work integrated learning (wil)

Office of Principal

CORRIE MYBURGH

BOLAND COLLEGE

PORTFOLIO COMMITTEE DEPARTMENT OF HIGHER EDUCATION

AND TRAINING

4 February 2014

VISIONTo be a preferred and inclusive provider of post school education and training in order to fulfil the economic, social, techno-logical and environmental goals of the society

MISSIONIt is the mission of Boland College to respond to the training and development needs in the wider Boland region and to enhance employability by providing accredited quality vocational and occupational education and training.

VALUESBoland College values:A culture of inclusivityOpenness and trans-parencyEfficient and ethical work habitsTeam work and co-operation with our strategic partnersEnabling individuals to reach their full potential

Geographical location

Geographical location Boland College serves the need of the widespread rural Boland region

of the Western Cape, which includes the Cape Winelands, Helderberg, Breede River, Theewaterskloof, Overstrand and Agulhas Region.

The College has established main campuses in five towns: Caledon (with satellite campuses in Kleinmond, Bredasdorp and Hermanus), Paarl, Stellenbosch, Strand and Worcester.

All the campuses have land and buildings of a good standard, which also cater for learners with special needs.

Full-time, vocational and occupational programmes are offered by various modes of delivery.

Staff component: 31 January 2014• Total staff: 497

Top Management:

5

Full time Support staff:268

Full time Lecturing

staff ministerial

programmes:178

Occupational facilitators: 30

at present

Part time Lecturing

staff:16

Sites of delivery of Boland College

Governance and Administration

Boland College had a fully functional Council until 31 December 2013 when the terms of office of all college council members terminated

The process of appointment of the five ministerial council seats by the Minister of Higher Education and Training is in process

Boland College decided to continue with council members who may serve a second term to govern the college in the interim after seeking advice from the office of the Minister – there are five members who may serve a second term and be re-appointed

Decisions taken by the council members will be ratified by the new council of 2014

College Council, Academic Board and subcommittees of Council meet quarterly

Governance and Administration

All Council members (SRC President and Vice-President included) were inducted in accordance to responsibilities outlined in King III Report in 2013

President and Vice-President (SRC) attend Academic Board and College Council meetings and report to Council on all issues relating to student affairs

SRC are consulted on budget matters

Governance and Administration An effective QMS-system has been developed which provides a

comprehensive library of college policies, procedures and other documents to govern, manage and administer the college operations

Boland College implements a Total Quality Management system. Processes for Benchmarking and Environmental Management were added in 2013.

A code of conduct for council members has been developed Conflict of interest is managed at each council meeting The college appointed an Internal Auditor and Chief Risk Officer to ensure

that controls are developed to mitigate risks and ensure that managers take ownership of their processes

College Council is informed of the strategic risks of the college and the ten highest strategic risks are tabled at each meeting for discussion

Governance and Administration Boland College implements sound financial systems and adhere to legislation

and policies Concerns for College Council and Management for a rural college regarding

funding: The national funding norms and standards do not make provision for student

support services, residences (student accommodation) and capex needs The DHET travel allowance of DHET Bursary Scheme is not sufficient resulting

in Boland College having to use own funds to provide limited transport facilities for students to reach the most rural campuses.

The College Council and College Management held a strategic workshop in 2013 where the growth in student numbers, the utilisation and expanding of residences versus travel allowances/transport had been discussed

Governance and Administration Student Support ServicesBoland College values the students’ well-being whilst

studying at the collegeTraining and capacity building programmes are offered Leadership programmes are offeredSports events are organisedQuarterly student parliament sessions with studentsSRC is the voice of the students in governance and

management structures

Student Enrolment 2014Boland College launched a vigorous advocacy campaign in 2013 to recruit students in neighbouring towns that want to study at an FET collegeSuccesses

Larger number of students compared to 2013 registering during the prescribed registration period

Increase in students that qualify during the first round of assessment (no LPCAT necessary). The result is fewer academic high risk students in the system which will, with nurturing, result in larger numbers of students successfully completing programmes.

Larger number of students applied in the prescribed week of 2014 compared to 2013

Student enrolment 2014

Many programmes are filled with students that are not academically high risk students and an increase in desire to study at an FET college is evident

Increase in interest in technical programmes (N1-N3) Significant increase in interest in the Report 191

programmes on higher levels (N4-N6) Classes started on the prescribed date (13 January 2014) Students’ details were uploaded on the system on the day

of their registration

Student Enrolment 2014 Challenges Academically more achieving students awaiting feedback on university

and university of technology waiting list status, meaning they will only come to register after classes have already commenced and class groups are full

Increase in students registering once schools start Matric results at many institutions not released on time leading to

students arriving at campus and not able to complete the registration process as they did not have all the required documentation

The prescribed registration period (7 – 10 January) is too limited to enable all staff to participate in the registration process. The college experiences logistical problems when lecturing staff is removed from the registration process

First year Enrolments 2014

Overall Summary (Per course type) Target Actual DeficitNational Certificate Vocational (NCV L2) 829 851 -22Report 191 (N4) 1378 1393 -15Report 191 (N1) 140 152 -12College 2347 2396 -49

Senior Level Enrolments 2014

Overall Summary (Per course type) Target Actual DeficitNational Certificate Vocational (NCV L3-4) 980 871 109

Report 191 (N5-6) 1130 1065 65

Report 191 (N2-3) 40 52 -12

College 2150 1988 162

Total registrations 2014 for First Trimester and Semester only

Administration of the Department of Higher Education and Training Bursary Scheme(NSFAS) Process: All decisions are taken by the Financial Aid Committee and

recommendations made for the rectification by the Principal or by her delegate. The SRC President is a member of this committee.

All applications received are screened to validate academic deserving, financial neediness and the total household income.

All applicants are put through the means test. The means test has its challenges and we must look at rewriting the tool to exactly measure the aforementioned criteria.

A student who has outstanding documents is required to bring in all the documents before he or she can be considered for a bursary. A checklist has been developed for this process and all potential students receive this in advance.

Administration of Department of Higher Education and Training Bursary Scheme (NSFAS) The primary focus should be on assisting students with the class fees

and all other allowances (accommodation and transport) but final allocations can only be made based on available funding received from the bursary fund.

A student who has complied and whose application was approved by the committee receives a SOP to sign and is issued with a letter of award indicating the awarded amount and the different categories awarded.

The unsuccessful students are also informed and are issued with a letter which states the reason for the rejection

Bursary recipients are continuously monitored for their attendance and academic progress and a report is submitted to the

relevant structure on a continuous basis.

Administration of Department of Higher Education and Training Bursary Scheme (NSFAS)

All records for bursaries are stored in a safe until after the external audit process and will then be archived.

The early registration period and the late arrival of the rules and guidelines made it extremely difficult for the successful implementation of the rules and guidelines processes.

The notion that college education is “free” reduces commitment and dedication from our students and many of them drop out for no apparent reason and show a lack of seriousness in their studies.

The new changes in the rules and guidelines had serious implications for Boland College. Transport is a serious concern for Boland College as most of our students come from the rural areas and smaller towns where public transport does not exist. Accommodation in the college residence is very limited and residence cost exceeds the amount allocated by the bursary resulting in students not having the means to pay the difference and not register or register and not

paying their accounts, resulting in bad debt.

Credibility of Examinations Communication to DHET Exam Department

The Western Cape colleges submitted a document to the Department in 2013 to inform them of all challenges experienced in 2012.

There is definitely an improvement since 2012, but more capacity building should take place

The biggest challenge this year again was the many pending results which resulted in uncertainty for registration of students and an administrative nightmare

Currently there are 278 subject results pending at Boland College which is unacceptable

Appointment of markers: In some cases marking is done by inexperienced lecturing staff as well as unqualified staff for a specific subject

Quality of moderation is questionable

Partnerships with industries for funding for lecturer access to workplace exposure and student work integrated learning (WIL)

The College offers programmes in partnership with SETAs, Industries and Government

A database of employers are kept for monitoring of students in the work-place. A summary per campus is outlined below.

Town Number of students placed and monitored

CALEDON 65

PAARL 81

STRAND 44

STELLENBOSCH 16

WORCESTER 58

BOLAND COLLEGE (SAGDA) 15

TOTAL TO DATE 279


Partner PROGRAMME CAMPUSES GOVERNMENT/SETA/INDUSTRY PARTNERS

ECD 2014 Early Childhood Development

1, 4, 5 All Social Development

ECD 2013 A4 4 4 campuses Social DevelopmentECD 2013 A5 5 4 campuses Social DevelopmentECD 2013 B1 1 3 Campuses Social DevelopmentECD 2013 B4 4 All Social DevelopmentECD 2013 B5 5 All ECD HW Seta 5 Caledon Seta

ECD ETDP Seta 4 Strand SetaECD 2012 B4 4 Stellenbosch, Paarl Phakamisa 3 1 3 Campuses WCED

NarysecDepartment of Rural

Development

End User Computing Stellenbosch Rural DevelopmentBAS L2 Stellenbosch Rural Development DBEBAS L4 Stellenbosch Rural Development DBE

Road works L2 Paarl Rural Development DBEPlant Production Worcester Rural Development DBE

Plant Production L2 Worcester Rural Development DBEPlumbing L4 Paarl Rural Development DBE

CETA Road Works L2 Paarl, Caledon CETA Building and Construction

L3Paarl, Caledon CETA

Plumbing Level 4 Paarl CETA Electrical Level 2 Caledon, Paarl, Strand CETA


PARTNER PROGRAMME CAMPUS GOVERNMENT/SETA/INDUSTRY PARTNERS

SACACity and Guilds

Level 1: Certificate in Food Preparation and Cooking

Level 2: Diploma in Food Preparation and Cooking (Culinary Arts)

Paarl SACA

University of Stellenbosch

End user Computing Paarl US

Grade 9 (Youth Focus)

Wholesale & Retail

GETC1 (first years) 4 Campuses WCED

NC: Wholesale & Retail Operations Paarl, Strand WCED

Skills Masonry L3 Strand, Hermanus

WCED

Agulhas Municipality

Carpentry Caledon LG SetaPlumbing Caledon LG Seta


PARTNER PROGRAMME CAMPUSES/OTHER SITES GOVERNMENT/SETA/INDUSTRY

PARTNERSSkills Masonry L3 Strand, Hermanus WCED

Matric Supplementary Mathematics Matric Supplementary Mathematics

Shoprite / Checkers Fundamentals Shoprite / Checkers Fundamentals

Tourist Guiding and Arts Crafts Tourist Guiding and Arts Crafts

Work in process Pay Project Work in process Pay Project

Inseta Work Readiness Inseta Work Readiness

AET EWW SEta AET EWW SEta

AET – CLC’s AET – CLC’s

FP & m Seta & Western Cape College

Fundamentals

FP & m Seta & Western Cape

College Fundamentals

Work Integrated Learning (WIL) Challenges: There is currently a debate about the implementation of the

Health and Safety Act or the Coida Act to register a student as an intern/apprenticeship. Boland College is implementing the following:

• The workplace should register the student in terms of COIDA as the student would then be covered by COIDA.

• Boland decided that the interns which the college accepted, will be registered under the Coida Act

Monitoring of students in the workplace will result in many challenges because the lecturer’s/programme manager’s work schedule will not always allow them to monitor students in the workplaces

Work Integrated Learning (WIL)

Successes Setas support the college with funding DHET establish a Work Integrated Forum for sharing best

practices – Colleges will benefit from the initiative The Western Cape Seta cluster forum performs a pivotal role

in facilitating work places QMS documents of Boland College assists the WIL

department to be successful in service delivery The Partnership with Agrimega provides the college access to

the database and networks of various employers, not only in agriculture, but in al spheres of business

Student Housing Boland College has residences (student accommodation) at four

campuses. Accommodation, food services and cleaning services are provided. Student numbers in residences are:

Effective structures have been established to manage the residences and the students living in the residences

Residences with less than 60 students are managed by a supervisor and residences with more than 60 students are managed by a Superintendent and one supervisor

A Primaria and Primarius manage the students in conjunction with the superintendent and supervisor. The leaders form part of the SRC structure at the campus

CALEDON PAARL STELLENBOSCH WORCESTER TOTAL

42 195 354 300 891

Pass rate, Drop out and Throughput rate 2013

2013 Throughput and Retention rate on subject enrolments full timeLevel Possible

number enrolled

Actual Number Wrote & retained

Actual Number Passed (excl.

pending subjects

)

Average through put per

category on

written

% through put on

enrolled

% through put on written

Actual number Failed

on Written

(excl. pending subjects)

% Failed on

written

% Retaine

d

Average retained

per category

Actual Number Drop out

% Drop out

L2 6267 4516 4044 L2-L4, 88.7%

64.5 89.5 472 10.5 72.1L2 - L4, 81.3%

1751 27.9L3 3323 2718 2343 70.5 86.2 375 13.8 81.8 605 18.2L4 3179 2861 2583 81.3 90.3 278 9.7 90.0 318 10.0N1 1308 993 622

N1-N3, 51.2%

47.6 62.6 371 37.4 75.9N1 - N3, 79.3%

315 24.1N2 620 497 246 39.7 49.5 251 50.5 80.2 123 19.8N3 259 212 88 34.0 41.5 124 58.5 81.9 47 18.1N4 7715 6711 5776

N4-N6, 83.5%

74.9 86.1 935 13.9 87.0N4 -N6, 88.2%

1004 13.0N5 5308 4808 3902 73.5 81.2 906 18.8 90.6 500 9.4N6 4834 4209 3504 72.5 83.3 705 16.7 87.1 625 12.9

Pass rate, Drop out and Throughput rate 20132013 Certification Rate based on head count full time

Level Possible number certified

Actual Number Wrote & retained

Actual Number Certified

(excl. pending

subjects)

Average per

category on written

% certified on written

Actual number

not certified

on Written

% not certified

on written

Total subject results

Pending

L2 1739 1006 731

L2-L4, 68.4%

72.7 275 27.3

278

L3 1077 695 433 62.3 262 37.7L4 795 644 452 70.2 192 29.8N1 557 302 141

N1-N3, 26%

46.7 161 53.3N2 256 185 50 27.0 135 73.0N3 92 71 3 4.2 68 95.8N4 3905 2987 1888

N4-N6, 61.5%

63.2 1099 36.8N5 2581 2134 1282 60.1 852 39.9N6 1861 1585 969 61.1 616 38.9

Academic Improvement/Support Plan The focus of the academic support plan is primarily on Mathematics,

Mathematical Literacy (Numeracy) and Language across the curriculum (Literacy)

Identified subjects across programmes have also been supported where a need had been identified by the relevant Faculty.

The following are the core interventions: Students are identified at registration when they write the PACE and CAT

assessments. The results of these assessments are not used to screen the students but rather to enable the lecturers to correctly place the students and identify potential gaps for support.

One group of 30 students have been put through a bridging programme on NQF level 1 in preparation for the NCV level 2. They would most probably not have made it in the NCV curriculum without this assistance. Many of these students have now been placed in different NCV programmes

Academic Improvement/Support Plan

Appointment of Mathematics and Mathematical Literacy facilitators who are also assisted by class assistants (former students of the college) for the initial stages of the year. Language facilitators focus on the language competency (conversational competency).

Both lecturers and students are supported by additional learning resources as identified by them.

Students are also supported with food when they have to stay beyond the class times.

Challenges: Students are not always willing to attend the extra classes. Lecturers objecting to have facilitators or class assistance in their

classes while they teach. The academic support facilitators are very fluid, when they get a full-

time job somewhere else they leave immediately.

Infrastructure plans 2014 The insured value of the properties of Boland College at all

sites is R698 400 000. It is therefore in the interest of the college to maintain the properties properly

Unfortunately the college is not receiving any budget for capex funding from the Department of Higher Education and Training

The college has a small budget from own funds for maintenance, but not adequate to do proper maintenance

The college developed a comprehensive infrastructure plan, but funding is a challenge for implementation

THANK YOU

work integrated learning (wil)

Documents