ehlanzeni fet college -...

Ehlanzeni FET CollegeCentral Office

ISO 9001: 2008 Certificated EFETC1

PROGRAMMES

PROGRAMME DEVELOPMENTRefer to attachment summarizing courses currently presented at the college. The NQF level - learnerships and

skills programmes will be developed in all 12 fields as approved by ETQA's.

Definitions:

SAQA will refer to all accrediting bodies

Academic Board - as laid out in the FET ACT.

IPAP - Internal Program Approval Panel

HOD - Heads of Divisions

PROCEDURES FOR PROGRAMME DEVELOPMENT

PURPOSE

This procedure lays down the activities and responsibilities of person/s responsible for programme development

and approval according to the requirements of SAQA and other accrediting bodies.

SCOPE: All learning fields relevant to FET Colleges

REFERENCE:

Unit standards approved by SAQA and other accrediting bodies.

The Academic Board will be responsible for the programme selection and

instructing

continuous development and implementation of programmes.

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Research and needs analysis through the Marketing Committee will give the necessary information on what

programmes to offer.

The Academic Board will be responsible for the selection of Unit Standards and management of development of learning material to reach the specific outcomes of each unit standard and learning outcomes of SAQA.

PROCEDURES FOR PROGRAMME DEVELOPMENT

1.1 Marketing Committee (Research component) conducts survey amongst scholars, employers, out of school youth,

employees, unemployed and general adult public, to establish training needs.

1.2 Feedback is analysed by marketing committee (Research component).

1.3 Results are communicated to the Academic Board and Heads of Divisions. Results are to be kept by the

chairperson of the marketing committee for a period of five years for reference purposes.

1.4 Example of surveys to follow:

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EHLANZENI FET COLLEGE

TRAINING NEEDS SURVEY: FOR PROSPECTIVE LEARNERS

Please take a few minutes to complete this survey. It will help us to establish your

training needs, and to meet your training requirement.

1. Name of person ____________________________________________

2. Age

3. Gender

4. Postal address _______________________ Postal Code: __________

_______________________ Cell/Telephone no ___________________

5. What is your highest qualification? ___________________________________________

6. What is your present field of study? __________________________________________

7. In what area would you want to qualify yourself, or get skills in?

_________________________________________________

8. Would you like to study further at our college?

9. If "YES", give a brief indication of the field of study that will interest you.

_________________________________________________

10. Do you have any working experience?

11. If "YES", state in which sector of the business environment.

_________________________________________________

12. How many years/months experience do you have in the field mentioned in 11? ________

13. Please mention any other training needs you may have which is not covered by the survey.

________________________________________________________________________3

14. Is there any stumbling block that you would like to mention that might hinder your studies?

_________________________________________________________________________

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TRAINING NEED SURVEY: FOR EMPLOYERS

Please take a few minutes to complete this survey. It will help us to establish your training needs, and to meet your

training requirements.

SECTION A: DETAILS OF EMPLOYER:

1. Title, Name and Surname of employer: _______________________________________

2. Name of Company/Business: _______________________________________________

3. Type of Business you run? _________________________________________________

4. Postal address of Company? _____________________ Postal code: ____________

_____________________ Tel. (w): _______________

Fax (w): _______________________ E-Mail: ________________

SECTION B: DETAILS OF TRAINING NEEDS:

1. Do ALL employees have the necessary skills/knowledge to do what is required from them?

2. If "NO", list the knowledge/skills you feel they require.

________________________________________________________________________

________________________________________________________________________

3. Are you interested in sending your employee(s) on a short course?

4. Are you interested in sending your employee(s) on a skills program?

5. Are you interested to send your employee(s) on a learnership ip programme?

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6. Are you interested in sending your employee(s) on a full-time programme?

7. Are you interested in sending your employee(s) on a part-time programme?

8. Are you interested in sending your employee(s) on an ABET programme?

9. Would you like a representative of the College to visit you to discuss your training needs?

10. Any other matter regarding training needs you would like to bring under our attention?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Thank you for taking the time to help us to help you!

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1.5 Other data to be used to support Training Needs Analysis:

1 Data on client learner satisfaction regarding contents and purpose of programmes.

2 Data on destination of learners on past programmes.

3 Data on learner enrolment, retention and success rates.

4 Relevant guidance and support material available for staff use.

2.1 The Academic Board selects suitable programmes for a period not exceeding four years, from available unit

standards.

2.2 If no suitable material for the unit standards is available, the Academic Board gives instruction through the HOD’s

for development of own material that will have to be approved by SAQA and all the accrediting bodies.

3.1 Briefing sessions for staff of Divisions on programme approval/re-approval process.

3.2 Draft submission of Programme to be forwarded to Quality Champion.

3.3 Final document on Programme outlines for new Programme to Heads of Divisions.

3.4 Heads of Division identifies membership of IPAP, panel schedules and venues.

3.5 Approval panel(s) arranged in accordance to Ehlanzeni FET Guidelines.

3.6 Outcomes of panel endorsed by Heads of Divisions for Programme Approval.

3.7 Relevant Division prepares documentation to be submitted to external awarding body.

3.8 Relevant Departments provide copies of external submission documentation, along with the Ehlanzeni FET

College “Programme Approval Outcomes” to Quality Champion for authorization.

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3.9 Head of Division ensures conditions are met for Programme Approvals prior to programme delivery. Inform HOD

responsible for Program Approvals of action taken.

3.10 Outcome of Programme Approval Panel of Ehlanzeni FET College recorded on spreadsheets.

3.11 A presentation for the Academic Board is prepared and forwarded.

3.12 Forward outcomes to Examinations Team, Heads of Divisions and the Quality Champion.

3.13 Annual evaluation of Programme Approval Process.

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FLOWCHART FOR PROGRAMME DEVELOPMENT AND APPROVAL

◄

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PROGRAMME APPROVALS

Stage 1: Internal Approval

Stage 2: External Approval

Stage 3: Re-approval of existing study programmes

STAGE 1: INTERNAL APPROVAL

Aim:

To ensure that all new learning programmes meet Ehlanzeni FET College quality assurance framework prior to external approval and delivery.

Purpose:

To ensure that the programme contributes to achieving college objectives and is directly related to the Strategic Plans of the Department, and of the College

To ensure that there is clear policy and practice on marketing, admissions, achievement and progression for the new target group

To ensure that there are efficient and effective arrangements for delivery, quality assurance and student support which are embedded into the programme

Method:

An Internal Program Approval Panel drawn from the relevant Departments and Group Services will undertake the internal approval. The panel will comprise a Chair and two members of staff from all divisions. Full time programmes will be subject to panel approval whilst Part time and addition of units can be processed via written application.

Process:

DivisionHeads submit a list of programmes for internal approval to the Quality Champion.

IPAP to approve Higher Education, pre-16, NQF, and SAQA programmes will draw upon both expertise and cross-Department/Division members to ensure consistency of practice and impartiality.

Heads of Departments are required to register programmes for internal approval according to the following criteria:

1. Any new “long” or “short” programme which draws down FET or HET Funding.

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After 3 or 5 years, according to the approval period approved by the external awarding body where an external

awarding body grants an extension beyond the normal re-approval date, the Quality Champion should be notified

and approval sought for an extension to internal approval.

The Division Management Team should agree on the registration list for approval at least annually. The Programme Propose [CRM’s/Programme Co-ordinators] should submit a Programme Outline to the Quality Champion. (A programme outline is available on the Internet and should be completed in detail and word processed wherever possible.) The Quality Champion who will identify appropriate panel members and chair, drawn from staff across Ehlanzeni FET College. The Department/Curriculum team will then arrange the venue and panel date.

The IPAP will discuss the proposed programme[s] with the Programme Co-ordinator/Team members drawing upon the internal approval framework. The panel has the option to approve the programme[s] with conditions and/or recommendations or not to approve the submission. The panel recommendations will be sent to the Quality Champion who will forward the final outcomes to the appropriate Head of Division.

A copy of the Outcomes will be forwarded to the Quality Champion who will be responsible for reviewing any conditions/recommendations with the Programme Proposer / Head of Division. The Ehlanzeni FET College Quality Champion will authorise external submissions only when a programme has been successfully internally approved.

Quality Champion to update Academic Board in triplicate.

Administrator for Group approvals to:

- Log programme outcomes

- Update the spreadsheet

1 Copy of outcomes to relevant parties and Academic Board.

The framework designed for internal approval comprises six sections and the Programme Outline must contain

information that addresses:

1 Rationale and Responsiveness

2 Curriculum Content, Organisation and Management

3 Student Assessment, Accreditation and Achievement

4 Support for Students

5 Quality Assurance

6 Resources

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1. Rationale and Responsiveness

The Programme Outline should clearly indicate the name of the programme, the title of any award and the likely

funding source.

A brief rationale for the programme should identify: -

The contribution made to furthering corporate objectives

The relationship to Division plan and programme portfolio

How Ehlanzeni FET College curriculum policy is being implemented through this proposal.

The IPAP will seek evidence of market research being undertaken. It is also essential to demonstrate effective

liaison with partners, e.g. schools, Technicons, FET Colleges, employers, parents, community representatives,

Higher Education Institutions.

Details of how the programme is to be marketed and evidence that the Marketing Unit of the Group has been

involved needs to be provided.

Clear statements of policy and practice guiding entry to programme, addressing those with disabilities, learning

difficulties, non-standard entrants and any other groups requiring special attention, are essential.

Curriculum Content, Organisation and Management

The panel will want to discuss all the units, modules, etc which make up the programme, and you will need to

describe the mode of attendance including the number of guided learning hours; the programme management

structure, identifying lines of communication and accountability. A commitment to equal opportunities will be required,

including the content and cultural diversity of programme materials. Responsibilities for implementing Health and

Safety policies should be clearly defined. The mechanisms to support guidance for entry, induction, on programme

and progression or transfer from programme must be clearly stated, and referenced to key skills, which form part of

the agreed learning programme. Enrolment targets should be clearly stated. Commentary should identify course

costs and illustrate how the programme is being delivered with maximum efficiency. Efficiency targets should be

included.

Student Assessment and Accreditation

The Programme Outline needs to clearly state the primary learning aims and the method of assessment and/or

accreditation(s). All vocational qualifications have to be acceptable under the guidelines set out by SAQA. The

awarding body for the qualification must be identified.

Some examples of the documents, which may be required for the Internal Approval Panel, are: programme

documents including student worksheet/packages; formative assessment sheets; individual action plans; records of

achievement. Details of any arrangements for accreditation of prior achievement/learning (RPL) and the learner

appeals procedure need to be provided.

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Relevant national benchmarks should be included where these are known. Details of target achievement, completion

rates and intended destinations and/or progression are required, as are procedures for the collection and use of value

added data.

Support for Students

The panel will want to be provided with a description of any arrangements made for the provision of student support,

including tutorial support, access to Key Skills, personal counselling, guidance, careers education and other

resources and any other relevant enrichment activities. There should be evidence of additional needs support, where

appropriate, and how commitment to the College Charter is achieved.

Quality Assurance

Clear statements on the strategies for quality monitoring and enhancement use of internal and external reports on

quality, a schedule of programme meetings will be discussed with the panel. Details of programme review and

evaluation mechanisms will be included in the discussion, and procedures for student feedback should be identified.

Evidence of provision for monitoring off-site learning, where applicable, will also be required.

ResourcesThe Programme Outline should provide details of those persons who will be responsible for teaching/tutorial support

or any other form of student learning support. An outline of the experience and qualifications and recent staff

development activities of these staff may be discussed. The availability of other resources including technical,

administrative and clerical staff, available accommodation and planned/actual utilisation, textbooks, materials and

other learning resources may be discussed. It is expected that teams address the needs of all students. Similarly,

clear reference as to how students will access cross college equipment and resource e.g. library and information

technology equipment, is expected. Where applicable, it should be demonstrated that students have access to

suitable off-site learning environments. The programme should be costed as fully as possible.

Evidence for Internal Approval PanelA copy of the checklist, which the Internal Approval Panel will use, will be sent to the Programme Proposer. This is

for guidance only. You are not expected to produce a submission based upon this checklist; however, you will be

expected to provide the Internal Approval Panel with documentary and/or statistical evidence in support of your

application for approval.

Validity

Panels should comprise members of staff from across the colleges in the group and include College Council members as

available. In some circumstances the panel should comprise staff with relevant awarding body expertise e.g. OCN.

Accountability

The panel is responsible through the Quality Champion to the Academic Board.

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Ehlanzeni FET College INTERNAL APPROVAL FOR STUDY PROGRAMMES: PROGRAMME OUTLINE

N.B All new programmes require internal approval before submission to external

awarding bodies

Department:

Campus Location (s):

Programme Proposer: Division Head Authorising Signature:

Title of new qualification aim to be offered: (please note programme outline should be completed for each qualification

aim)

If this qualification is to be attached to an existing study programme/ pathway please specify which one:

Name of Awarding Body:

Level (s) being offered:

Guided Learning Hours: (glh)

Target Enrolment:

Course Duration:

Number of guided learning hours per year: Teaching weeks per year:

Mode of attendance:

Target Group(s) Evidence of market demand:

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How does Programme link to:

a) the Campus portfolio? b) Division Plan?

Has an adequate source of revenue funding been

identified? YES NO

If so, which? (e.g. FEFC schedule 2)

Programme Content (e.g. title of units, modules, subjects) - a separate list may be provided

Expected Student Destinations: SETA Sector Plans

Provincial Stats Plan

Key Teaching Staff Required

Please identify key teaching staff:

Delivery Pattern:

Tutorial Arrangements (staff, delivery styles, size of tutor groups) Student Work Experience Arrangements

Guidance/ Admissions/ Assessment Arrangements Procedures in place for review of student learning materials

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Quality Review and Evaluation Arrangements Delivery of Key Skills

Enrichment provision enhancing learner experience

(dates of activities, field trips, demonstrations, etc)

Application of Learning Technologies i.e., Inter-Active TV, IT,

CD Rom

Accommodation Needs [staff and students]

(Particularly specialist needs - give details please) Equipment / Resource Needs including Human Resources

External Revalidation Date:

EXTERNAL APPROVAL

Aim: To ensure that all documentation meets Ehlanzeni FET College’s quality assurance framework prior to external

submission following successful outcome of internal approval.

Method:

All documentation should be completed by the Programme Co-ordinator according to the conditions set out in awarding body programme submission guidelines and have the approval of the Quality Champion.

Process:

Outline documents may be taken to internal approval panels, which may act in an advisory capacity. Completed submission documents for external approval should be forwarded to the Quality Champion for authorisation once the programme has successfully met conditions of Ehlanzeni FET College internal approval process (an outcomes sheet should be attached to the external submission documentation)

Validity:

No programmes can be delivered and claim funding without written approval of the relevant awarding body prior to commencement.

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Accountability:

The Ehlanzeni FET College Quality Champion, will be responsible for ‘signing off’ submission documents for external approval. The original documentation will be returned to the Programme Co-ordinator to be copied and forwarded to the appropriate awarding body.

The Programme Co-ordinator will be responsible for ensuring that the programme is delivered according to the conditions agreed by the external awarding body ensuring that internal verification standards are met and informing the Quality Champion attached to the Division of the date for re-approval and registration. The appropriate Head of Division should also be notified if the programme remains dormant after approval has been granted.

PROGRAMME RE-APPROVAL

Aim: To ensure that study programmes meet a range of quality standards prior to re-validation.

Purpose: To ensure that programmes meet learner expectations and Ehlanzeni FET College quality assurance standards.

To ensure that programmes meet appropriate standards prior to re-approval by external agencies and awarding bodies (normally 3-5 years).

Programmes must show:-A continued contribution to corporate objectives and the strategic direction of Ehlanzeni FET College.

Sustainability of numbers

Quality standards

Improvement trends in retention, achievement and destination of learners.

Proof that resources continue to be available to meet the needs of the learner group.

Method: An Ehlanzeni FET College panel drawn from the relevant Division and Services Teams will undertake re-approval. Where appropriate external representation may be made e.g. HET programmes.

Process: Heads of Division should submit identified programmes for Ehlanzeni FET College re-approval 2 months prior to

external awarding body revalidation/ recognition/ triennial review to Head of Division with Group responsibility for “Programme Approvals.”

Heads of Divisions must submit specified paperwork for panel consideration one month prior to revalidation date and include: -

Rationale for continuation of the programme

Validated data on programme enrolments, retention, achievement and destination.

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Copies of two most recent External Verifier/ Moderator Reports

Availability of resources to meet programme continuity.

Validity: Programmes will only continue to operate where Ehlanzeni FET College and subsequently external awarding bodies

have granted re-approval.

Accountability: Head of Division to ensure that current documentation is submitted for re-approval of study programme(s) Quality Champion to ensure appropriate panel membership and external representation where relevant. Heads of Division to ensure that conditions are met prior to delivery. Heads of Division to ensure that submission documentation for external awarding bodies is prepared as specified in

awarding body guidelines.

Ehlanzeni FET College Quality Champion to authorise any external submission documentation.

Step 4

Programme Development

Step 5

Evaluate Programme Developed

Step 6

Review and Approval of Programme

(This is done by SAQA and the Academic Board)

Collect unit standards from the Web or SETA and unpack it.

Write learning material and assessment guide for specific outcomes.

Step 7

Implementation

4.2 PROGRAMME DELIVERY

The mission of Ehlanzeni FET College will improve life long learning services, offering responsive and flexible

and outcomes based occupational education and training. This will be achieved through the correct programs

and maximum utilization of resources (staff and assets).

Thus the success of the college depends on the effective delivery of well-designed programmes so that learners

can achieve their goals in education and training standards set by SAQA.

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PURPOSE

To lay down activities and responsibilities in the delivery of programmes to educator staff and management in

the college.

SCOPE

All learners form NQF level 1-5

PROCEDURES

LEARNER PORTFOLIO

MODERATION OF

LECTURER AND LEARNER

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PROCEDURE FOR PROGRAMME DELIVERY

SUBMIT EDUCATORS’ PORTFOLIO

* Record will consist of full CV

Record of qualifications

Appraisal forms

Class visits and reports

Assessment certificate

Duty sheet

Staff development plan

* Kept in a safe place

PREPARATION AND PLANNING

* Educator will have subject file that will consist of:

- Unit standard of subject

- Facilitation plan

- Learners’ worksheets

- Assessment plan

- Circulars on subject

- Assessment records

- Examination statistics

- Minutes of subject meeting

Delivery is according to Outcomes Based Education

Planning involved

1. GRADE LEVEL PLANNING (Annexure 2)

This planning will describe what will be learned during each year/semester/trimester within a subject or field of

study.

Its relation to specific individual subjects.

A team of educators who teach a particular grade draw up a plan collaboratively.

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Educators should discuss grade plan with learners and keep parents informed.

PROGRAMSANNEXURE 2: GRADE PLAN

SUBJECT: ________________________ GRADE _________________

FACILITATOR ______________________ YEAR _________________

TOPICAIMS/OBJECTIVES

(LEARNING OUTCOMES IN THE ENVISAGED NCS)

ASSESSMENT

STANDARDS

SUMMARY OFACTIVITIES

KIND OF ASSESSMENT

EVIDENCE TO BE PRODUCED

* Assessment Standards have not yet been published. Until they are, we will use the existing NATED 191 and NTC

policy documents as standards of achievement that learners should achieve.

2. LESSON PLANNING (Annexure 3)

* This refers to detailed plan of individual learning experience or activities that will take place in each class room

during the period of learning. (Facilitation plan).

* What aim and objectives they will be working towards.

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* The activities that each will be involved in.

* What will be assessed and how this will take place.

* The resources needed.

* The time for each activity.

Each educator draws up his/her plan. Educators who facilitate the same subject in one grade should either draw

their plan together or agree on a single approach and share planning.

(Addendum D)

ANNEXURE 3 - LESSON PLAN TEMPLATE

TEACHER _________________________________________ CAMPUS __________________

TOPIC _________________________________________ GRADE __________________

SESSION NO _____________________________________ SUBJECT _________________________________________________________________________________________________________________

TEACHERS' ACTIONS LEARNER'S ACTIONS RESOURCES ASSESSMENTSTRATEGIES ESTIMATED TIME

Expanded Opportunities Enrichment:

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Special needs: Homework:

Procedures for designing a learning programme and lesson plan

STEP 1

Clarify the aims/objectives of subject matter

Check the policy documents. Select the learning outcomes and assessment standards for the learning

programme.

STEP 2

Clarify the kind of evidence required

* Consult various sources such as what the curriculum policy documents expect learners to achieve, as

well as relevant source materials, such as text books,

old lesson plans, example materials, and even old syllabus documents, colleagues. Etc. The purpose is

to establish what should be included in the learning

programme and at what level of rigor.

* List the knowledge to be included: facts, concepts, theories, etc.

* List the skills to be developed. These may be subject specific skills, such as using scientific equipment or

the general skills such as group work

skills, time management or research skills.

List the context that will help focus on attitudes and values. We cannot "teach" attitudes but we can

create opportunities for learners to form, test and even change their attitudes, beliefs and values. We

create these opportunities by focusing on real life contexts, linked to what they are learning, that

encourage learners to express and explain a personal stand on issues

* Decide on the assessment activities, method and tools that will be used during the programme. Decide

on what assessment will happen and how this

will be recorded and reported. (See assessment – learners’ policy)

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It must be learner centred and start from known to unknown.

STEP 3

Design the teaching learning and assessment plan

* Draw up a plan that puts what will be learned into a sequence for delivery in class. Divide the learning

programme into sections (or modules, learning experiences or lessons). This should fit within the time

allocated, as has been planned on the grade

plan.

* Work out how long each section will take. Allocate an appropriate number of periods for each section.

Include time for assessment.

* If learners need to draw on previous work or on learning from another learning area, check with other

educators.

STEP 4

Design each learning activity or experience

* Plan what will happen at each stage during the learning experience, facilitation or period and allocating

and approximate time in minutes for each stage.

Allow time for questions, unexpected interruptions, etc.

* Decide the learning methods to be used. Will learning happen though direct presentation? Will learners

do tasks? Will learners work alone or in

groups? What must be done in class and what will be given for homework?

* Plan what resources will be needed, in what quantities.

* Plan the assessment tasks, questions or assignments.

STEP 5

Reflect, Record and Prepare

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* Reflect and note what worked and what needs to be changed

Evidence must be kept especially for moderation. Keep record for three(3) years.

* Decide what learning programme needs to be completed next. Also see annexure 7, 8 and 9 for planning.

LESSON PRESENTATION AND METHODOLOGY

* Punctuality is managed

* Registers are taken

* Recognition of prior learning

* Presentation of lesson:

* Lesson must be in context

Objectives must be clear

Delivery of objectives

* Students interest engaged/sustained

* Briefing, instructions and summary of lesson

* Group needs responded to

* Is teaching methods varied and appropriate

* Learning aids and equipment used effectively

* Assessment clearly explained

* Facilitate class work

* Explain homework

EVALUATION AND ASSESSMENT

* Make use of CASS (Continuous assessment)

* Principles of assessment must adhere to

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- Transparency

- Validity

- Fairness

- Reliability

- Relevance

- Sufficient

- Flexibility

- Authenticity

- Developmental

- Manageable

- Legitimacy

* Work according to assessment guide and plan for CASS and final assessment.

Step 1 – Prepare learner

Step 2- Agree assessment plan and choose evidence gathering methods

Step 3 - Collect evidence

Step 4 – Judge the evidence

Step 5 – Record decisions

Step 6 – Give feedback to the learner

Step 7 – Hold appeal if necessary

Step 8 – Review assessment

PORTFOLIO OF LEARNER

Collect evidence – consist of all the tasks the learner has done.

Declare competent or not competent.

See complete assessment process and planning in Learners policy.

RECORDING AND ANALYSING DATA

Recording and reporting involve how we capture data collected during assessment so that it can be logically evaluated

and published in an accurate and understandable way.28

Record the following:

Learner attendance register

Retention

Assessment and evaluation

Achievements

Report cards should include information above of learner, as well as:

overall progress

1 learning achievements2 learner’s strength(s)3 support needed or provided where relevant4 Constant feedback that comments on the performance in relation to her/his previous performances and requirements

of the subject.

Assessment records must be send to SAQA for final approval

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MONITORING AND SUPPORT

This activity aims to ensure that we achieve the standard we have for ourselves, ensure that all outcomes were reached

and establish what support is needed for the earner.

* We need to ensure that the whole system is properly planned and that it works in the intended way. For this

reason we need to provide indicators about whether and how well different parts of the system are working.

* We need to ensure that our colleges are equipped and supported so that they run effectively and that the can

achieve their intended outputs.

* We need to ensure that educators are properly trained and supported so that they can do their work effectively.

For this we need to provide proper support and

* We need to ensure that we set clear standards for learning achievement so that the qualifications we award is

meaningful. For this reason we provide benchmarks and standards that clearly define quality in learning.

In order to ensure that the educational system is working effectively, we need to provide support and monitor the

effectiveness of the institution and people who make up the system. All of these aspects of quality assurance are being

addressed through discussion between the various role players in education. There are both existing and proposed

policies and structures that, once finalised and agreed on will ensure that we can monitor and provide the support needed

to achieve the level of quality we want as a college.

Some of the important questions we need to ask: Who must capacitate lecturers?

* How educators plan and document their plans and what expectations that the educators have of learners?

* How competent educators are in their subjects and their capacity to use a range of teaching strategies, methods

and styles?

* How educators present and explain, use questioning techniques and to organise their classrooms?

* What is the educators' ability to find and use resources to help learning.

* What is the educators' ability to manage the classroom and the learning environment. This includes instructional

leadership, control and reflection in order to create and maintain a safe, constructive, challenging, learning

atmosphere for all learners, including those with special needs.

* What skills and abilities do the educator use in assessment to manage learning and their ability to use a range of

assessment strategies (including those such as self and peer assessment), methods and tools.

* How assessment is recorded and reported.

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* The extent to which homework is effectively used as part of learning.

* The extent to which educators are able to reflect and evaluate the success of their teaching and lessons.

* The extent to which the college and educators are following the national curriculum and adapting it to local needs.

* The extent to which college management creates opportunities, conducive to teaching and learning.

Responses to these questions can help the college to develop plans to ensure that implementation of interim curricula is

implemented accordingly. Educators can use the plan to determine the development needs of educators and learners.

This will assist in determining the type of intervention and support required.

See complete assessment policy under Assessment re: 7.1.

VENUE – CLASSROOM/LECTURING ROOM/WORKSHOPS

CLASSROOM MANAGEMENT

Relevant educational climate: How learners experience the quality of their working life as determined by their relationships with their lecturers. The tone and spirit in the classroom. The learning environment is created by mutual interest and enthusiasm between lecturer and learners. The atmosphere in which teaching and learning takes place: Learners expect to work hard at valid and satisfying tasks as a result of the open and critical discussion based upon

rich and diverse materials. General attitude to learners and the expectations, which are roused. The classroom atmosphere encourages the exchange of ideas, questions and experiences, and learning is

understood as a co-operative and productive activity. The relationship between routines, stimulation, industrious activity and creativity: Learning opportunities take place at different levels at the same time. The establishment of a productive, encouraging, demanding and supportive environment for lecturers. Organizational conflict Creating climate for co-operation Guidance Make provision for handling and solving conflict within the conext of the learning environment.

The educator also takes responsibility for all stock in his classroom – furniture and equipment.

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4.3 PROGRAMME REVIEW AND EVALUATION

The Principal is responsible for the preparation of the College Development Plan in conjunction with Senior

Management and Heads of Schools.

Responsibility for the academic curriculum of the College lies with the Academic Board and its sub – committee, the

Academic Standards Committee and Academic Development Committee.

Each learning programme is assigned to a specific Programme board, which manages that learning opportunity.

PERFORMANCE INDICATORS

Performance indicators focus on key areas of college activity.

A framework, including norms and standards, for development: an indicator of the adequacy and suitability of

staff, specialist equipment, learning resources and accommodation.

Achievement of funding target: an indicator of the degree to which a college has achieved its funding target.

Change in student numbers: an indicator of the level of change in student enrolments at a college

In-year retention rates: an indicator of the effectiveness of a college’s teaching, and guidance and support

process, as measured by the retention of students on their learning programmes

Achievement rates: an indicator of the effectiveness of a college in enabling students to ascertain their learning

goals.

Contribution to the national targets: an indicator of the number of students attaining one of the national targets for

education and training.

Student destinations: an indicator of the relevance of young people’s learning programmes to: continuing

education, employment and progression pathways. It is also a platform for indicating lifelong learning.

INTERPRETATION OF INDICATORS

There are a number of key points to bear in mind when interpreting the performance indicators for an individual

college:

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The indicators should be viewed as part of a range of information which colleges and other’s publish about their

activities and should also be considered in relation to the college’s strategic plan and mission;

The performance indicators give summary information about each college. The indicators can only provide a

starting point for colleges to compare their performance with colleges similar to their own. The reason for

differential performance can then be explored, separating differences arising from unique features of a college,

from those where changes in practice can lead to improved performance.

GENERAL

The Quality Assurance Working Group has adopted six Performance Indicators (PI’s) which focus on key areas

of college activity and which are published in January of each year.

These PI’s have three main purposes:

to enable colleges to compare their achievements with those of equivalent institutions

to provide information to a range of stakeholders as accountability for spending public funds

to enable colleges and the Council to monitor changes in performance at each college level

The performance indicators are:

PI 1 Achievement of funding target; an indicator of the degree to which a college has achieved its funding

target

PI 2 Change in student numbers: an indicator of the level of change in student enrolments at a college

PI 3 In-year retention rates; an indicator of the effectiveness of a college’s teaching, and guidance and

support process, as measured by the retention of students on their learning programmes

PI 4 Achievement rates: an indicator of the effectiveness of a college in enabling students to attain their

learning goals.

PI 5 Contribution to the national targets: an indicator of the number of students attaining one of the national

targets for education and training by achieving the NQF or equivalent appropriate level.

In addition, but complementary, to the retrospective reporting of PI’s the

EHLANZENI FET College is required to set annual targets for student retention and

achievement to ensure continuous improvement of these areas by review,

monitoring and reporting against the targets.33

These targets are developed by curriculum teams and eventually

aggregated to a whole group level.

Departments are also expected to establish targets for student

attendance and will monitor student success.

STUDENT AND CUSTOMER SURVEYStudent and customer surveys are an integral part of the review and evaluation process.

Departments gather student feedback using the On Programme Questionnaire and a perceptive survey.

Phase 1 Enrolment Questionnaire

(To be completed one week after closing date of enrolment)

Phase 2 On Programme Questionnaire to focus on the early impression

of the student experience.

(To be completed one month after commencement of classes)

Phase 3 Questionnaire to focus on the learning and teaching aspects of

the student experience

(One month prior to termination of programme)

Phase 4 Destination Questionnaire

(Two weeks prior to termination of programme)

Phase 5 Employers surveys are available from individual Departments

Outcomes of these surveys will be used to inform:

Programme reviews

Curriculum and Quality Advisory Group

College Council

Academic Board

Student Councils

Self Assessment Reports

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EHLANZENI FET COLLEGEPHASE 1

Please help us to give you, the student, and the benefit of improved quality service at the College, by completing the following questionnaire. Place a tick () in the appropriate box and add suggestions.

1. Where did you hear about Ehlanzeni FET?

From friends/family

In the newspaper

From my previous school

From former students

Other (Name please)

SUGGESTION

2. How were your enquiries about courses handled?

I had no enquiries

Sufficient information was provided

Staff provided information telephonically

Found information in brochures

Couldn’t find information

SUGGESTION

3. The brochures that were providedYES NO

Were clear and understandable

Gave all the information that I wanted

Didn’t give enough information

Were too difficult to understand

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Are you satisfied with our service? Please do not hesitate to make specific comments. Please answer the following by

indicating your choice with an X

HOW WOULD YOU RATE THE FOLLOWING?

SECURITY:

Check-in speed

Check-out speed

Attitude of security guard

CAMPUS:

Parking

Building

Directions

RECEPTION:

Prompt service

Friendly service

Staff knowledgeable and informed

COMMUNICATION WITH COLLEGE:

Quality of telephonic conversation

Quality of written communication

GENERAL COMMENT.

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.........................................................................................................................................................................

PLEASE HAND IN QUESTIONNAIRES AT THE FRONT DESK.

IF YOU WOULD LIKE US TO CONTACT YOU, PLEASE FILL IN:

37

EHLANZENI FET COLLEGEON PROGRAMME QUESTIONNAIRE (PHASE 2)

Please take a few minutes to complete this questionnaire. It will help us to improve our services to you. All the information

will be treated as confidential – your response is anonymous.

Please write down the name of the program you are following:

__________________________________________________________________________

Name of subject and level e.g. _____________________________________

College Campus/Site _______________________________________________

Please mark-in the appropriate circle O . If a question does not apply to you, please leave it blank.

The college is committed to providing equal opportunities for all students. To help ensure this, would you please answer

these questions about yourself.

Q1 Are you male or female? Male O Female O

Q2 Have you enrolled at Ehlanzeni FET College Yes O No Obefore?

Q3 Would you describe yourself as?

African O Indian O White O Coloured O Other Asian O

Other Ethnicity O

Q4 Would you consider that you have any of the following learning difficulties and/or disabilities.

None O Wheelchair user O Partially Sighted O

Restricted mobility O Blind O Learning difficulty O

Other O Hearing Loss O Other Medical Condition O

Explain_______________

Q5 Is English the language you speak at home? Yes O No O

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Q6 Are you employed? Yes O No O

Q7 Are you from outside the borders of Ehlanzeni? Yes O No O

Q8 What age were you when your course started?

Under 16 O 16 –18 O 19 – 24 O 25 – 35 0 36 – 44 O

45 – 54 O 55 + O

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EHLANZENI FET COLLEGEON PROGRAMME QUESTIONNAIRE (PHASE 3)

QUESTIONS ABOUT THE COLLEGE IN GENERAL Please mark in the appropriate circle. If a question does not apply to you, please leave it blank.

Q9 Please tell us what you think about these aspects of the college:-

Very good Good Just below Poor

Acceptable standard

The classrooms O O O O OSpecialist teaching rooms O O O O OE.g. workshops, labs, kitchens

Study facility O O O O O

The Cafeteria O O O O O

The cleanliness of the buildings O O O O O

Internal decoration and displays O O O O O

The accuracy of information you O O O O Oreceived from the college about

your course before you enrolled

your induction – the information O O O O Oand advice given to you during the

first weeks of the course

The support you received from O O O O Oyour lecturers

The range of service and advice O O O O Ogiven to you by the college Student

Services e.g. careers advice

General attitude of other students O O O O OIn the college

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General IT facilities O O O O O

Q10 Would you recommend the college to a friend?

Definitely O Possibly O Undecided O Unlikely O No O

Q11 Do you have any comments about the college?

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ON PROGRAMME QUESTIONNAIRE (PHASE 3)

QUESTIONS ABOUT YOUR COURSE/STUDY PROGRAMME

College Campus…..…………….

Course/Study Programme…………………..………………Level…….

Please mark in the appropriate circle. If a question does not apply to you, please leave it blank.

Q12 Rating for course/subject

Very good Good Just below Poor Acceptable Standard

Organisation of the course O O O O O

The teaching O O O O O

The equipment and books O O O O O

The course materials O O O O O

The attitude of students on O O O O O the course

The availability of staff for O O O O Oadvice

The length of time taken for O O O O O marked work to be returned

Usefulness of feedback O O O O Ofrom returned work

Enjoyment of the course O O O O O

Teaching rooms for the course O O O O O

Work experience

(if applicable) O O O O O

The amount of covered in a week: Too much about right Too little

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The amount of work O O O

Too high about right Too easy

The level of the work O O O O

Q15 Would you recommend the course to a friend?

Definitely O Possibly O Undecided O Unlikely O No OQ16 Have you any comments about the course/subject? (Continue over the page, if you wish.)

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DESTINATION QUESTIONNAIRE (PHASE 4)

Please take a few minutes to complete this questionnaire. It will help us to improve our service to you. All information will

be treated as confidential – your response is anonymous.

SECTION A1. Name of student ____________________________________________

2. Residential and Postal address

__________________________________

__________________________________

__________________________________

3. Telephone number ______________________

4. Cell number ______________________

5. What is your present field of study

_______________________________________

6. What is your highest level achieved? _______________________________________

SECTION B7. Are you going to further your studies? YES / NO

8. If yes, give a brief indication of the field of study?

________________________________________________________________________

9. Where are you going to study? ________________________________

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10. Full time / Part time?

SECTION C11. Have you already applied for a job? YES/NO

12. If yes, at which Companies?

_________________________________________________________________________

13. Were you successful in any abovementioned applications? YES/NO

14. If yes, where and when will you be employed?

________________________________________________________________________

15. The application in which you were successful, is it applicable to what you have studied?

________________________________________________________________________

16. What position/post are you going to occupy?

________________________________________________________________________

17. Give an indication of the remuneration package offered to you.

R10 000 – R30 000 R30 000 – R50 000 R50 000 – R70 000

R70 000 – R100 000 OTHER

18. What was the feedback of the employer regarding the qualifications obtained from EHLANZENI FET College?

Very good Good Poor

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EMPLOYERS’ VIEW

(PHASE 5)

Name of Employee

Company Address

Telephone No: Contact Person:

The person named above is at present attending a course at EHLANZENI FET College

Our staff members are keen to ensure that all courses are relevant and useful to students and companies involved. This

form is designed to help us achieve this by providing information on which to develop and improve our courses. (We are

reviewing the course, not the individuals concerned.)

Please complete the form and return it to us in the envelope provided, to the named

member of staff below.

Name:

Do you know, at least in broad outline, the main content of the course named at the top of this

page?

Yes

No

How relevant is the course as a whole to job performed by the employee?

Very relevant

Relevant

Only partly relevant

Not at all relevant

Can’t say

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Which parts of the course/skills acquired are of the most use to your employee?

Can’t say

Which parts of the course/skills acquired, if any, do you feel are of little use to your employee?

Can’t say

What, if anything, would you like to see added to the course?

Can’t say

Would you like someone from the College to contact you concerning this course?

Yes

No

To what extent do you think that the course has helped in the following areas? (Tick your choice)

Very Helpful

Not much

No help

Can’t say

Employee’s attitude to the job: Excellent, Very Good, Good, Satisfactory, Unsatisfactory

Employee's effectiveness in doing the job: Excellent, Very Good, Good, Satisfactory, Unsatisfactory

If you would like to expand your answers above, please write your comments here:

48

The following set of questions relate to matters concerning the College as a whole or other courses and services it offers.

You may already have replied to these questions when completing a copy of this form in relation to another course. It so,

please ignore the remaining questions unless you wish to amend or add to your earlier replies.

How well informed do you feel about what the College has to offer?

Very well informed

Reasonably well informed

Not particularly well informed

Not at all well informed

How many times in the past year has someone from your company had a visit from a member of the College staff?

Never 1-3 4+

Is this amount of contact adequate? Yes

No

Does your company use the College to fulfil other training requirements?

Yes

No

What is your impression about the following aspects of the College?

Very Good Bad Very Can't

Good Bad say

Appearance

Organisation

Extent to which its courses are relevant

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If there are any ways in which the College could improve its service to your organisation

please indicate how: (Please continue on a separate sheet if necessary.)

If you would like to receive details of any courses or other services at this College, or would like to discuss training, which is not yet covered by our present courses, please indicate the area of interest and the type of response required:

Please send details

Please contact me

Thank you for your help

USING FEEDBACK FROM ON-PROGRAMME QUESTIONNAIRES

The following table shows the range of groups who receive the feedback from the On-Programme Questionnaire, how the

feedback is used and how any actions derived from the feedback are monitored.

GROUP RECEIVING FEEDBACK

FORMAT OF FEEDBACK

WHAT IS THE FEEDBACK USED FOR

HOW THE ACTIONS ARE MONITORED

Curriculum Teams

Team data

Qualitative data

(extracted by

curriculum teams

from original

Review and Evaluation

Evidence for SARs

Curriculum Team

Managers report back

key actions to

Campus Management

Team

SAR validation panels

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surveys)

Division planning Heads of Division

StudentsCollege data

Team data

Overview considered at

SRC and actions

developed.

Campus Managers of

Quality ensure that a

summary is put up on

college notice boards

for general information.

Considered at course

review and evaluation

meetings

Academic Board

receive comments and

actions from minutes

of Student Board

Curriculum Team

Managers report

actions to Campus

Management Team

Campus

Management

Campus data Inform planning

Actions developed

Ehlanzeni Directorate

Heads of

Department

College data Actions developed Ehlanzeni Directorate

CEO College data Actions developed Actions reported to

Academic Board

Heads of Service Ehlanzeni FET

College data

College data

Actions developed with

support from Campus

Managers

Ehlanzeni Directorate

Academic BoardCollege data

prepared

Actions developed Ehlanzeni

Directorate

In addition to the centrally administered surveys, teams are encouraged to develop methods of feedback that provide

more specific information at a local level.

51

Other Feedback

Students are encouraged to feed back comments to the programme co-ordinators

via course team reviews. In addition, learners are encouraged to provide formal or

informal feedback to their course reps for raising at SRC.

The college Complaints Procedure provides another way for feedback to be provided.

Feedback from Employers

Many areas of the college use formal and informal feedback from employers to inform their review and evaluation

process.

Feedback from Parents

For students who are under 19 many of the programmes provide

opportunities for parents to meet with tutors to discuss elements of how

students are progressing.

Feedback from Internal Customers

Group services use a variety of methods of obtaining feedback in order to measure the achievement of targets within their

service level agreement.

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QUALITY IMPROVEMENT STRATEGY

1. Leadership from the Top Management

Top management shall provide evidence of its commitment to the development and implementation of the quality

management system and continually improving it’s effectiveness by:

Communicating to the organisation the importance of meeting community as well as statutory and

regulatory requirements

Ensuring that quality objectives are established

Conducting management reviews

Ensuring the availability of resources

Participating in improvement projects, searching for new methods, solutions and products/services

Leading by example in order to create trust within it’s people

2. Establish a culture of continual improvement. Staff must set example.

Create an environment that encourages the involvement and development of people and providing the structure

and resources that are necessary to support the institution’s strategic plan. Methods for measurement of the

Institutions performance should be implemented in order to determine whether planned objectives have been

achieved.

Financial measurement

Measurement of process performance throughout the organisation

External measurement, such as benchmarking and third party evaluation

Assessment of the satisfaction of the community and other interested parties

Assessment of perceptions of the community of performance and service provided

Developing and publishing sets of service standards for each aspect of the institution’s provision and for

the institution as a whole.

3. A quality management system that identifies current and future community needs and expectations, in addition to

requirements.

Ensuring process inputs, activities and outputs are clearly defined and controlled

Conducting data analysis to facilitate continual improvement opportunities

Identifying process owners and giving them full authority

Planning for the future of the institution and managing change

Off-site provision that meets and exceeds quality standards

4. Sharing good practice and celebrating success. Giving recognition, internally as well as externally

It encourages:

student-staff contact53

co-operation amongst staff

active learning and teaching

Good Practice means

giving prompt feedback

emphasising time on task

communicating high expectations

respecting talents and ways of learning

The inevitable link between the college’s financial position and its performance makes quality standards necessary,

especially in the context of increased competition between providers

Ehlanzeni FET College

Quality Spiral

Define customerexpectations and needs

to determine the desired quality

Identify and specify skills,

knowledge, resources, systems

and procedures that will

deliver required quality

Revise specification of

skills, knowledge, resources,

systems and procedures

Review and revise

definition of

the desired quality Secure skills, knowledge,

resources, systems and

procedures that will

deliver required quality

Enhance application

of skills, knowledge quality conformance of

resources, performance of systems and

application of procedures

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Deliver products or service

Monitoring quality and

customer satisfaction

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