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FLAVIUS MAREKA TVET COLLEGE - ANNUAL REPORT FOR 2015

ANNUAL REPORT 2015


ANNUAL REPORT 2015

Contents

1. HISTORY OF THE COLLEGE………………………………………………………………………………………………………...3

1.1 COMMUNITIES SERVED BY THE COLLEGE ................................................................................................................. 3-4

2. GEOGRAPHICAL AREA ............................................................................................................................... 5

3. VISION, MISSION AND VALUES ..........................................................................................................................6

4. COUNCIL CHAIRPERSON’S REVIEW ...................................................................................................................7

5. ACCOUNTING OFFICER’S REVIEW ................................................................................................................ 8-10

6. INSTITUTIONAL GOVERNANCE .................................................................................................................. 11

6.1 COLLEGE COUNCIL STRUCTURE ................................................................................................................................. 12

6.2 EXECUTIVE MANAGEMENT STRUCTURE ...................................................................................................................... 13

6.3 ACADEMIC BOARD STRUCTURE ................................................................................................................................. 14

6.4 STUDENT REPRESENTATIVE COUNCIL (SRC) .............................................................................................................. 15

7. ACADEMIC AFFAIRS .............................................................................................................................................................. 16

7.1 DUTIES AND RESPONSIBILITIES ............................................................................................................................. 16-19

8. CORPORATE AFFAIRS .............................................................................................................................. 20

8.1 STAFF ESTABLISHMENT DECEMBER 2015 ................................................................................................................... 20

8.2 EQUITY PROFILE OF FLAVIUS MAREKA FET COLLEGE 2015 ........................................................................................... 20-22

8.3 HUMAN RESOURCE DEVELOPMEN………………………………………………………………………………………………………22-23

8.4 STUDENT ADMINISTRATION ............................................................................................................................................ 23-30

8.5 MARKETING AND COMMUNICATIONS ...................................................................................................................... 31-32

9. STUDENT SUPPORT SERVICES ....................................................................................................................... 32

9.1 ACADEMIC SUPPORT SERVICES ....................................................................................................................... 32-35

9.2 FINANCIAL AID BURSARIES .................................................................................................................................................. 35

9.3 STUDENT AFFAIRS: SPORT, ARTS, CULTURE, CHOIR & RECREATIONAL EVENTS ....................................... 36

9.4 STUDENT HEALTH AND WELLNESS CENTRE-MATLAFALA HOUSES ..................................................................... 36-39

9.5 PERFORMANCE MEASUREMENT AND MONITORING SYSTEM ..................................................................................... 40

10. ACKNOWLEDGEMENT .......................................................................................................................................................... 41


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1. HISTORY OF THE COLLEGE

Flavius Mareka Technical Vocational Education and Training (TVET) is named after Mr Flavius Mareka who originated from

Kroonstad. He was a prominent figure within the Education, Culture and Political circles. Mr Flavius Mareka passed

away in 1965.

Flavius Mareka TVET College [FMTVETC] is a public institution in the Northern Free State that was established in 2000,

after merging Sasolburg Technical College, Kroonstad Technical College and Mphohadi College of Education.

1.1 COMMUNITIES SERVED BY THE COLLEGE

FMTVETC is based in The Fezile Dabi district within the Free State Province. The College prides itself on being the

leader in the Province in taking Education and Training to the people. The College currently offers Learnerships, Skills,

Report 191 and NCV programmes in the Fezile Dabi District.

The College delivers quality Education and Training which is offered at of the following 3 (three) campuses:

SASOLBURG CAMPUS C/O Hertzog RD & Fraser Street SASOLBURG 1947


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MPHOHADI CAMPUS Tang Street Kroonstad 9500

KROONSTAD CAMPUS Bukes Street Kroonstad


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2. GEOGRAPHICAL AREA


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3. VISION, MISSION AND CORPORATE VALUES

VISION Flavius Mareka TVET College strives to excel in providing life-long education and training. MISSION The provision of market-related education and training programmes that will:

ensure the overall development of our students;

enhance the creation of partnerships aimed at economic and social development, and job opportunities;

prepare our students to compete actively in the labour market;

be delivered in an effective, efficient and professional manner to meet national qualification standards.

CORPORATE VALUES

Integrity and Reliability

Innovation Responsiveness Professionalism Caring for people


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4. COUNCIL’S CHAIRPERSON’S REVIEW


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5. PRINCIPAL’S REVIEW

Flavius Mareka College has always been blessed with staff that believe in hard work and strive towards the attainment

of objectives identified for development. Officials, and staff in general, do their best to create an environment

characterised by high spirits of camaraderie as they pursue their functions. This is based on the following: common

belief in executing functions with integrity and being reliable as policies and procedures are implemented; strong desire

for being innovative to overcome challenges hindering the College’s development; being responsive towards our

clientele’s needs and wants; taking pride in serving others professionally and caring for their own welfare.

These have always highlighted the progression aimed at attaining objectives outlined in the strategic plan of the

College. These objectives are upheld as the fundamental basis for success attained throughout the years, in spite of

limited funding and the unimaginable staff turnover rate experienced at the College, and perhaps even the TVET

Sector as a whole. The TVET sector faces challenges and fails to compete favorably with industry and business for

knowledgeable and skilled manpower. The stature of this institution, which has been created on these virtues, has made

it possible that over the past six years the College has received unqualified audit reports. In addition, the College was

able to attain the following in 2015:

ENROLMENTS FOR THE ACADEMIC YEAR

Enrolment of students has been steadily increasing over the years. The idea of increasing access has been logically

done in line with the capacity of the College for every academic year as seen in the current trends on this matter. In 2014

the College registered 11 256 head counts (H/C). In 2015 this figure was increased to 11 831. The full-time

equivalents (FTEs) were increased from 4483.77 to 4802.63. While the expectation is to keep on increasing numbers

every year, in order to contribute to the targeted figure for 2030, limited funding and infrastructure in the main makes

movement towards this end very difficult.

MARKETING

Student numbers enrolled depend on attempts made to intensify marketing programmes which are offered. This is

increasingly improved by the responsible sections. It should, nonetheless, be admitted that the College’s Programmes

Qualifications Mix [PQM] directly contributes to attracting prospective applicants to the College. Arguably, no applicant

will consider enrolling in a College which offers programmes that do not enhance chances of employing oneself and or

being employed. Efforts towards this end are currently satisfactory although improvements are urgently needed.

The main activity aimed at marketing the College is participation in the exhibitions. However, like with all others it is not

without challenges. For instance, the majority of students who attended were not yet in Grade nine (9). In some cases

accommodation venues were not well prepared and allocated time would be too limited. Again, few students would be

in attendance because of unaffordable transport costs.


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LEANERSHIP AND SKILLS PROGRAMME

Various learnerships were offered in partnership with a number of organisations and government departments to develop

and empower out-of-school youth, and adults alike, in order to prepare them for employability. The view of producing

artisans who are work-ready started in 2014 and was particularly maintained in the Sasolburg Campus to date.

Students were therefore enrolled in Chemical Engineering, Welding and Electrical Engineering. The number of students

enrolled was seventy nine (79) in the first year students, and ninety five (95) in the second year in Chemical

Engineering. Welding attracted twenty (20) first year students as the previous year’s number (20) proceeded to

second level. The third programme for the same year is Electrical Engineering which enrolled twenty (20) students

according to plan.

The total number of students in the learnerships offered, surpassed those of the previous year. Additional

programmes included Hair care levels 2- 4; End-user computing for educators and for the differently abled; National

Certificate in Building and Civil Construction. Skills programmes which were offered in 2015 included ICDL; Basic

computer skills; Advanced ICDL and Home-Based care.

The Projects and Business Unit (PBU) section is doing well in organising and implementing learnerships and

skills programmes. However, the number of these projects has to be increased in order to empower more people within and

outside the organisation with knowledge and skills so that they can contribute meaningfully to the economy of the country.

There were challenges experienced by the unit during the course of its operation. Firstly SETAs were not planning with

Colleges in time on programmes to be offered. Secondly money was made available when the financial year was

almost over for most learnerships, therefore in such circumstances proper planning is compromised. Partnerships,

Learnerships and Skills programmes could only be offered because partnerships were established with other

organisations. Those included ETDP, SETA, CHIETA SETA, Services SETA, government departments, various

municipalities in the district and churches. The number of partnerships is not yet satisfactory as observed by

management and staff. The absence of posts dedicated to scouting partners could be the limiting factor. For this

reason, the allocation of functions to available support staff will be investigated to determine if additional manpower

cannot take up the responsibilities in this unit. Increased number of partnerships has to include those in which

students and lecturers will be placed. It is also necessary that SETAs should partner with Colleges more than they

are currently doing with private providers.

TRAINING OF OFFICIALS AND STAFF

The Human Resource Development plan of the college included various important training courses for staff. The

following are among those which were offered: strategies to support students, King 111 training for Council and

management, curriculum revision for lecturers, greening for managers and support staff members, project


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management, mentoring, coltech training and asset management. It is assumed that the training courses in question

enhanced knowledge and skills of officials who participated. It is important nevertheless, that an impact survey should

be conducted to verify same. This is what will be planned for in future so that value for money spent can be verified.

RESULTS

Examinations results are always an important yard stick to measure increased access with success. Generally speaking,

the College is not performing very well in this respect. Results are not yet where they should be. However

improvements in the three streams, namely the Semester, Trimester and National Certificate Vocational [NCV] are

made every year. There is hope that this College will continue to improve its operations in general as well. Increased

leadership and management skills should nonetheless be sharpened for effectiveness and efficiency. Monitoring

of processes based on principles of responsibility and accountability should be seen in all sections for good

governance and management. The challenge of limited funding and replacement of staff in time, where incumbents

have left gaps as a result of various reasons, has to be addressed quite urgently as well.

I want to seize this opportunity to thank all the staff members within various sections and students for their good work.

The Academic Affairs, Corporate Section, Finance and Supply Chain, all support staff and students deserve a

commendable applause for their contributions in the upliftment of the College’s performance. Lastly my heart goes

out to The Students Representative Council, Campus Management Teams, The Executive Management and The

College Council for the leadership they provided throughout 2015.

Many thanks/khotso.

TS Letho


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6. INSTITUTIONAL GOVERNANCE

6.1 COLLEGE COUNCIL STRUCTURE NAME PORTFOLIO

Masoka Nakana Lazarus Chairperson Of Council

Mabaso Calvin Deputy Chairperson

Simelane Siyakhula Chairperson: Finance And Audit Committee

Tshongwe Lindiwe Secretary Of Council

Letho Thabo Principal

Mooki Joy (Previously Filda) External Member

Zwane Ivor External Member

Mokebe Aupa External Member

Maloka Lehlohonolo External Member

Motaung Tumelo External Member

Makheka Moshe External Member

Chechile Florence External Member

Mtimkulu M External Member

Dikotsi P External Member

Maseko G External Member

The College Council has committed to exhibit best practices in all aspects of corporate governance. The Council aimed at

complying with all the legal prescriptions of the TVET College Act (16/2006) as amended, other relevant legislation and

King 111 (where it applies to TVET colleges). Council was also guided by the College’s Strategic Plan and the College

Statute.

All Council members were able to take independently informed decisions – no individual or group dominated the

decision-making process. It was accepted that each Council member was independent of management and free from

any business or other relationships which could materially interfere with their independent judgment. It is, however,

important to note that there were certain elected members in Council who represented certain constituencies (SRC

president and staff representatives). These members obviously came to meetings with mandates from their

constituencies which in turn would influence their neutrality in certain instances. As always there were clear

divisions of responsibilities in the roles of governance and management. However, in practice the former confused

its roles with those of management in some instances. Repeated instructions given to some members of the

management team on operational matters without the consent of The Executive Management Team were experienced

and concerns were raised on the same.

Council was provided with regular and timely information on the overall financial, human resource, academic and quality matters of the College. It furthermore received reports on performance against funding, capital expenditure and other key target areas.


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6.2 EXECUTIVE MANAGEMENT STRUCTURE

Principal: Mr. TS Letho


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6.3 ACADEMIC BOARD STRUCTURE THE FOLLOWING MEMBERS SERVED ON THE ACADEMIC BOARD OF THE COLLEGE DURING THE YEAR.

The Academic Board was established according to Act No.3 of 2012: Further Education and Training Colleges Amendment Act, 2012 in order to deal with and advise Council on all matters related to academic affairs. The majority of its members are from the academic section, but Council and the SRC are also represented to make its decision-making process inclusive and transparent. The College Council is organized in a system of committees with the aim of doing its core business as effectively as possible.

MEMBER POSITION COMMITTEE

TS LETHO PRINCIPAL CHAIRPERSON

FM CHECHILE DEPUTY PRINCIPAL VICE CHAIRPERSON

AE JORDAAN DEPUTY PRINCIPAL MEMBER

A LE ROUX DEPUTY PRINCIPAL MEMBER

DR I ZWANE COUNCIL MEMBER COUNCIL REPRESENTATIVE

N MOHLAPHULI DCES – ACADEMIC CHAIRPERSON:QUALITY OF SERVICE DELIVERY

J KOTJANE CAMPUS MANAGER ACADEMIC PLANNING

TS MELOE CAMPUS MANAGER ACADEMIC PLANNING

L LOURENS CAMPUS MANAGER CHIRPERSON:ACADEMIC PLANNING

R LETHULE SES CHAIRPERSON:STUDENT SERVICES COMMITTEE

G NGOBENI HOD QUALITY OF SERVICE DELIVERY

J PINAAR HOD QUALITY OF SERVICE DELIVERY

R BONGERS HOD QUALITY OF SERVICE DELIVERY

S CILLIER STUDENT ADMINISTRATION MANAGER

QUALITY OF SERVICE DELIVERY

J CHOMANE LECTURER MEMBER

PH MATHONSI LECTURER MEMBER

M KHOSI LECTURER MEMBER

PHELEMBE LECTURER MEMBER

K ZEELIE SENIOR LECTURER MEMBER

J PILLAY SENIOR LECTURER MEMBER

Z MASONDO SENIOR LECTURER STUDENT SERVICES COMMITTEE

KOLISANG SENIOR LECTURER STUDENT SERVICES COMMITTEE

MOSHOLI LECTURER STUDENT SERVICES COMMITTEE

KHAILE STUDENT COUNCILLOR STUDENT SERVICES COMMITTEE

MOHLOLO STUDENT COUNCILLOR STUDENT SERVICES COMMITTEE

GELDENHUYS LECTURER MEMBER

M KUMALO HR PRACTITIONER MEMBER

M MOTLOUNG SUPPORT STAFF MEMBER

A MOKOENA SUPPORT STAFF MEMBER

A LENONG SRC MEMBER


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6.4 STUDENT REPRESENTATIVE COUNCIL (SRC) The SRC is constituted according to Act No.3 Of 2012: Further Education and Training Colleges Amendment Act, 2012 and it is democratically elected. The SRC plays a major role in keeping the students informed about developments made as plans are drawn and implemented. Since it is also involved in many such activities which encompass managing students activities and providing them with leadership, its significance towards enhancing effectiveness and efficient functioning of the College cannot be underestimated. Efforts made to establish a culture of learning at the College and presents our students’ populace with positive role models for future leadership grooming is, by far and large, dependent on the co-operation and contributions of the SRC.

Each Campus has its own SRC structure, out of which structures the Chief SRC is elected to collectively represent the Students as the College SRC body. As always SRC members are taken through an induction and orientation process by the campuses management teams and the student support and services section of the College. In the main, among other things, the process aims at ensuring that they all understand the SRC constitution as it guides their operations. It also seeks to equip them with leadership and administration skills which are indicated as important for the smooth running of student affairs.

The SRC has representation on The College Council, Academic Board, Financial Aid Committee, Bursary Appeals Committee and Quality Committee.

The College Student Representative Council (CSRC), popularly known as Chief SRC and Campuses’ SRCs had scheduled weekly and monthly meetings to plan and implement their activities. Reports on their performances, which included expenditure of the budget, were generated and submitted accordingly. They often made use of the College’s video conferencing facilities. They met regularly with The EXCO Management and other structures. They also worked and planned students’ events according to the annual calendar.

Sasolburg and Kroonstad Campuses have fully equipped and functional SRC Offices. Mphohadi Campus has offices and equipment except for telephone facilities. The SRC was still dependent of the main reception area for this purpose.

6.4.1 THE FOLLOWING MEMBERS SERVED IN THE CHIEF SRC DURING 2015

NAME & SURNAME PORTFOLIO GENDER FIELD OF STUDY

Sephiri Zacharia Maleshoane President Male Engineering N2

Mjilibe EL Deputy president Male Management Assistant N5

Raphuthing LV Secretary Male Business Management N5

Carrissa Garzulli Deputy secretary Female Business Management N5

Lerato Maduna Treasure Male Marketing Management N5

Pule Mohau Sports Male Human Resource Management N5

Nokufa Matsoele Art and Culture Female Educare N5

Lenong Itumeleng Academic Male Office Administration L4

Moshane TZ Health and Safety Male Management Assistant N6

Mpholo Sabata Entertainment Male Business Management n5

Nyengula Sibongile Public relations Female Human Resource Management N4


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7. ACADEMIC AFFAIRS 7.1 DUTIES AND RESPONSIBILITIES

The Academic Board oversees the following:

Strategic planning and implementation of programme offerings including students’ enrollment.

Academic service delivery at campuses and off-site venues.

Development and implementation of partnerships.

Planning, implementation and control over examinations.

Management of and control over tests and year marks.

Management, analysis and reporting of results that include pass; through-put and retention rates.

Compliance with policies and procedures.

Educator staff assessments (IQMS) and moderations thereof.

Planning, implementation and control of assessment and moderation practices.

7.1.1 FORMAL EDUCATION AND TRAINING

DUTIES AND RESPONSIBILITIES

Render curriculum services and manage LTSM.

Render performance appraisal services (IQMS).

Management of examinations.

Moderation services including observation of teaching and learning.

Management of academic quality circles.

Oversee management of results.

Liaison with campus management.

7.1.2 EDUCATION AND TRAINING PROGRAMMES

REPORT 191 NATIONAL CERTIFICATE (VOCATIONAL)

BUSINESS STUDIES N4 – N6 BUSINESS STUDIES L2 – L4

Business Management Generic Management

Educare Office Administration

Human Resource Management Marketing Management Management Assistant

ENGINEERING STUDIES N4 – N6 ENGINEERING STUDIES L2 - L4

Chemical Engineering Civil Engineering and Building Construction

Instrumentation Electrical Infrastructure

N1-N6 Engineering and Related Design

Mechanical Electrical Engineering


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7.1.3 STATISTICS FOR PROGRAMME 5 INPUTS

CERTIFICATION RATES:

Business Studies 38%

Engineering Studies 5%

NC(V) 30%

ATTENDANCE RATES:

Student attendance rate in Report 191 programmes in support of artisan development: N1-N3

93.64%

Student attendance rate in post-Matric programmes: N4-N6 93.88%

Student attendance rate in Occupational programmes: L2-4 -

Student attendance rate in Occupational programmes: L5-6 -

Student attendance rate in NC(V) programmes 86.5%

Student attendance rate in other programmes -

Average attendance 81.4%

RETENTION RATES:

% of students retained in N1 89%






% of students retained in NC(V) Level 3 62%



% of students retained in other programmes

Average retention 75.60%

EXAMINATION RESULTS NO OF STUDENT ENROLLED

SUBJECTS WRITTEN

SUBJECT SPASSED

PASS %

Trimester 1 2014 7153 6222 2495 40%

Trimester 2 2014 7122 6307 3175 50%

Trimester 3 2014 6468 5575 2182 39%

Semester 1 2014 7316 6648 5105 77%

Semester 2 2014 7203 6675 5182 78%

NCV 2014 4214 2860 1756 61%

TOTAL (AVERAGE %) 38423 32988 16584 50.3%


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7.1.4 SKILLS AND LEARNERSHIP PROGRAMMES:


Forming of strategic alliances and partnerships.

Planning of learnerships and skills programmes.

7.1.5 PROGRAMMES

OCCUPATIONAL PROGRAMMES LEARNERSHIP OR SKILLS PROGRAMME

NUMBER OF LEARNERS

Civil and Building construction Level 2 Learnership 50

End-user-computing Level 3 Learnership 127

National Certificate: Electrical NQF Level 2 Learnership 20

National Certificate: Chemical Operations NQF Level 2 Learnership 80

National Certificate: Welding Application & Practice NQF Level 2 Learnership 20

National Certificate: Chemical Operations NQF Level 3 Learnership 60

National Certificate: Welding Application & Practice NQF Level 3 Learnership 40

National Diploma: Early Childhood Development NQF Level 5 Learnership 61

AAT (SA) TVETC Accounting Technician NQF Level 4 Learnership 44

Hair Care NQF Levels 2-4 Learnership 25


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7.1.6 PARTNERSHIPS AND LINKAGES WITH EXTERNAL STAKEHOLDERS

PARTNER PROJECT START/END DATE

SASOL Group Industry programmes Aug 2013 – Dec 2016

CHIETA SETA Funding of bursaries for industry programmes Jan 2015 – Dec 2015

ETDP ECD learnership 1 Sep 2013 – 1 Feb 2016

ETDP EUC learnership 1 Sep 2013 – 30 Jan 2017

The Water Academy Water Sector Related Programmes 28 Feb 2015-2017

Skills Programmes Supply learning material for End User Computing Learnerships and skills programmes.

Ongoing

ICDL College is an accredited ICDL training centre. Contract renewed yearly.

Renewable yearly

Iketsetseng Self-Help Association of Disabled.

College to offer training for disabled Ongoing

Fezile Dabi District Municipality:

Offering of non-accredited entrepreneurship programmes and accredited IT skills programmes and Labour Activation

Ongoing

CATHSETA Support and capacitating College. College offering of CATHSETA qualifications.

2012-2016

Free Tribe Development

Offering of Civil and Building Construction Learnership

2015-2017

Labour Department Labour Activation Programme 2015-2017


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8. CORPORATE AFFAIRS

8.1 STAFF ESTABLISHMENT DECEMBER 2015

Human Resource planning at the College is preceded by a strategic planning process. The HR plan is based on the

strategic objectives of the Department of Higher Education and Training as indicated in its five-year strategic plan and highlighted in the Annual Performance Plan. This plan is also aligned to the College’s Strategic Objectives.

8.2 EQUITY PROFILE OF FLAVIUS MAREKA TVET COLLEGE In terms of equity, the College must ensure equal opportunities, rights, access and benefits to its entire workforce as well as prospective employees. The College therefore aims to eliminate unfair discrimination in the workplace and promote a culture of diversity. The equity plan of the College has been revisited and although it is guided by National and Provincial equity targets, cognizance of HR needs of the College is always taken into consideration, especially in scarce fields of expertise. The College Council, as employer, is under no obligation to introduce an absolute barrier relating to people who are not from designated groups. For example, having a policy of not considering white males at all for promotion or excluding them from applying for vacant positions (Government Notice 1394, 23 November 1999) The equity profile of the College is calculated on a monthly basis and reported on to The Principal, Council of the College as well as to the Employment Equity Forum (EE Forum) of the College. The latter comprises management and representatives from Labour Unions elected by their respective constituencies to represent them. The EE Forum meets on a quarterly basis

0 50 100 150 200 250

Educators

Support

Senior Managers

Total SE

129

102

4

235

Staff establishment as on 8 December 2015


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0 20 40 60 80 100 120 140 160 180

African

White

Coloured

Indian

178

54

1

2

Equity profile in terms of race 2015


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Furthermore The College is committed to ensuring reasonable accommodation of the needs of people with disabilities. This implies modification or adjustment to a job or working environment which will enable people with disabilities to have access to or participate in employment, for example:

Accessible work areas

Modification to building entrances and

Exists Ablution facilities etc.

Table 1: Disability targets of all categories of staff as on 31 December 2015

Target all categories of staff College actual % all categories of staff Variance

2% 0.29%

8.3 HUMAN RESOURCE DEVELOPMENT

8.3.1 The HRD Plan

The Human Resource Development (HRD) Plan of the College provides a strategic approach to learning and

development within the College. It also provides a framework for the identification of corporate skills needs, both current

and for the future, and for the identification and incorporation of the learning needs of individuals. The ultimate aim and

vision is a workforce that has the skills and knowledge to undertake the tasks required of staff, and a workforce that is

eager to learn new skills in order to be able to meet future challenges. Flavius Mareka TVET College therefore aims to

become a learning organization of note.

2015

2014

2013

2012

2011

2010

2009

0 10 20 30 40 50 60 70 80 90 100

64.15

Transformation profile

66.83

70.43

71.36

73.04

74.04

77.02

35.85

33.17

29.57

28.64

26.96

25.96

22.97

0 10 20 30 40 50 60 70 80 90 100

2009

2010

2011

2012

2013

2014

2015

64.15

66.83

70.43

71.36

73.04

74.04

77.02

35.85

33.17

29.57

28.64

26.96

25.96

22.97

Transformation profile

B/I/C W


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8.3.2 Internal Training Committee

The Internal Training Committee forms an integral part of the Human Resources Development Section. It is representative of the workforce of all divisions and labour unions which are equitably represented. It meets once per quarter to discuss matters related to human resource development. It prioritizes training needs and endorses the workplace skills plan.

8.3.3 Placement of Lecturing Staff

In order to expose lecturing staff to the workplace, the College has placed 12 educators at various workplaces during the

2015 academic year. It ensure that this is consistently done to equip staff appropriately

8.4 STUDENT ADMINISTRATION

Student Administration and Registrations support the core business of the College, namely quality Education and Training. At Flavius Mareka both the Coltech Management Information System and SQL Dashboard are used. The College prides itself on the fact that Departmental or internal statistical information is always available on time, FTE’s are always calculated correctly and all student data is captured as soon as it is made available by The Department of Higher Education And Training. The energetic staff cohort in the Student Administration Division has a good track record in terms of maintaining good relations with colleagues and clients, whether it be students or external service providers.

During 2015 a new system for capturing and reporting of student absentees was introduced and this has proven to be a very successful system that ensures 100% compliance to the Policy on Punctuality and Absentees from the Department of Higher Education and Training.

Planning of activities in all sections revolves around student numbers in terms of head counts and full time equivalents (FTE’s). It is therefore of the utmost importance that up-to-date and correct student information are always ready and available for proper and effective planning, reporting and decision making.

The Student Administration Section received an unqualified audit by external auditors for three consecutive years. During registrations periods, the division has increasingly improved the registrations experience for each learner by implementing the following:

0 10 20 30 40 50 60 70

Senior Managersand Council

Educators

Support staff

9

58

64

NUMBER OF EMPLOYEES TRAINED 2015

58

64


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Easy access and immediate provisioning of information to student’s approaching the College for registrations.

Providing of career guidance and counseling services during registrations.

Competency and Placement Tests.

Providing financial information and bursary applications.

Managing and supporting late registrations.

Managing enrolment in line with College Operational Plan.

Providing Time Tables to students with registration to eliminate any uncertainty about commencement of classes.

Issuing of magnetic student cards to use for access control.

Managing the distribution and collection of absentee registers.

Capturing all student absentees on Coltech.

COLLEGE STUDENT DEMOGRAPHIC PROFILE

AGE DISTRIBUTION HEADCOUNTS % OF TOTAL ENROLLMENT

15-19 208 2%

20-24 7309 62%

25-29 2520 21%

30-34 818 7%

35+ 931 8%

Total 11786 100%

VOCATIONAL FIELDS:

HEADCOUNTS % OF TOTAL ENROLLMENT

NCV programmes all campuses 715 6%

Report 191Business Studies all campuses 3863 33%


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Report 191 Engineering Studies all campuses

6551 56%

Non-DoE Learnerships and Skills All sites 657 6%

Total 11786 100%

GENDER DISTRIBUTION

Male

Female

Total

DISTRIBUTION PER GEOGRAPHIC AREA HEADCOUNTS ALL PROGRAMMES % OF TOTAL ENROLLMENT

SASOLBURG INCLUDING ZAMDELA AND ORANGEVILLE

3159 27%

Heilbron 389 3%

Deneysville 238 2%

Parys en Vredefort 871 7%

Villiers 102 1%

Cornelia 10 0%

Frankfort 159 1%

Koppies 128 1%

Kroonstad including Maokeng 2256 19%

Viljoenskroon 300 3%

Steynsrus 166 1%

Petrus Steyn 298 3%

Edenville 25 0%

Lindley 86 1%

QwaQwa and Harrismith 1010 9%

Johannesburg including, Boipatong and Alberton

876 7%

Sebokeng, Vanderbjilpark, Bophelong and Sharpeville

1713 15%

Total 11786 100%


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8.4.1.1 STUDENT DEMOGRAPHIC PROFILE (AGE)


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8.4.1.3 STUDENT DEMOGRAPHIC PROFILE (RACE)

White 3%

African White Coloured Indian Asian

Coloured 0%

Race distribution 2015 Indian

0%

African 97%

Asian 0%


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8.4.1.3 STUDENT DEMOCRATIC PROFILE (GENDER)

Female 51%

Distribution by gender 2015

Male Female

Male 49%


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8.4.1.2 STUDENT DEMOGRAPHIC PROFILE (PROGRAMME OFFERING ENROLMENT)


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8.4.1.5 TREND IN ENROLMENTS 2011 TO 2014 (HEADCOUNTS AND FTE’S)

2011 TO 2014 (HEADCOUNTS AND FTE’S

8163

2011 2012 2013 2014 2015

2491.3

8611

3015.19

HeadCount FTE

10794

3376.13

13572

3880.07

11786

4802.63


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8.4 MARKETING AND COMMUNICATIONS An integrated strategic marketing plan guides the activities of the Marketing section. The plan is linked to the strategic objectives of the College it also includes arranged campaigns and promotional activities. Based on the demographic profile of the students at the College, activities and campaigns are planned to be as effective as possible. The 80/20 principle is used to determine target areas on which to focus. 8.4.2 COLLEGE AWARENESS CAMPAIGNS

The following Exhibitions were held in the following areas:

Fezile Dabi districts

Harrismith

Bethlehem Qwaqwa

Science Week - Boiketlong Vaal Mittal Science Centre Techno-X - Secunda

Other activities and campaigns AET centres and crèches in the catchment area. Libraries and the provision of promotional material. Communities and church gatherings upon invitation.

Exhibitions at Career Shows


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The website of the College is updated on a regular basis. Visitors to the website can register to receive any news updates electronically. Social media such as Facebook and Linkedin are used to keep the College’s community up to date on events and happenings at the College, as well as to provide information.

9. STUDENT SUPPORT SERVICES


Planning.

Implementation and control of student services.

Development of policies and procedures related to student services.

Liaison with external and internal stakeholders.

9.1 ACADEMIC SUPPORT SERVICES

9.1.1 PRE-ENTRY AND ENTRY SUPPORT

New students were recruited during 2014/2015 by our Marketing Department. Each student completed a Career Advice Form (CAS). They were assisted by the Career Development Officers. This was followed by a Competency and Assessment Placement Tool Test. The CAP Tool Test is used to determine the student’s competency in English and Mathematics, as well as his/her interest. It therefore assists the student to identify a possible field of study. The CAP results also identify problem areas which will need academic support.


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Lecturers can use the CAP information to refer the student to an academic remedial and support programme.

After registration, the students go through an official Campus orientation and induction program consists of:

Introduction of Management, Academic, Administration and Support Staff.

Policies, procedures & criteria, administration, registration, bursary application, examination, payment of

fees, dates & schedules are explained.

Introduction of the SRC and their portfolios. Student events & calendars. Student Support Services are highlighted: Student Health and Wellness Counselling Centre (Matlafala

House), Career Development and Advice, Student Placement (WBE), Student Academic Support and

remedial interventions, Student Financial Aid, Student Centre offering: Media/ Internet/ Language/ Reading

Room facilities, Student Affairs (Sport, Arts, Choir, Culture, Societies, Recreation).

Students were motivated to participate & make use of the student services – it is there to promote their

wellbeing.

Students are then taken on a Campus tour & shown the layout of the venues & facilities.

During this Campus site orientation, students are divided into groups, and accordingly visit the:

Practicum Rooms, Laboratories, Workshops, Class Rooms, Sport fields, Media & Technology Centre,

Matlafala Health, Wellness and Counselling Centre.

9.1.2 ON-CURSE SUPPORT

9.1.2.1 REPORT 191 PROGRAMMES (READERS ARE LEADERS)

The Readers are Leaders and Learnscape meets the requirements of the South African School syllabi from grade 1 and three years after grade 12. It addresses the skills required to read fluently and it develops the basic learning skills that are needed for all academic subjects, namely: speed reading through eye exercises, comprehension, and concentration span and memory development. The Programme is seen as a fun and interactive way to learn through the use of animation and sound.

9.1.2.2 NCV PROGRAMMES (LEARNSCAPES)

This is a full suite of dynamic NCV model lessons with relevant practice activities and interactive group quizzes. It is used to energize and support lesson delivery. It assists the lecturer with lesson planning and presentation, and the student can use it the Media Centre for catch-up and revision. The content is aligned with the latest NC (V) DHET Subject Guidelines, covering: English, Mathematics, Mathematics Literacy, Life Orientation, Computer Skills, Life, and Physical Science.

9.1.3 MEDIA CENTRE SERVICES

Fully functional Media and Technology Centre’s have been established & developed at Sasolburg, Kroonstad & Mphohadi Campuses.

The student has access to the following services and facilities when he/she presents a student card:

Quiet reading can be done in the study room. No group discussions allowed.

Group discussions & mentoring can take place in the venues specifically allocated for this purpose.

Computers are available for students who need: extra practice, do research, work on assignments.

Requests for typing can be handed in, one day in advance. Students, however, are motivated to type and

print their own CV’s and documents.

Sasolburg Campus has two computer centres: Language Laboratory and Internet Access Room.


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Kroonstad & Mphohadi Campuses each have one venue which hosts the IT equipment.

The following Software Programmes are available:

Microsoft Office Suite (2010)

MS Word

MS Excel

MS Access

MS PowerPoint

Academic Support Programmes:

LearnScapes used for On-Course Support – model lessons for NCV fundamental subjects to assist students in: Catch–up and revision.

Readers are Leaders support students to improve their speed-reading, comprehension and reasoning skills

Mouse Tutor and Media Works Acceleration.

Media Centre’s have limited reference books for use in the Media Centre only – it is not a library

Previous examination question papers can be accessed by students.

The Career Information Desk is hosted in each of the Media Centre’s. Advice about careers & jobs are given by Career Development Officers.

Career Manuals are accessible to students, e.g. AQA Khetha Manual, Career Guidance Manuals, and

Electronic Career Unlimited Manuals.

3 dedicated Computers in each of the Internet Access Rooms in all three Media Centre provide access to all newspaper sites.

The following services are provided to students: scanning, laminating, print-outs, copying, typing, internet access to students and the community.

9.1.4 CAREER DEVELOPMENT & ADVICE SERVICES

Career Information and Advice Officers are hosted in the Media Centers at all three Campuses. Frankfort was visited on a weekly basis to support students. The four Career Development Officers give career advice or

refer students to relevant organisations for more information regarding careers. They accompany the Marketing Team when they visit schools or have exhibitions. The SAQA Khetha Manual, Career Guidance Manuals, Electronic Career Unlimited Manuals, etc. are used assist students with enquiries about careers. Information about companies, organizations & job opportunities are disseminated. 3 dedicated Computers in each of the Internet Access Rooms in all three Media Centres provide access to all newspaper sites.

Career Advice Services (CAS) is offered when a student comes to register at the College. It is used to determine the interest of the student. This is followed by a Competency & Placement Tool Test (CAP) which is used to determine the English & Mathematics competency of student & to identify academic challenges he/she will encounter. These tools assist the student in choosing a possible study programme. Please note: it is an interest test, & not a psychometric test. Lecturers use the results of the CAP Test to refer the student to remedial interventions. Programmes such as e.g. Media Works, Readers are Leaders and LearnScapes are used to assist the student on improving their Mathematics and English literacy and other skills.


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The Life Orientation Programmes are enhanced by the topics covered during the student’s study programme (on-course support), and then the student is prepared for the world of work after his/her studies (exit support/work readiness).

Academic and Motivational Support Programmes are offered at all levels for NCV & Report 191. This forms part of student induction throughout the year at Sasolburg, Kroonstad, Mphohadi and Frankfort Campuses. The Career Development Activity Program covers various topics: Goal Setting, Job Interview Presentations, Job Hunting Skills, Study Skills, Developing Smart Study Strategies, Presentation Skills, Exam Preparation, Techniques and Exam Anxiety, CV Writing, CV Templates, Time Management, Job Search, Cover Letter, Conflict Management, etc.

9.1.5 EXIT SUPPORT

Career Development & Advice Officers, Health & Wellness Counselling Officers and Life Orientation Educators assist students to prepare for a job interview, write a CV, and provide guidance, advice and support. They assist students with their enquiries and preparation to leave the college and go in search of employment. Subject Matter Experts and Career Advisors and/or IT Software Programmes capacitate students for the labour

market, job hunting, job creation and entrepreneurship, and multi-skilling.

Students use the Media Centre and have access to the Internet to do research for employment opportunities.

Students have access to all the major newspapers on line to peruse job vacancies.

Students are referred to Higher Educational Institutions to further their studies or they are introduced to skills courses as

well as learnerships.

The Department of Labour is engaged to register students on their national database for employment opportunities.

Partnerships and networks are established and a database is compiled to assist students in job placement, either for

practical or employment exposure.

9.2 FINANCIAL AND BURSARY

The administration of all bursaries is dealt with by a functional bursary unit on every campus as well as at Central Office level. A functional and fully representative Financial Aid Bursary Committee oversees the management of bursaries to ensure that the guidelines from DHET on bursary administration are followed. The College successfully claimed and allocated 100% of the money received from the National Student Financial Aid Scheme (NSFAS) for NC (V) and Report 191 Programmes.

9.2.1 SUMMARY OF 2014 BURSARIES AWARDED

PROGRAMMES NO OF BURSARIES AWARDED ALLOCATION

NC(V) 366 R 5 158 125.66

REPORT 191 3 463 R15 040 874.34

TOTALS 3 829 R 20 199 000.00


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9.3 STUDENT AFFAIRS: SPORT, ARTS, CULTURE, CHOIR & RECREATIONAL EVENTS

Campus organizing committees assist in arranging the Student Affairs’ activities according to a budget & activity plan Sports codes: – Netball, Volley ball, soccer, tennis, table tennis, athletics, rugby and chess are offered. Participation (2014 athletics & ballgames) at Campus, inter-Campus, Provincial & National levels was well supported. The National TVET Launch held in Bloemfontein on 21 – 23 Aug, Hillside View, Motheo College

Soccer & Netball teams participated

Our Soccer Team was selected to play in the Macufe College Soccer Cup on 12 October 2014.

FS COSSA was launched during this event

The Free State Provincial and National COSSA Ball Games created an overall sense of College pride. Our students were well behaved & very disciplined where ever they played. The COSSA National Ball Games were held from 04- 08 October 2014 in Bloemfontein. The facilities of the Central University of Technology, Clive Solomon Stadium and Motheo Bloemfontein Campus were used. 7 participating Provinces attended.

The Free State Province performed exceptionally well and took second place in the tournament with the following results:

Soccer- Male Gold

Table tennis – Female Gold

Volleyball - Male Silver

Basketball - Male Silver

Basketball - Female Silver

Rugby Bronze

Chess – Male Bronze

Soccer -Female Position 4

Volleyball -Female Position 4

Netball Position 4

Table tennis –Male Position 5 Chess-female Position 5

Flavius Mareka TVET College played in the Macufe College Soccer Cup final against Goldfields TVET College as curtain raisers for Bloemfontein Celtics and Kaizer Chiefs at Vodacom Park Stadium. Although Flavius Mareka lost 2- 0 to Goldfields, it was a great motivation for students and players to practice throughout the year. Successful events were also played against other local organizations

9.4 STUDENT HEALTH AND WELLNESS CENTRE-MATLAFALA HOUSES

Career Development & Advice Officers, Health & Wellness Counselling Officers and Life Orientation Educators assist students to prepare for a job interview, write a CV, and provide guidance, advice and support. They assist students with their enquiries and preparation to leave the college and go in search of employment.

Subject Matter Experts and Career Advisors and/or IT Software Programmes capacitate students for the labour

market, job hunting, job creation and entrepreneurship, and multi-skilling.

Students use the Media Centre and have access to the Internet to do research for employment opportunities.

Students have access to all the major newspapers on line to peruse job vacancies.

Students are referred to Higher Educational Institutions to further their studies or they are introduced to skills

courses as well as learnerships.

The Department of Labour is engaged to register students on their national database for employment opportunities.

Partnerships and networks are established and a database is compiled to assist students in job placement, either for


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practical or employment exposure.

Campus J F M A M J J S A O N D Total SASOLBURG STUDENTS 6 5 10 5 4 7 5 8 7 7 8 1 73

STAFF 2 1 1 0 1 0 0 2 1 0 1 1 10

KROONSTAD STUDENTS 8 7 12 6 9 5 4 7 6 7 4 2 77

STAFF 3 1 0 1 0 0 1 0 2 1 1 1 11

MPHOHADI STUDENTS 4 5 8 4 7 6 3 5 3 4 4 0 64

STAFF 2 1 0 0 1 0 0 0 0 1 I 1 7

CASES - Trauma, - Family Matters, - Behavioral - Rape victim

- Grief - Relationship Problems Problems - Marriage counselling - Stress - Social matters - Low-Self Esteem and Emotional Abuse

- Anxiety - and financial difficulties - Identity Crisis - Personal/ Behavioral/

- Anger - Academic Problems Difficulties related to

- Resentment - Marriage difficulties Terminal illness

- Emotional Abuse - Domestic Violence - Sexual Abuse - Communication - Depression problems in relationships

FEEDING SCHEME

At Kroonstad Campus - The staff and college council students donated R5000.00 so that students can be assisted with Morvite The students at Kroonstad Campus hosted a fundraising campaign to assist this fund

At Sasolburg Campus

SASOL firm donated R210 000 towards the feeding scheme of students.

Mostly students are referred to the Child Welfare Organization and Churches for assistance Morvite was served when it was available.

9.4.1 MEDIA CENTRE SERVICES

There is a Centre at Sasolburg, Kroonstad & Mphohadi Campuses

When presenting your student card you may make use of the following services and facilities. 1) Quiet reading can be done in the study room.

2) For the computer-literate - computers are available to be used by students. Here our priority is to students

who need extra practice.

3) Computer literate students can type and print their own CV’s.

4) Requests for typing can be handed in, one day in advance.

5) At Sasolburg there are two computer centres, namely Language Laboratory and Internet Access Room. At

Kroonstad & Mphohadi these facilities are combined

Language Laboratory - 25 computers and a printer.

Internet Access Room - 37 computers.

6) The following Software Programmes are available,

Microsoft Office Suite (2010)

MS Word MS

Excel MS


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Access MS

PowerPoint.

LearnScapes On-course support deals with the model lessons of the NCV fundamental subjects

for Catch – up Revision

Books for reference purpose are available for use in the Media Centre only

Previous Exam question papers are available 7) For more information regarding careers, we have Manuals for reference in the Media Centre only:

Career Guidance Manuals Career Advice Electronic Career Unlimited Manual SAQA Khetha Manual

8) 3 Computers in the Internet Access Room provides access to all newspaper sites 9) We provide the following services :

Scanning

Laminating Print-out

Copy

Typing Internet to students (and community)

9.4.2 CAREER DEVELOPMENT & ADVICE SERVICES

Career Advice Services (CAS) and Competency & Placement Test (CAP) Tool is used to assist student’s in

choosing a Study Programme and to identify possible academic challenges. Students are referred to remedial

interventions using programmes such as Media Works & Readers are Leaders. Focus is placed on improving

their Mathematics and English literacy. Career Development Programme covers various topics such as study skills,

time management, handling stress, amongst others, which forms part of student induction throughout the year.

A Career Advice Desk has been established in the Media Centers. (Mobile banners are on display)


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9.4.2.1 THE 4 CAREER DEVELOPMENT OFFICERS AT THE 3 CAMPUSES PROVIDE INFORMATION

ABOUT INDUSTRIES AND JOBS IN THE WORKPLACE AT CAREER EXHIBITIONS

SASOLBURG KROONSTAD MPHOHADI

SCRAW METALS ESKOM PANNAR

ANGLO AMERICAN MIDAS SENWES

CWI FUELOGIC OCTAR ENGINEERING

NAMPARK PREMIER FOODS TRANSNET

SASOL OLD MUTUAL CC CHICKEN

AIR PRODUCTS

ARCELOR MITTAL

RAND WATER

CAPE GATE

AFROX

9.4.3 WORK READINESS SUPPORT

This service is provided by the Academic Management Support Portfolio. It is offered throughout the year.

ACADEMIC SUPPORT PRESENTATIONS

Academic and Motivational Support Programmes offered at all levels for NCV & Report 191

PRESENTATIONS PRESENTATIONS PRESENTATIONS

Goal Settings Exam Preparation and Goal Settings (2)

Job Interview Presentations Exam Anxiety Presentation Skills Job Hunting Skills CV Writing Conflict Management Study Skills CV Templates x2 Time Management Developing Smart Study Time Management Study Skills Strategies Presentation Job Search Exam Techniques.

Cover Letter

9.5 PERFORMANCE MEASUREMENT AND MONITORING SYSTEM

Absenteeism & academic performance is monitored and poor performance followed up.

Uses the DHET Policy & College Procedure on Attendance, academic performance & punctuality.

Lack of academic performance and poor attendance is identified timeously - corrective measures are put in place.

First time student’s write a Competency and Placement Tool Test with the main focus on Mathematics


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and English Literacy.

Gaps identified through this Tool are noted, and LearnScapes, Media Works and also Readers are Leaders are used as a remedial intervention.

Extra classes, tutoring and group teaching has been introduced.

Student camps and regular motivational sessions are presented by the Career Development Advisors and Wellness Counselors.

The SRC’s are actively involved to promote a culture of learning in the College.

The College is continuously striving towards upgrading its systems to be relevant and user -friendly to our student.


ANNUAL REPORT 2015

10 ACKNOWLEDGEMENT

The Principal and Chairperson of Council acknowledge the efforts, contributions and dedication made by Deputy Principals, Monitoring and Evaluation Section, DCES’s, Campus managers, Lecturers and Support Staff in furthering the Vision, Mission and Values of the College and for striving to make a reality of the vision statement of the College:

Excellence in Life Long Education and Training

PRINCIPAL Date:

COUNCIL CHAIRPERSON Date:

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