technical guidelines for quarterly performance reporting … fet colleges/monitoring and...
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TECHNICAL GUIDELINES
for
QUARTERLY PERFORMANCE REPORTING
by
TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES
Technical Guidelines – Quarterly Performance Reporting Page | 2
TABLE OF CONTENTS
GLOSSARY OF ACRONYMS AND KEY TERMS ................................................................................................................... 3
1. INTRODUCTION AND PURPOSE .................................................................................................................................. 4
2. GUIDELINES FOR THE COMPILATION OF QUARTERLY PERFORMANCE REPORTS ........................................... 5
2.1 THEME 1: GOVERNANCE AND MANAGEMENT .................................................................................................................. 5
2.2 THEME 2: GROWTH, EXPANSION AND ACCESS ............................................................................................................... 7
2.3 THEME 3: SYSTEM EFFICIENCY ..................................................................................................................................... 9
2.4 THEME 4: ACADEMIC QUALITY & SUCCESS .................................................................................................................. 11
2.5 THEME 5: PARTNERSHIPS ........................................................................................................................................... 15
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GLOSSARY OF ACRONYMS AND KEY TERMS
APP Annual performance plan
Baseline The status quo, usually statistically stated, that provides a point of comparison for future
performance.
COS Centres of specialisation
Data Facts or figures - information consists of data presented in a context so that it can be applied or
used.
Data Source Records or source for the information to be sourced in order to be reported
Elements Categories of data or information
Evaluation
Time-bound and periodic exercise that seeks to provide credible and useful information to
answer specific questions in order to guide decision making by policy makers, managers.
Evaluation may assess relevance, efficiency, effectiveness, impact and sustainability
Evidence for
Verification Evidence against which the reported information can be verified and validated
HE Higher education
Indicator
Quantitative or qualitative variable that is used to assess the achievement of results in relation to
the stated goals/objectives. The objectives of indicators are to measure progress and
achievements; clarify consistency between activities, outputs, outcomes and goals; ensure
legitimacy and accountability to all stakeholders by demonstrating progress; and assess project /
programme and staff performance.
Method of
Calculation Explanation of how the figures or numbers for reporting are calculated
MIS Management information system such as colleges data systems, e.g. COLTECH, Its DB 2000
etc.
MOA Memorandum of agreement
Monitoring
Involves collecting, analysing and reporting data on inputs, activities, outputs, outcomes, impacts
and external factors to support effective management and achievement of aims. Monitoring
provides managers, decision makers and other stakeholders with regular feedback on progress
attained, implementation and results as well as early indicators of problem detection and
correction.
Monitoring and
Evaluation System
Organisational structure with management processes, standards, strategies, plans, indicators,
information system, reporting lines, timelines and accountability specifications.
MOU Memorandum of understanding
NATED National Technical Education curriculum, which includes the Report 191 programmes (N1-N6).
NC(V) National Certificate (Vocational) qualification at NQF levels 2-4.
OPS Operational plan
PSET Post-school education and training
SO Strategic objective
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SP Strategic plan
SSS Student support services at TVET colleges
T&L Teaching and learning with all its supporting activities at colleges.
TVET Technical and vocational education and training
TVETMIS TVET Management Information System - national unit record data system
VCET Vocational and Continuing Education and Training and is the Branch responsible for
administration of the TVET colleges is located
WIL Work integrated learning, which is the broader term for all work placement activities.
WPBE Workplace-based experience or exposure
1. INTRODUCTION AND PURPOSE
Monitoring and evaluation (M&E) and quarterly performance reporting flow from the M&E activities and outputs outlined in the
approved M&E framework, i.e. Monitoring and Evaluation and Reporting Framework for TVET College Performance. The
framework outlines the indicators for achievement or progress in terms of the 5 themes listed below. The revised framework
for data reporting and monitoring, introduced in 2015, expanded the new set of indicators which to be measured and monitored
through the usual quarterly reporting cycle.
1. Governance and Management;
2. Growth, Expansion and Access;
3. Systemic Efficiency;
4. Academic Quality and Success; and
5. Partnerships.
Each theme relates to individual M&E plans with specific activities of the different chief directorates in the Vocational and
Continuing Education and Training (VCET) Branch. In the end all M&E progress reporting is collated in a national M&E report
(or a similar comprehensive report) so as to reflect TVET College performance.
These guidelines are aimed at assisting TVET Colleges to provide reliable and verifiable data to the Department and to comply
with reporting standards. The availability of reliable data is a critical part of the planning framework for TVET colleges and
enables the Department to monitor and report on performance of colleges at stipulated times and identify areas of support
required by colleges.
In this regard a web-based reporting instrument was developed for capturing of TVET colleges’ quarterly reports. The web-
based reporting instrument will also be used as a means of recording and reporting on information required by National
Treasury and the Auditor-General. The timeframes for submission of reports and regulation of the website (opening and
closing) are indicated in the table below. Verification of reported performance will be verified and validated.
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SUBMISSION DUE DATES
QUARTER ACADEMIC CALENDAR
YEAR
SUBMISSION DUE DATES
FOR COLLEGES
CLOSING OF WEBSITE OPENING OF WEBSITE
1 1 January – 31 March 31 March 10 April 30 April
2 1 April – 30 June 30 June 10 July 30 July
3 1 July – 30 September 30 September 10 October 30 October
4 1 October – 31 December 15 December 20 December 31 January
2. GUIDELINES FOR THE COMPILATION OF QUARTERLY PERFORMANCE REPORTS
The technical guidelines provide information regarding the key performance indicators, elements, sources of the data, method
of calculation and means of verification for each theme in the M&E and reporting framework. In addition, guidelines to
complete the web-based reporting template are provided.
EXPLANATION OF KEY TERMS
o Key Performance Indicator – a description of what is being measured;
o Elements – how the data should be categorised for ease of analysis;
o Data Source – records or source for the information to be sourced in order to be reported
o Method of Calculation – explanation of how the figures or numbers for reporting are calculated; and
o Evidence for Verification – evidence against which the reported information can be verified and validated.
2.1 THEME 1: GOVERNANCE AND MANAGEMENT
Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
Governance and
Management 1
% compliance
with governance
standards
Efficiency and
effectiveness of
governance
structures
Evaluation reports on
council performance
and compliance with
standard procedures
[Refer to Notes]
Compliance rating /
scoring, yielded by
utilising the
evaluation tool,
expressed as
percentage
Evaluation reports on
council performance
and compliance with
standard operating
procedures
Governance and
Management 2
% functionality of
college councils
Efficiency and
effectiveness of
the college
council
Evaluation reports on
council performance
and compliance with
standard procedures
Compliance rating /
scoring, yielded by
utilising the
evaluation tool,
expressed as
percentage
Evaluation reports on
council performance
and compliance with
standard operating
procedures
Governance and
Management 3
Number of
adopted and
implemented
college policies
Efficiency and
effectiveness of
the college
council
Council minutes and
resolutions, college
policies and quality
management system
(QMS)
Count of policies
adopted and
implemented during
the quarterly
reporting period
Register of college
policies
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Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
Governance and
Management 4
Number of
college statutes
developed by
councils
Efficiency and
effectiveness of
the college
council
College statute Count of statutes
developed and
adopted during the
quarterly reporting
period
College statutes
Governance and
Management 5
Number of
strategic and
operational plans
(i.e. SP, APP,
OPS) developed
within stipulated
timeframes and
implemented
College planning
& strategic
steering
Approved and signed
off college plans
Count of plans
approved by target
dates
Strategic,
performance and
operational plans
captured on data
planning system +
submitted hard
copies to the
Department
Governance and
Management 6.1
% compliance
with national
policy by college
examination
centres
Management of
examinations and
assessments
(E&A)
Compliance rating in
monitoring reports
issued by E&A Chief
Directorate [Refer to
Notes]
Compliance rating /
scoring, yielded by
utilising the
compliance
monitoring tool,
expressed as
percentage
Monitoring reports
issued by E&A Chief
Directorate
Governance and
Management 6.2
Number of
college
examination
centres that are
100% compliant
with national
policy
Management of
examinations and
assessments
(E&A)
Compliance rating in
monitoring reports
issued by E&A Chief
Directorate [Refer to
Notes]
Count of college
examination centres
that are 100%
compliant with
national policy
Monitoring reports
issued by E&A Chief
Directorate
GOVERNANCE AND MANAGEMENT - NOTES AND EXPLANATIONS
1. Governance Standards and Evaluation of Efficiency
Councils of TVET colleges must comply and operate within a set of standards as articulated in the Council Operating
Procedures that was distributed. In addition, an evaluation tool for self- and external evaluation will be developed in order to
measure compliance and efficiency of the council.
2. Compliance with Examination Policies and Standards
Examination centres of colleges must to comply with the following standards and policies:
(i) Registration of examination candidates;
(ii) Invigilation;
(iii) Marking of papers;
(iv) Continuous assessment;
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(v) Conduct of examinations;
(vi) State of readiness to conduct examinations; and
(vii) Submission of data.
Note: An average rating must be calculated to report on the percentage compliance.
2.2 THEME 2: GROWTH, EXPANSION AND ACCESS
Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
Growth,
Expansion and
Access 1
Total number of
registered
students
(headcount)
Enrolments and
growth
Headcounts on
college MIS
(COLTECH, ITS etc.)
Count of total student
headcounts enrolled
for reporting period
College MIS printout
and enrolment forms;
Enrolment,
monitoring and other
reports
Growth,
Expansion and
Access 2
Total number of
registered
students
(headcount) in
different modes
[Refer to Notes]
Enrolments and
growth
Headcounts on
college MIS
(COLTECH, ITS etc.)
Count of total student
headcounts enrolled
in different modes for
reporting period
College MIS printout
and enrolment forms;
Enrolment,
monitoring and other
reports
Growth,
Expansion and
Access 3
Number of new
college entrants
(headcount)
Enrolments and
growth
Headcounts on
college MIS
(COLTECH, ITS etc.)
Count of total
number of new
college entrants
headcounts for
current academic
year or reporting
period against the
previous year
College MIS printout
and enrolment forms;
Enrolment,
monitoring and other
reports
Growth,
Expansion and
Access 4
Number of
enrolled students
(headcount)
receiving
bursaries
Bursary
management and
access
Register of bursary
recipients received
from NSFAS
Count of enrolment
headcounts receiving
bursaries within the
reporting period
College MIS printout
and enrolment forms;
Processed letters of
payment from
NSFAS;
List of NSFAS
bursary beneficiaries
Growth,
Expansion and
Access 5
Number of
registered
students
(headcount)
accommodated in
college-
Student
accommodation
Register of college
accommodation /
residences and
number of beds
available for students
Count of beds
occupied in college-
administered
residences within a
given reporting
period
College MIS printout;
Register of college
accommodated
students and
accommodation
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Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
administered
residences
(1 bed = 1 student)
[Refer to Notes]
Growth,
Expansion and
Access 6
Number of
registered
students
(headcount)
accommodated in
other
accommodation
types
Student
accommodation
Register of students
accommodated in
other residences
Count of registered
students
accommodated in
other
accommodation
types within a
reporting period
[Refer to Notes]
List / Register of
students
accommodated in
other non-college
residences or
accommodation
Growth,
Expansion and
Access 7
Number of new
infrastructure built
[Refer to Notes]
Infrastructure
expansion and
access
Completed and
signed off
infrastructure
projects
Count of total
completed new
facilities built in each
category during the
quarterly reporting
period
Completion and
hand-over certificates
and reports
Growth,
Expansion and
Access 8
Number of
existing facilities
refurbished or
upgraded
Infrastructure
maintenance &
upgrading
Completed and
signed off
infrastructure
projects
Count of total
completed
refurbishment of
existing facilities in
each category during
the quarterly
reporting period
Completion and
hand-over certificates
and reports
GROWTH, EXPANSION AND ACCESS- NOTES AND EXPLANATIONS
1. Modes of Delivery
The various modes utilised by the college in terms of delivery of teaching and learning are reported on. These modes include:
(i) Face-to-face (or direct contact) tuition;
(ii) Distance learning (learning is delivered over a distance via correspondence and/or with limited contact hours);
(iii) Open or Online learning (may be similar to the model in (ii), but usually refers to a computer-based teaching and
learning system);
(iv) Any other (an explanation must be given of another means of delivery not accounted for in (i) to (iii) above).
2. College-administered Residences and Other Accommodation Types
(i) College–administered accommodation: These types of accommodation include acceptable and liveable residences
or other accommodation on college premises. Premises could be rented campus accommodation facilities, but access
to and accommodation in the premises is administered by the college.
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(ii) Non-college–administered accommodation: These types of accommodation include accommodation types
where access to and accommodation in the premises is NOT administered by the college, e.g. rented sites off-
campus etc.
3. Infrastructure Categories
(i) Theoretical facilities: Refer to classrooms with student desks and chairs. This facility may serve a dual purpose.
(ii) Practical facilities: Refer to Engineering and other workshops, simulations rooms, kitchens and restaurants, hair and
beauty salons, science and computer laboratories or any other facility to conduct practical or simulated workplace
learning and/or training.
(iii) IT infrastructure: Refers to installation of local area networks (LAN) and wide area networks (WAN) at college sites.
2.3 THEME 3: SYSTEM EFFICIENCY
Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
System
Efficiency 1
Number of
unqualified
financial audits
Compliance and
efficiency of
financial systems
Audited annual
financial statements
by Auditor-General
and/or college
appointed external
auditors and reports
issued
Count of unqualified
audits during the
quarterly reporting
period
Audit reports
System
Efficiency 2
Number of
student
registration and
enrolment
monitoring and
verification
evaluations in
which
requirements are
met
Student
registration and
enrolment
management
Enrolment monitoring
and verification
evaluations and
reports
Count of student
registration and
enrolment monitoring
and verification
evaluations in which
requirements are met
[Refer to Notes]
Enrolment monitoring
and verification
reports
System
Efficiency 3.1
Number of
college staff
qualified
(obtaining
qualification)
[Refer to Notes]
Human resource
development
(HRD),
specifically
management and
lecturer
development
HRD training plan Count of lecturers,
management and
support staff that
obtain a qualification
during the quarterly
reporting period
Certificates of
competence or
qualification;
Signed training
registers
System
Efficiency 3.2
Number of
college staff
trained (shorter
accredited or
Human resource
development
(HRD),
specifically
HRD training plan Count of lecturers,
management and
support staff that
have been trained
Certificates of
competence or
qualification;
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Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
non-accredited
courses [Refer to
Notes]
management and
lecturer
development
during the quarterly
reporting period
Signed training
registers
System
Efficiency 4
Number of vacant
posts filled
Staff
establishment
Register of college
vacancies and
appointments
Count of vacant
posts filled at the
college during the
quarterly reporting
period
Appointment or
contract letters;
Contractual
agreements;
Evidence relating to
recruitment and
appointment process
System
Efficiency 5.1
% occupation of
T&L facilities
Capacity of T&L
facilities
College operational
plan
Occupation rate
expressed as a
percentage [Refer to
Notes]
Attendance registers;
Operational plan
(seating capacity)
System
Efficiency 5.2
% utilisation of
T&L facilities
Optimal utilisation
of T&L facilities
(hours of use)
Attendance time-
tables
Utilisation rate
expressed as a
percentage [Refer to
Notes]
Attendance
timetables and
registers
System
Efficiency 6
% of facilities
maintained or
meeting
standards [Refer
to Notes]
Infrastructure and
facilities
management
Maintenance and/or
infrastructure plans
Safety or other audits
and reports
(Total facilities that
received
maintenance or met
standards during the
reporting period
divided by total
number of college
facilities earmarked
to be fit-for-purpose)
x 100
Completion and
hand-over certificates
and reports;
Maintenance
invoices;
Safety or other audit
reports
System
Efficiency 7
Number of data
reports submitted
or uploaded on
time
Data and
reporting integrity
College MIS Count of data reports
submitted or
uploaded on time
during the reporting
period
College MIS
printouts;
Evidence of
submission or
uploading;
Signed declarations
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SYSTEM EFFICIENCY - NOTES AND EXPLANATIONS
1. Enrolment Monitoring and Verification
These reports usually reflect compliance and quality rating and /or scoring. Requirements are met should the average
rating for ALL campuses of the colleges be satisfactory (rating of ‘3’) or higher (ratings of ‘4’ or ‘5’).
2. Training of Staff
Use the following definitions for reporting on this indicator:
Management staff – principal and vice-principals;
Lecturing staff – academic staff;
Support staff – senior and middle managers as well as all other support staff.
3. Occupation Rate: Calculations and Steps (Capacity)
(i) Count the total of actual sitting warm bodies per category of T&L facilities during a given reporting period;
(ii) Express the total actual sitting warm bodies per category as a percentage of the total possible sitting warm bodies per
category of T&L facilities;
(iii) Add the totals of % occupation for all categories and divide by the number of categories of facilities considered in this
regard - i.e. average % occupation; and
(iv) The answer in (iii) above is the sitting capacity of college facilities during any given reporting period and which must be
captured in the web-based reporting tool.
4. Utilisation: Calculations and Steps (Hours of Use)
(i) From the college time-table, count the actual number of hours of utilisation of the T&L facility for each category (e.g.
workshop 1, classroom 1, simulation room 5 etc.) during a given reporting period;
(ii) Express the total actual number of hours of utilisation for each facility as a percentage of the possible total number of
hours of utilisation of each facility: (Actual Usage Hours ÷ Total Hours) x 100 = % Usage;
(iii) Add up the totals of % hours of utilisation for all categories of T&L and divide by the number of categories of facilities
considered for a given reporting period i.e. average % utilisation; and
(iv) The answer in (iii) above is the % utilisation of college facilities during any given reporting period and which must be
captured in the web-based reporting tool.
5. Maintenance and Standards
(i) Standards refer to occupational health and safety standards, electrical compliance and/or compliance with bulk service
supply standards such as provision of potable water and having proper sewerage systems.
2.4 THEME 4: ACADEMIC QUALITY & SUCCESS
Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
Academic
Quality &
Success 1
% certification
rate for NC(V) L4,
Student success Examination results,
analyses and reports
(The number of
students who
successfully
Examination results,
analyses and reports
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Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
N3 & N6 [Refer
to Notes]
completed a
qualification in an
academic year / the
number of
candidates who were
eligible to complete a
qualification and
wrote the
examinations in a
particular academic
year) X 100
Academic
Quality &
Success 2
% throughput rate
[Refer to Notes]
Student success Examination results,
analyses and reports
(Number of
candidates within
each cohort that
successfully
complete a
qualification within
the stipulated
timeframe / Number
that wrote
examinations for that
qualification within
the same stipulated
timeframe) X 100
Examination results,
analyses and reports
Academic
Quality &
Success 3
% progression
rate (pass rate
per level per
academic within a
qualification)
[Refer to Notes]
Student success Examination results,
analyses and reports
(Number of
candidates who offer
and pass all the
required subjects per
level in one exam
sitting / Number that
wrote examinations
for ALL the subjects
per level in one exam
cycle) x 100
Examination results,
analyses and reports
Academic
Quality &
Success 4
% of funded
NC(V) L4
students
obtaining
qualification a
within the
stipulated time
Bursary student
success
Examination results,
analyses and reports
(Number of funded
NC(V) L4 students
within each cohort
obtaining a
qualification within
the stipulated 3-year
period / Number of
Examination results,
analyses and reports
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Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
NC(V) funded L4
students that wrote
examinations for the
qualification within
the same 3-year
period) X 100
Academic
Quality &
Success 5
Number of
students
(headcount)
completing
artisan-related
programmes
Artisan
development
Examination results,
analyses and reports
Count of students
completing artisan-
related programmes
[Refer to Notes]
Examination results,
analyses and reports
Academic
Quality &
Success 6
Number of
students enrolled
in bridging or
foundational
learning
programmes
Quality and
academic
success
College report/plan
on bridging or
foundational learning
programmes
Count of students
enrolled in bridging
or foundational
learning programmes
[Refer to Notes]
System printout and
enrolment forms
Academic
Quality &
Success 7
% successful
completion of
bridging or
foundational
learning
programmes
Student success Examination results,
analyses and reports
(Number of
candidates that
successfully
complete a bridging
or foundational
learning programme /
Number of
candidates who were
eligible to complete
the programme and
wrote the
examinations or did
the assessments) X
100
Examination results,
analyses and reports
Academic
Quality &
Success 8
Number of T&L
support plans
developed and
implemented
Quality and
academic
success
Adopted and
implemented
teaching and learning
plans
Count of T&L support
plans developed and
implemented within
the reporting period
Monitoring and other
implementation
reports
Academic
Quality &
Success 9
Number of
student support
plans developed
and implemented
Student support
services
Adopted and
implemented student
support services plan
Count of student
support plans
developed and
implemented within
the reporting period
Monitoring and other
implementation
reports
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Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
Academic
Quality &
Success 10
Number of
campuses
established as
centre/s of
specialisation
(COS)
Curriculum
responsiveness
and specialisation
College report on
COS
Count of number of
established centre/s
of specialisation and
operational within the
reporting period
College reports on
COS;
System printout and
enrolment forms
ACADEMIC QUALITY & SUCCESS - NOTES AND EXPLANATIONS
1. Certification Rate Example
The total number of students that wrote the examinations for NC(V) L4 was 100. The 100 include all students that were
eligible to certify (i.e. should they pass, they meet the requirements for certification) regardless of the year they started. Of
the hundred that wrote, 70 passed all 7 subjects and meet the requirements for certification.
Certification rate is 70 (pass all subjects and therefore qualify) / 100 (wrote) *100 = 70%.
2. Throughput Rate Example
100 students were enrolled together and wrote NC(V) L2. Of the 100, 75 students passed all 7 subjects (successfully
complete). The 75 enrolled for and wrote L3 the next November. Of the 75, 50 students passed all 7 subjects. 45 of the 50
enrolled for and wrote L4 in the following November. Of the 45, 30 students passed all 7 subjects.
Throughput rate is 30 (passed all 7 subjects per level per year in 3 consecutive years) / 100 (who wrote their 7 together
in the very first year on L2) *100 = 30%.
Note:
(i) Cohort is interpreted as the students who enrol for a qualification at the same time, i.e. they start their studies
as a cohort/group.
3. Progression Rate Example (Pass rate per level per academic cycle)
Using the same example as in 2, but now focus on performance at each separate level:
During the same November cycle, 100 students were enrolled for NC(V) L2, 85 for L3 and 70 for L4.
L2 - Of the 100, 75 students wrote the examinations in November; 50 passed all 7 subjects (successfully complete) and 25
students failed and could not progress.
Progression rate is 50 (meeting the requirements to progress) / 75 (wrote) *100 = 66.7%.
L3 - Of the 85, 75 students wrote the examinations in November; 40 passed all 7 subjects (successfully complete) and 35
students failed and could not progress.
Progression rate is 40 (meeting the requirements to progress) / 75 (wrote) *100 = 53.3%.
L4 - Of the 70, 70 students wrote the examinations in November; 60 passed all 7 subjects (successfully complete) and 10
students failed and could not progress.
Progression rate is 60 (meeting the requirements to progress) / 70 (wrote) *100 = 85.7%.
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4. Artisan-related Programmes
This indicator should be interpreted as completing programmes that will enable students to take a trade test. Colleges can
only place students on an artisan route by enrolling them into artisan-related learning programmes, but cannot take
responsibility for students or graduates registering for the trade test or even qualifying as artisans. Artisan learning
programmes have been identified in the 2015 Trade Test Regulations on p.16 – i.e. N2 (N3 – N5 also qualifies), technical
trade theory programmes at NQF 3 (NQF 4 also qualifies), relevant NC(V) programmes at NQF 3 (NQF 4 also qualifies), N6
with relevant trade theory subjects or the National Technical Diploma (T, S or N stream).
5. Bridging and Foundational Learning Programmes
These are programmes targeting school leavers with a Grade 9 or higher who intend to continue their studies at TVET colleges,
but they either do not meet the entry requirements of college programmes or have gaps in foundational competence which
will inhibit successful articulation and progression. The purpose of these programmes is to address these gaps or to prepare
students in terms of meeting entry requirements.
2.5 THEME 5: PARTNERSHIPS
Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
Partnerships 1
Number of signed
and implemented
agreements with
other PSET
institutions to
allow student
articulation into
HE or further
learning
Student
articulation and/or
access into HE or
further learning
College report on
NQF Level 5
programmes
Count of partnerships
with universities
and/or universities of
technology or other
PSET institutions
Partnership
agreements (MOUs
and/or MOAs)
Partnerships 2
Number of signed
and implemented
agreements to
allow student
articulation into
occupational
programmes
Student
articulation and/or
access into
occupational
programmes
College report on
implementation of
occupational
programmes
Count of partnerships
with industry as of
date of reporting
Partnership
agreements (MOUs
and/or MOAs)
Partnerships 3
Number of
students placed
for WIL and/or
WPBE
Work placement
for students
Report by SSS
Manager
College plan for WIL
Count of total
students placed in
workplaces for WIL
or work exposure /
experiential learning
Records of
placement, e.g.
signed agreements
Partnerships 4
Number of
lecturers placed
in workplaces for
specified periods
HRD – work
placement for
lecturing staff
College plan for
lecturer placements
Count of total
lecturers placed in
workplaces
Records of
placement, e.g.
signed agreements
Technical Guidelines – Quarterly Performance Reporting Page | 16
Performance
Theme Key Indicator Element Data Source
Method of
Calculation
Evidence for
Verification
Partnerships 5
Number of
beneficial and
functional college
partnerships
Partnerships College reports Count of current
beneficial and
functional college
partnerships
Partnership
agreements (MOUs
and/or MOAs)
PARTNERSHIPS - NOTES AND EXPLANATIONS
Note: Partnerships must be active, mutually beneficial and could be both local and international partnerships.