, posters, etc. on different issues to sensitize learners.

10.0 Main Challenges encountered in 2018

The various challenges and limitations have remained more or less the same since 2012, and

are listed below:

I. More work needs to be done to improve internet connections. An assessment to

determine current weaknesses and re-look at the whole net- working system could help

to improve the situation.

II. The School needs proper fencing and a better security service to try and mitigate on the

number of discipline problems related to truancy amongst learners and vandalism.

III. At present learners enrolled on the Textiles Programme are working in an enclosed

setting instead of open areas. They are using toxin materials on a daily basis which can

be detrimental to their well- being and very likely to have health and legal implications

in the long run. Textiles’ learners should refrain from using wax in an enclosed area to

avoid fatal accidents and fire since the products they are exposed to contain flammable

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materials. The institution needs an open studio with ventilation and adequate fire safety

equipment.

IV. Incomplete work on a canopy built during the second quarter to cater for the Textiles’

Programme. Since the work was partly done, we are still without appropriate worktops,

sink and water facilities to be able to run classes effectively.

V. Installation of fire safety equipment remains a challenge because it was partly done and

not up to the required standard. Water connection is crucial to ensure that the fire hose

can be operated in the event of a fire.

VI. Day and night security officers are still without a proper kiosk facility.

VII. Major work regarding re-roofing and air tightening of windows remain outstanding.

VIII. Despite various recommendations, the project for air tightening of windows was not

executed. Approval was granted by Public Oversight Unit (POU) in 2017 but by

December nothing had been done. The case was presented to POU again in November

2018, but to no avail. The main reason given is that SIAD is getting a new school which

will obviously take ages to materialize.

11.0 Institutional Governance

11.1 SIAD’s governance took a new strategic direction in 2015 in terms of its operating mode

with the establishment and setting up of a governing board, and which makes provision for

greater autonomy as indicated in the Tertiary Education Act 2011. This new model creates a

platform for the allocation of more decision making authority and decentralization as a

governance and management strategy.

11.2 In 2018, a new board was set up with the approval of the Ministry of Education and

Human Resource Development and the guidance of the Transition Committee. The board

managed to hold regular meetings throughout 2018. The following issues were addressed:

I. Signing of MOU between Seychelles Institute of Art and Design and the Mahatma

Ghandi Institute in Mauritius. The document was officially approved by the cabinet of

Ministers in November 2018.

II. Lobby and support the development of a Sexual Harassment Policy for SIAD

III. Approval for the two Programme Leaders to attend a Research Symposium at the

University of Visual and Performing Arts UVPA in Colombo

IV. Approved structure for SIAD which was submitted by the Department of Public Affairs

V. Overseas training for staff in Quality Control and Textile Testing

VI. Approval for Director to visit two institutions in India for future linkages and

partnerships upon invitation

VII. Support for embarking on the process of programme review and job analysis workshop

VIII. Introduction of new board members and expectations

IX. Approval of revised criteria for the Best Five Scholarship Award.

X. Approval for SIAD learners to wear polo T. Shirts designed by KANKAN.

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11.3 Committees

Different committees were set up to provide greater opportunities for staff members to take

leadership roles and contribute in the decision making process.

12.0Academic Performance

12.1 Learner enrolment

A comparative statistical summary of attendance for the various Programmes on offer

(January- December 2018) is given at Table 3

Year

Programmes Learner Population Jan/February 2018

Total Number

Learner Population December 2018

Total Number Of Dropouts

Total Number of Learners

Male Female Male Female

1 Adv Certificate Graphic

5 6 11 4 6 1 10

2 Adv Certificate Graphic

4 8 12 4 8 0 12

1 Adv Certificate Fine Art

4 3 7 3 2 2 5

2 Adv Certificate Fine Art

3 7 10 3 7 0 10

1 Adv Certificate Fashion

0 8 8 0 7 1 7

2 Adv Certificate Fashion

0 9 9 0 9 0 9

2 Adv Certificate Textile

0 6 6 0 6 0 6

1 Cert Sewing & Textile

0 9 9 0 8 1 8

1 Cert Drawing & Painting

5 6 11 3 6 2 9

3 Diploma Art & Design

8 11 19 7 11 1 18

29 73 102 24 70 8 94

The percentage of female learners (72%) enrolled at SIAD in 2018 remains dominant despite 1%

less compared to 2017 as seen at table 1, thus creating a gender imbalance. Male learners

(28%) are still not opting for the Fashion and Textile Programmes which is a point of concern. As

stated in the previous reports, a more aggressive campaign is required to change mind set and

general perceptions about Fashion and Textile. As such, this will encourage more male learners

to gain access to these subjects and provide them with wider choices in the visual arts while

promoting gender equity.

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The highest number of dropouts per gender recorded for 2018 were male compared to

previous years. Out of seven learners who left last year, five were male learners. It is clear that

boys tend to experience greater difficulties to cope with the demands of the programme.

Learner Attrition

Chart: 1

The attrition percentage throughout 2018 was 8 %. Not much improvement compared to 2017

Compared to previous years, the number of dropouts amongst female leaners have gone down.

A total of 3 female learners compared to 5 male learners as indicated above. Amongst our male

dropouts, most of them have resigned as a consequence of social problems forcing them to

seek for employment.

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Chart: 2 Illustrates GCE A Level Art and Design results

12.2 A LEVEL ART RESULTS FOR THE SEYCHELLES INSTITUTE OF ART AND DESIGN

SIAD recorded a 92% pass rate for the International GCE Cambridge A Level Art and Design

Exam. Compared to previous years, more learners were selected to take the exam.

12.3 Learners’ Performances throughout 2018

Table 4: Number of graduates as per the different programmes

Programme Number of graduates scoring Credits

Number of Graduates scoring Passes

Number of graduates who will obtain an attendance certificate or certificate at level 3

Diploma Art and Design 10 8

Advanced Certificate in Fashion 1 7

Certificate in Sewing and Textile 1 7 1

Certificate in Drawing and Painting 1 7

Advanced Certificate in Fine Art 1 7 1

Advanced Certificate in Textile 0 6

Advanced certificate in Graphic Design 2 10

Certificate in Fine Art 1

16 53 2

TOTAL

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Table 5: Seychelles Institute of Art and Design (SIAD) Graduates Information

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Number of learners enrolled initially

Number of Learners completed

Number of Learners graduated

Number of drop outs

Programme Names Duration Male

Female

Male Female

Male Female

Male Female

Certificate in Drawing and Painting

1 Year 5 6 3 6 3 6 2 0

2 learners resigned

Certificate in Sewing and Textile

1 Year 0 10 0 8

0 8 0 1

1 student has failed 1 student resigned

Advanced Certificate in Fine Art

2 Years 3 7 3 7

1 7 0 0

1 student will graduate at certificate level 1 student has failed to pass most of the units taught.

Advanced Certificate in Fashion

2 Years 0 8 0 8 0 8 0 0

Advanced Certificate in Graphic Design

2 Years 4 8 4 8 4 8 0 0

Advanced Certificate in Textile 2 Years 0 6 0 6 0 6 0 0

Diploma Art and Design 3 Years 8 11 7 11 7 11 1 0 1 student resigned

Total 20 55 17 54 15 54 3 1

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12.4 As indicated in table 4 and 5, a total of 69 learners who have followed full time

programmes at SIAD are expected to graduate in April 2019. Two learners will receive an

attendance certificate. As indicated in table 4, sixteen graduates have obtained Credits. One

learner who have followed the Advanced Certificate Programme in Fine Art and who did not

achieve the number of credits required for the award, will graduate at certificate level.

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12.5 The following intervention measures were implemented to ensure that learners who

have not performed on the required standard can progress successfully and at their own

pace.

As per the assessment policy, learners were permitted to repeat, resit or resubmit assessment

tasks that constitute a fail grade for the course/unit. More learners were granted a

supplementary resit assessment in a failed overall assessment for the different units/courses.

(Repeat, resit and resubmission ‘Assessment Policy). Learners were encouraged to re-sit for failed units and

this information was reiterated during meetings with management staff.

Learners considered as boarder line cases were placed on a probation period of six months.

During 2018, SIAD introduced a mentoring programme especially for those learners having

difficulties to cope with their studies.

12.6 Compared to the previous cohort, 81% of learners who were following full time

programmes at certificate level and who have applied for an advanced certificate programmes

have been successful (Refer to Appendix 7). A big improvement compared to previous cohorts.

This is an indication that more learners are able to progress successfully from one level of

studies to the next.

The majority of learners were qualified for promotion to second year (83%) last year because

they performed well.

As for learners opting for the Diploma Programme, 58% of applicants have met criteria for the

programme (Appendix 8). The rest have either scored only passes or have not applied for the

programme.

12.7 The various programmes on offer also support the development of transferable skills.

These skills include the ability to communicate well, process information effectively and

encourage more critical thinking as to adapt and cope with future changes, increasingly

required in most workplaces these days. We strongly believe that since art is described as

subjective, these transferable skills can be of great benefit to our graduates later on.

12.8 2017 Graduate

Five learners who were qualified for the Scholarship Scheme Award left the country last year to

pursue their studies in Art and Design as seen in Appendix 9.

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13.0 Resources

13.1 Human resources

Number of teaching staff with degree, MSC, plus number with none of the two.

No Qualifications Quantity

1 Diploma 1 & 2 6

2 Bachelor’s Degree 11

3 Masters 3

13.2 Instructional staff population was 20

13.3 Staff attrition academic and support

To ensure that the various programmes are taught in a timely and appropriate manner, SIAD

sought for part-timers. Areas which required part timers in 2018 were: Related Study, Health

and Safety and Soft-furnishing.

Mrs Romina Jules joined SIAD as an Office Assistant in October 2018

13.4 Staffing requirement – academic and support

Request for new posts as per the approved structure was made in 2018 as seen in appendix 10.

13.5 Other staff requirement

SIAD’s requirement will change as per the new structure after pronouncement was made by

the head of state to give all institutions full autonomy. A new structure was proposed and

revised with the consent of the Board in 2018.

1 office assistant (for Studies Coordinator and Programme leaders)

Administrative Manager

Quality Assurance Officer

Registrar

Site and Facilities Manager

Deputy Director

13.6 STAFF WELFARE

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Changing and storage Rooms

No room deemed appropriate to store cleaning and other related supplies required on a

daily basis.

SIAD does not have a common staffroom

SIAD needs to lobby for the construction of a kiosk for Day Security.

13.7 TRAINING PLAN (support staff)

SIAD has submitted a training plan to the Human Resource Officer in November 2018 as seen in

appendix 20.

13.8 Staff training and workshops conducted during the year 2018

Three lecturers have successfully completed the PGCE Programme in 2018.

Mr Barry Gertrude has completed a Bachelor’s Degree at the Mahatma Ghandi Institute in

Mauritius with First Class Honours Degree.

Two Programme Leaders have successfully completed a short training in Leadership at the Guy

Morel’s Institute.

Ms Janese Jules was selected to embark on a short course training in India (ITEC) from October

to December 2018 in Quality Control and Textile Testing.

14 Learner Support Services

14.1 Career guidance activities for learners - what material was developed, how often was it

conducted to whom?

Careers talk was carried out in all secondary schools accompanied by power point

presentations and leaflets to provide information on the different courses on offer. This is done

on annual basis with the assistance of the Career’s Guidance Section within the Ministry of

Education and Human Resource Development.

14.2 Induction at SIAD

An induction programme was carried out beginning of last year to provide relevant information

to both parents and learners joining the Seychelles Institute of Art and Design. The

management and staff of Seychelles Institute of Art and Design welcomed 47 new learners at

SIAD in February 2018 (appendix 19).

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Both learners and parents were formally introduced to staff members and campus life. Other

information related to student support services were communicated to our audience who in

return had the opportunity to ask questions for clarifications.

The main focus was on the following:

General Introduction: Staff and Programmes on Offer

Bursary Application Form

Student Support Services (SPTC Bus Services)

SIAD Uniform

Code of Conduct/ Learner Handbook (absenteeism, attire, assessment procedures etc.)

Course choices

Change of Contacts and few others.

SIAD invited a representative from the Agency for Social Protection of the Social Affairs

Department, Mrs Cecile Chang-Leng to provide clarifications on the bursary application

procedures.

14.3 Financial Aid Available For Learners

All learners are entitled to receive a monthly bursary allowance from the Agency for Social

Protection.

Allowances

Regarding allowance paid by the Agency for Social Protection in 2018, only first year learners

were asked to fill out an application form to obtain financial assistance. Application forms were

handed out to learners during the induction meeting. Learners were encouraged to complete

forms as per procedures set by the ASP, and to submit their forms as early as possible to avoid

inconveniences. For second and third year learners, SSO was requested to submit list of

learners promoted to the next level of studies in order to reactivate their allowances.

14.4 School Bus Services

There have been disruptions in the bus services provided throughout the year 2018, causing

much delays for both learners and staff. For example, bus drivers leaving the school compound

before the scheduled time (3.15pm), causing everyone to drop everything and rushing to catch

their ride home.

SSO tried maintaining close working relationship with the Seychelles Public Transport Company

(SPTC) to try and mitigate on the number of problems. However, despite all the

communications, SPTC experienced difficulties in maintaining consistency in the service

provided.

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Bus passes are issued to all full time learners upon registration.

14.5 Uniform

Provision was made to assist learners who could not afford to buy uniforms upon registration. It

is to be noted that these learners benefitted from the special welfare programmes (Dedicated

Funds) at secondary level.

14.6 Work Based Experience

All learners following a full time programme at SIAD must complete the WBE unit. The institute

ensures that all learners go for work attachment for at least 8 weeks depending on the level of

programme they are following.

14.7 The following procedures are used before and during work attachment:

1. Identification of work places

2. Issuing of letters to different work places

3. Induction (Location of work places, Use of log book, WBE info booklet)

4. Signing of Contract

5. Monitoring visits by Staff

6. Assessment form

7. Diary or work journal for documenting daily experiences

8. Summary

Learners embarking on work attachment are closely monitored not solely by lecturers but

Learner support officer and other management staff who visit them regularly. It seems that

every, more employers are willing to accept learners for WBE in their work places. We have put

in place a more effective monitoring system which allows lecturers to visit leaners on a more

regular basis and to also facilitate communication with their immediate supervisors. Our

learners continue to perform better every year.

14.8 Learners’ participation in different activities at both national and international levels

The Seychelles Institute of Art and design has remained very active in terms of its participation

in numerous activities at both national and international level as seen in appendix 11.

14.9 Learner Council

The Learner Committee re-elected new members beginning of the year as indicated in the

terms of reference. Ms Natty Radegonde was elected as the new chairperson.

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For a second consecutive year, the committee experienced great difficulties to meet on a

monthly basis to deliberate on issues affecting learners in their studies.

15.0 Learner issues addressed by SSO

15. 1 Attendance and punctuality: Some learners were still arriving late in the morning due to

bus problems reported in certain districts.

15.2 Attire: This remains a major problem because some lecturers have different

interpretations and perceptions as to what constitute an appropriate attire.

15.3 Other services provided by SSO

Counselling sessions conducted for learners as stated in appendix 12.

Learners who require specific advice or counselling were able to see Learner’s Support

Officer (SSO). It is worth noted that learners at this age stage (post-secondary) will not

deliberately come forward to divulge or talk about personal issues, unless the situation is

pressing or precipitated by another factor or event.

Awareness session on a range of topics/subjects

Provide additional information on the different services available (appendix 18)

Assist learners wishing to join the world of work with information on the Skills

Development Programme or Skills Acquisition Programme.

Work in close collaboration with the Youth Hostel to address issues affecting Praslin and

La Digue learners in a timely manner.

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15 Engagement with Community

16.1 Engagement with community

I. The Seychelles Institute of Art and Design participated in the first International Fashion

Week held in November-December 2018. An opportunity for our future designers and

staff to work with world renowned designers.

II. SIAD submitted designs concepts for staff uniform with the AVANI Management during

an official launching of the project/exhibition in April 2018. Unfortunately, the second

stage of the project was not materialized because AVANI did not keep its commitment

in supplying the institution with the necessary materials for sewing.

III. Youth Beat Televised Programme on SBC featuring SIAD learners. Our learners won

second prize (runners up trophy).

IV. Radio interview with Dr. Heike Braun from Germany regarding the institution and art in

Seychelles

V. Yoga Day Session with the support of the Indian High Commission facilitated by Dr

Latita.

VI. Supported the Ministry of Education, Curriculum and Assessment Unit, to provide venue

to conduct training for secondary school teachers engaged in the teaching of the Art

IGCSE international exam.

VII. Conducted three Job Analysis Workshops with the support of industry people and other

stakeholders’ e.g TEC & SQA.

Table 6: Report on Memorandum of Understanding activities throughout 2018

MOU

ACTIVITIES DATE

1 National Arts Council and the Seychelles Institute of Art and Design

Art Workshop for Learners conducted by professional local artists. Payment of airfares and per dium for two learners to participate in an international art workshop in the Comoros. Main sponsor for the Graduates Art Exhibition Special WBE Programme for D3 learners during the Seychelles Arts Festival Sponsored one graduate during SIAD’s Graduation Ceremony Engagement of SIAD on other committees Collective Strategies for the promotion of the Arts and Culture.

August-September 2018 October 2018 May 2018 July-August 2018 April 2018 October 2018

2 Seychelles Constance Ephelia Resort and the Seychelles Institute of Art and Design

Book illustration project for children. Sponsorship for Graduation

Ongoing

3

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University of Performing and Visual Arts, Colombo, Sri Lanka (UPVA) and the Seychelles Institute of Art and Design

Two Programme Leaders attended a Research Symposium held at the UVPA upon invitation.

December 2018

4 Mahatma Ghandi Institute and SIAD

MOU has officially been approved by the Cabinet of Ministers.

November 2018

5 Qiongtai Normal University, People’s Republic of China and SIAD

MOU was officially signed by the Mayor of Victoria Mr Andre on behalf of the SIAD.

December 2018

16.2 Exchange Visits

Director was invited to visit two art institutions in India in December in 2018 with the support

of the Ministry of Education and Human Resource Development and SIAD Governing Board.

16.3 Major events undertaken throughout 2018.

Graduation ceremony

Open day

Women’s Day /Men’s Day Activities

Parents Consultation Meetings

Graduation Art Exhibition

17.0 Finance and Budget

The Overall budget allocation for SIAD was somehow adequate for the year 2018 as seen in

appendix 13.

The President’s pronouncement on institutional autonomy which came into force in 2018

brought few changes at PC Level in terms of greater accountability and transparency in the

manner in which money is being spent. The Ministry of Education and Human Resource

Development introduced a cluster system which makes provision for an assistant accountant to

work closely with our institution. Despite few delays, money allocated to the institution was

spent accordingly as seen in appendix 14.

SIAD submitted its budget proposal for the year 2019 in June 2018 as per the instruction of the

financial division within the Ministry of Education and Human Resource Development.

17.1 JUSTIFICATIONS PROVIDED FOR SIAD 2018 BUDGET (refer to appendix 15)

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18.0 REPORT FOR 2017 - ADMINISTRATION

18.1 Budget and financing

The institution procured equipment and materials for the different programmes on offer to

ensure that the various units were taught in a timely and appropriate manner.

SAID managed to generate funds for its suspense account mainly from sales of art work and

renting of facilities (Refer to Appendix 21, 22)

SIAD received SCR 40,000/- from the Seychelles Women Trust Fund to sew cotton bags. All

profits will go to the institution.

Worked in collaboration with the new Director L’Alliance Francaise Mrs Emily Motu on a new

project to secure Funding for a photography workshop.

18.2 PHYSICAL RESOURCES

This has remained more or less the same as in previous years.

19.0 Service Delivery

Table 7: Measures taken to improve service delivery in 2018 and level of success in implementation.

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Proposed actions taken to improve service delivery

Remarks

1 Ensure adequate staffing (full and part time) for effective course delivery

Part time lecturers were recruited to teach Soft furnishing, Health and Safety, Related Study and Media and Techniques. An English Lecturer was appointed in post in 2018.

2 Setting up of different Committees The composition of the different committees were reviewed to encourage more lecturers participate in the decision making process and take leadership roles.

3 Maintain and upgrade physical resources to promote and facilitate learning

Some maintenance work was carried out despite budget constraint and inadequate funding. Approval was granted to re-do all the floors in block A.

4 Establish areas of priority where training is needed for staff

Office Assistant did training in Office Management for upgrading purpose Three Lecturers completed PGCE training with UNISEY and SITE Two Programme Leaders undertook training in Leadership with the Guy Morel Institute. A training plan was submitted to the Human Resource Department in November 2018. Two lecturers followed the RPL Assessor Workshop organised by the SQA.

5 Ensure adequate materials, resources and facilities for course delivery

An assortment of materials, resources and equipment were procured in 2018.

6 SIAD’s Website Up and running despite not much funding to maintain it on a regular basis.

7 Creation of Facebook Page to market the institution Up and Running

8 Creation of a WhatsApp Group Staff can be updated faster on issues pertaining to teaching, learning and other activities worth reporting taking place at SIAD.

9 Circular Memo File in the Library for Staff Staff can have access to a wide range of documents e.g. circular memos, speeches, cabinet papers, budget update etc.

10 Introduction of a Mentoring Programme for learners Enable more learners succeed in their studies and used as an intervention mechanism.

11 SIAD’s Newsletter To provide information and updates to stakeholders pertaining to various activities taking place at SIAD.

12 End of Semester Survey Seek learners’ views on the day to running of the institution for recommendations.

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20.0 Measures planned/anticipated for 2018 and factors considered necessary for

SIAD successful implementation

Make available appropriate, adequate and quality facilities and equipment for the

successful implementation of the different programmes.

Strengthen existing intervention programme that enables as many leaners as possible to

progress successfully through the programmes they are enrolled in.

Seek for local and international partnerships and linkages with prestigious institutions.

Work jointly with SIAD Governing Board to improve governance, transparency and

accountability

Use different strategies to market the institutions (website, brochure, events and

publicity, media coverage etc).

Use different strategies to continuously improve communication and service delivery.

Establish areas of priority where training is needed for staff (training plan).

Upgrade and maintain physical resources to promote a safer and more conducive

working environment.

Make provision for life - long learning to meet the needs of industry through part time

courses.

Organise Life skills talk for first, second and third year learners to broaden their

knowledge on a range of subjects crucial for their well- being.

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20.0 Conclusion

In 2018, SIAD managed to address some of the challenges pertaining to teaching and learning

through the implementation of its strategic plan and recommendations put forward by the

accreditation team in 2017. As such we welcomed the reform programme at tertiary level

which makes provision for the decentralization and autonomy of institutions. Despite work still

in progress and concerns regarding new posts allocated to the institution, we believe that the

new structure will enable greater academic freedom, promote diversity and equity.

The effective implementation of the various programmes on offer and processes in place to

start reviewing their content, will enable SIAD to better respond to the Tertiary Education Act

and the various recommendations put forward by SQA. However, there is still room for

improvement when it comes to delivering on a higher standard as a result of inadequate

funding, human resource issues, poor infrastructure and other support system in place. At this

juncture, SIAD needs a new school with appropriate infrastructure to better respond to labour

and market needs.

As for partnership and linkages, SIAD obtained the approval of its governing board to sign two

MOUs for the exchange of undergraduate and postgraduate learners, exchange of academic

information and materials, participation in arts residency programmes and workshops and

other agreed academic exchange and cooperation programmes, including conducting of short

courses for capacity building. Through our MOU engagement, SIAD was able to send two

learners to the Comoros to participate in the 4th International Art Festival. As such, with the

signing of the MOUs, we strongly believe that partnerships which is often perceived as mutually

beneficial and mutually reinforcing will accord cultural exchanges crucial for exposure.

Arguably, these exchanges have proven to promote a more diversified and collegial

environment whereby lecturers can also share good practices crucial for teaching and learning

to enable our young people to eventually better understand the concept of the creative

industries.

For SIAD, it has been another very engaging year when it comes to attending and participating

in various workshops. Given that teaching is seen as a profession, it is important to note that it

is also a form of public service. Lecturers should obtain and maintain expert knowledge and

specialized skills through rigorous and continuous studies throughout their teaching careers.

On a final note, the institution has worked closely with its new governing board to ensure that

various issues are addressed and recommendations put forward to uphold teaching and

learning. We are indeed very grateful to the board’s contributions throughout 2018 for its

ongoing support and strategic direction.

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9.0 Annexes

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