Annual Performance Plan Jaarlikse ... - National Treasury

• Award bursaries/loans to needy learners
• Maintain computer laboratories
• Ensure that all students are trained in ICT
Progress analysis
The current FET curriculum is based on Report 191 (Formal Technical College Instructional Programmes in the RSA) and Report 190 (Norms
and standards for instructional programmes and the examination and certification thereof in technical colleges education). These curriculum
and programme offerings will be replaced in the period to 2008 by a framework that offers 16 - 20 year olds more flexible and responsive
education and training programmes. The framework for FET offers three pathways to the FETC or NQF Level 4 certificates, namely:
General academic
General vocational
Occupational – trade, operational, professional
This means that Report 191 programmes are being phased out gradually and relevant qualifications and programmes are being phased in.
FET colleges have already begun the process of developing new courses and qualifications based on Unit Standards. This programme
development phase was substantially strengthened by the iKapa elihlumayo grant for the development of level 2 to 4 programmes.
As with FET schools, the province will actively drive a process of curriculum redress to ensure that in all districts a wide range of programmes
is offered. This will require careful planning and strong redress action through the re-capitalisation of colleges especially the provision of
workshops and equipment and specialist teaching staff.
Targeted programmes enable educators at colleges to upgrade their mathematical literacy and mathematics skills, integrate theory and
practice, upgrade their academic and professional qualifications, and assess learning to meet Umalusi and SETA standards and deal with
barriers to learning.
Colleges are also developing strategies to broaden access to FET colleges such as:
A variety of delivery modes (e-learning, distance learning, learnerships, skills programmes, etc.)
Facilities and training that meet the needs of differently-abled learners
New sites for the disadvantaged and rural communities
Bursary and loan schemes
The population of 16 – 20 year olds in the Western Cape is 400 000, but only 210 000 or 55% of the population is enrolled at
schools, colleges or adult centres on FET level courses (Grades 10, 11 and 12 or Level 2 to 4 on the NQF). Close on 50% of
learners of any age cohort leave the school system without completing Grade 12 and, with only 20 000 learners in FET colleges, it is
clear that the majority of learners do not see college as an alternative to schools. While socio-economic factors play a significant role
in learners leaving the system, the relevance of the subject offerings and the prospect of the FET qualification leading to employment
are factors that the education system is addressing.
The FET access goals have two dimensions: first to work towards a more equal balance between FET school enrolees and FET college
enrolees; and secondly to increase the number of the population of 16 – 20 year olds in FET institutions. In the medium term this will mean
reducing the Grade 10 - 12 learners to around 160 000 learners and increasing the FET college learners or those enrolled on learnerships
from 20 000 to 60 000 learners by 2014.
Analysis of constraints and measures planned to overcome them
The rate of growth of full-time equivalents (FTE’s) in FET colleges is constrained only by resources e.g. staff, equipment, finance etc.
Indications are that targets will be reached as additional enrolments are recorded in the 2006-year. FET colleges offer courses,
which range from a few hours to years in terms of duration. Learner enrolment is, therefore, ongoing. Audited FTE’s for the
preceding year are only available from April in the subsequent year as these are subject to complex calculations and auditing by
external auditors along with the financial statements of the college concerned.
Colleges have established learner support units to accommodate and provide support for the vast variety of learners with different
learning backgrounds and experiences. Tracking of learners internally will be done to support learners in curriculum and work
placement.
The credibility and value of qualifications achieved at FET colleges will depend on the quality of their programme offering. Colleges
will develop and apply quality management systems in order to measure and improve the quality of academic programmes and nonacademic
processes.
Annual Performance Plan 2007/08 – 2009/10
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