BOLAND COLLEGE
PORTFOLIO COMMITTEE
DEPARTMENT OF HIGHER EDUCATION AND
TRAINING
4 February 2014
Office of Principal
CORRIE MYBURGH
VISION
To be a preferred and
inclusive provider of post
school
education
and
training in order to fulfil the
economic, social, technological and environmental
goals of the society
MISSION
It 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.
VALUES
Boland College values:
 A culture of inclusivity
 Openness and transparency
 Efficient and ethical
work habits
 Team work and cooperation with our
strategic partners
 Enabling 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 VicePresident 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 Services
 Boland College values the students’ well-being
whilst studying at the college
 Training and capacity building programmes are
offered
 Leadership programmes are offered
 Sports events are organised
 Quarterly student parliament sessions with students
 SRC is the voice of the students in governance and
management structures
Student Enrolment 2014
Boland College launched a vigorous advocacy campaign in 2013 to
recruit students in neighbouring towns that want to study at an
FET college
 Successes
 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)
National Certificate Vocational (NCV L2)
Report 191 (N4)
Report 191 (N1)
College
Target
829
1378
140
2347
Actual
851
1393
152
2396
Deficit
-22
-15
-12
-49
Senior Level Enrolments 2014
Overall Summary (Per course type)
National Certificate Vocational (NCV L3-4)
Target
980
Actual Deficit
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 workplace. 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
Partnerships with industries for funding for lecturer access to
workplace exposure and student work integrated learning (WIL)
Partner
PROGRAMME
CAMPUSES
GOVERNMENT/SETA/INDUSTRY
PARTNERS
ECD 2014 Early Childhood
Development
ECD 2013 A4
ECD 2013 A5
ECD 2013 B1
ECD 2013 B4
ECD 2013 B5
ECD HW Seta
ECD ETDP Seta
ECD 2012 B4
Phakamisa 3
1, 4, 5
All
Social Development
4
5
1
4
5
5
4
4
1
End User Computing
BAS L2
BAS L4
Road works L2
Plant Production
Plant Production L2
Plumbing L4
Road Works L2
Building and Construction
L3
Plumbing Level 4
Electrical Level 2
4 campuses
4 campuses
3 Campuses
All
All
Caledon
Strand
Stellenbosch, Paarl
3 Campuses
Stellenbosch
Stellenbosch
Stellenbosch
Paarl
Worcester
Worcester
Paarl
Paarl, Caledon
Paarl, Caledon
Social Development
Social Development
Social Development
Social Development
WCED
Rural Development
Rural Development DBE
Rural Development DBE
Rural Development DBE
Rural Development DBE
Rural Development DBE
Rural Development DBE
CETA
CETA
Paarl
Caledon, Paarl, Strand
CETA
CETA
Narysec
Department of Rural
Development
CETA
Seta
Seta
Partnerships with industries for funding for lecturer access to
workplace exposure and student work integrated learning (WIL)
PARTNER
PROGRAMME
CAMPUS
GOVERNMENT/SETA/IN
DUSTRY PARTNERS
SACA
City and Guilds
Level 1: Certificate in Food
Preparation and Cooking
Level 2: Diploma in Food Preparation
and Cooking (Culinary Arts)
End user Computing
Paarl
SACA
Paarl
US
University of
Stellenbosch
Grade 9 (Youth
Focus)
Wholesale &
Retail
GETC1 (first years)
4 Campuses
WCED
NC: Wholesale & Retail Operations
Paarl, Strand
WCED
Skills
Masonry L3
WCED
Agulhas
Municipality
Carpentry
Plumbing
Strand,
Hermanus
Caledon
Caledon
LG Seta
LG Seta
Partnerships with industries for funding for lecturer access to
workplace exposure and student work integrated learning (WIL)
PARTNER
PROGRAMME
CAMPUSES/OTHER SITES
Skills
Masonry L3
Strand, Hermanus
GOVERNMENT/S
ETA/INDUSTRY
PARTNERS
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
AET EWW SEta
Inseta Work
Readiness
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:
CALEDON
PAARL
STELLENBOSCH
WORCESTER
TOTAL
42
195
354
300
891
 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
Pass rate, Drop out and Throughput rate 2013
2013 Throughput and Retention rate on subject enrolments full time
Level Possible Actual
number Number
enrolled Wrote &
retained
L2
L3
L4
N1
N2
N3
N4
N5
N6
6267
3323
3179
1308
620
259
7715
5308
4834
4516
2718
2861
993
497
212
6711
4808
4209
Actual Average
%
%
Actual % Failed
%
Average Actual % Drop
Number through through through number
on Retained retained Number out
Passed put per put on put on Failed written
per Drop out
(excl. category enrolled written
on
category
pending
on
Written
subjects) written
(excl.
pending
subjects)
4044
2343 L2-L4,
2583 88.7%
622
246 N1-N3,
88 51.2%
5776
3902 N4-N6,
3504 83.5%
64.5
70.5
81.3
47.6
39.7
34.0
74.9
73.5
72.5
89.5
86.2
90.3
62.6
49.5
41.5
86.1
81.2
83.3
472
375
278
371
251
124
935
906
705
10.5
13.8
9.7
37.4
50.5
58.5
13.9
18.8
16.7
72.1
81.8 L2 - L4,
90.0 81.3%
75.9
80.2 N1 - N3,
81.9 79.3%
87.0
90.6 N4 -N6,
87.1 88.2%
1751
605
318
315
123
47
1004
500
625
27.9
18.2
10.0
24.1
19.8
18.1
13.0
9.4
12.9
Pass rate, Drop out and Throughput rate 2013
Level
L2
L3
L4
N1
N2
N3
N4
N5
N6
Possible
number
certified
1739
1077
795
557
256
92
3905
2581
1861
2013 Certification Rate based on head count full time
Actual
Actual
Average % certified Actual
% not
Total
Number Number
per
on written number certified
subject
Wrote & Certified category
not
on written results
retained
(excl. on written
certified
Pending
pending
on Written
subjects)
1006
695
644
302
185
71
2987
2134
1585
731
433 L2-L4,
452 68.4%
141
50 N1-N3,
3
26%
1888
1282 N4-N6,
969 61.5%
72.7
62.3
70.2
46.7
27.0
4.2
63.2
60.1
61.1
275
262
192
161
135
68
1099
852
616
27.3
37.7
29.8
53.3
73.0
95.8
36.8
39.9
38.9
278
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 fulltime 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