June 2010Volume 21

The Official Quarterly WCED FET College Newsletter

IN THIS ISSUE:

FET Colleges:Where theskills are!!Open days 30 & 31 July

ISSN

207

6-70

21

FET College Times

Page2: The cup runneth over | From the Chief Director’s Desk Page4: Manufacturing sector gains with launch of pre-apprenticeship programme Page 5: New appointments at West Coast College | Partnerships boosted | Boland College ambassador Page6: Philharmonic False Bay Fabrication student takes the lead | Boland goes bald | Guguletu students showcase their skills Page7: False Bay College to animate the Cape Flats | Beauty the Boland way | GrandWest invests in Open Learning Centre Page8: School secretaries sharpen their skills | Cisco Programme short-listed for Awards Page9: International ICT education connections strengthened | Northlink College participates in Higher Education Cyber Junkyard Page10: Art and Design students commemorate former President Mandela’s release | THEPSA designer wins workplace internship | The Green Mile Page11: Engineering higher education access programme launched at Northlink College | Danish support to skills development programme formally concluded Page12: Quality Council for Trades and Occupations launched by Minister Nzimande Page14: JSE competition worth R240 000 plus trip | Refocussing on the Department of Education’s Values in Education Initiative

The cup runneth over...

Zozo Siyengo, Chief Director: Further Education and Training Colleges

The country is filled with excitement in anticipation of the big moment

when South Africa hosts the Fifa Soccer World Cup. There is more than enough evidence to prove that as a country we are ready to welcome the world and party with our guests as we enjoy the beautiful game over the next few weeks. This is another milestone for our country.

In the FET College arena we are delighted that the long-awaited audit, under the auspices of the National Board for Further Education and Training, has finally had its “kick-off”. I am sure that all in the Sector will do their best to co-operate and assist the fieldworkers to make sure that the results of the audit are credible and reliable. That can only be realised through meaningful communication. I am hopeful that the result of this audit will further strengthen the confidence that has always been held in this province in our FET Colleges.

The ultimate prize would be for all six colleges in the province to get a clean bill of health. We believe that this is not an unrealistic expectation!

In our attempt to try and operationalise what is to be a new family lineage of FET Colleges, we have planned a conference for July, where colleges in our province will engage in intensive dialogue with SETAs. This is an important step towards translating into action what the Minister of Higher Education and Training has been proclaiming, namely, that colleges and SETAs will work together operationally. We are excited at the possible outcomes of this conference.

The national processes which aim to effect the migration of FET Colleges from a Provincial to a National competency are slowly unfolding. Everyone is working hard to contribute to a national conference which will be held in August 2010. The conference

is intended to represent the pinnacle of all the preparatory work that has been concluded in this regard. All the consultations made and the proposals considered and drawn together will, we hope, result in clear direction for the colleges. It is anticipated that the conference will be followed by a policy pronouncement by the Minister.

Let us brace ourselves for a new game plan. Let us look to the future with hope in the belief that things can only improve. “Hard work has never killed a single soul,” my father used to say.

... with good things, as you will see when you read this new-look edition of FET College Times! Yes, after five years the time has come to freshen up the FET College Times look and feel. After very careful consideration, and because we do not believe in change simply for the sake of change, our masthead and background look and feel have undergone something of a transformation. We have done this in order to align with the updated Western Cape public FET Colleges Advocacy Forum corporate image.

This step also highlights the fact that FET College Times is supported by the six public FET Colleges in the Western Cape, and on a rotational basis representatives from two colleges will join the Editorial Team. These two persons replace the position of sub-editor. And so with great sadness we bid farewell to Christiana Nel, who as co-founder sub-editor has significantly shaped and contributed to the establishment of this publication. For this edition we welcome Colleen Brennon and Jandre Bakker to the team.

Our new masthead features the new Western Cape FET Colleges corporate logo which comprises 50 dots (representing the family of 50 public FET Colleges in South Africa). Set in a strong arrow that suggests forward thrusting motion, the image evokes the energy synonymous with public FET Colleges. The long-term sustainability of FET College Times is directly related to advertising income, and so we urge

our readers to support us by either advertising in FET College Times or by using the advertiser’s services and products, and letting them know that you first saw them in FET College Times! We offer very competitive advertising rates and the unique opportunity of reaching an extensive readership within the Further Education and Training fraternity.

In this edition we show how FET Colleges support the manufacturing sector through targeted training, and we celebrate new blood and the achievements of staff and students alike. We showcase outstanding examples of social responsibility where our colleges both dispense and receive! (For surely this must be a

way of building a prosperous nation, one community at a time.) We feature highly successful training initiatives, constructive local and international partnerships and steps to strengthen higher and further education links. We highlight steps to create a greener Boland, and commemorate former President Nelson Mandela, and our nation’s freedom. We draw attention to an investment competition with the Johannesburg Stock Exchange and enter the more serious terrain of Quality for Trades and Occupations and Values in Education.

With so much positive news to read and contemplate, we wish our readers snug and happy mid-winter reading – and soccer viewing!

For guidelines and rates: Email kloynes@pgwc.gov.zaMark your email ADVERTISINGClosing Date for the September 2010 edition: 30 July 2010

Editorial Team

Editor: Keith LoynesRotatingAssistant-Editors: Colleen Brennon, Jandre BakkerLanguageEditor: Jeremy LawrenceDesign&Printing:Dannhauser Graphic DesignCopyright:WCED FET, Private Bag X9114, Cape Town, 8000 South Africa, June 2010

WCED FET College Website

www.fetcolleges.co.za

Cover Photograph

Siyathemba Ntete, a fabrication student at False Bay College, has been chosen as the leader of the second violins in the Cape Philharmonic Orchestra

Waiver

The views & opinions of contributors do not necessarily reflect those of WCED

FET College Times and the WCED accept no liability with regard to authorship and content of articles and photographs, and accept these as the bona fide contributions of correspondents

Contributors

Raphala Mogase, Gert Witbooi, Adrian Bezuidenhout, Jandre Bakker, Cecile van Rooyen, Dr Adriaan Landman, Sharon Grobbelaar, Felicity Habelgaarn, Deon Halls, Lara Moses, Mike van der Heever, Angelique Jordaan, Irene van Jaarsveld, Zukiswa Nomnganga, Dr Rajesh Maharaj

Send contributions to:

Email: kloynes@pgwc.gov.zaFax: 021 467 2487Telephone: 021 467 2000ClosingDate: 30 July 2010Supported by Western Cape FET Colleges

FROM THE CHIEF DIRECTOR’S DESK

FET COLLEGE TIMES June 20102

Reach the Further Education and Training Sector…

FET College Times is an internationally registered (ISSN 2076-2666) professional quarterly newsletter and journal that carries the endorsementoftheDepartmentofEducation. The objective is the promotion of Occupational and Vocational skills development. With a current targeted printdistribution of 3,000 and a very large nationalandinternationalelectronicdistribution, and with postings on at least twowebsites, we invite you to support this publication. As this is a not-for-profit,service-focused initiative our advertisingratesareexceptionallycompetitive. In return you will have the unique opportunity of communicatingdirectly with key decision-makers, role-players and practitioners within the public FETCollegesector in South Africa.

ADVERTISE IN THIS NEWSLETTER

FET COLLEGE TIMES June 20103

CUTTING EDGE NEWS

At the launch were (back, from left to right): Ms Sandra Schmidt (Northlink College Campus Manager: Wingfield Campus) and Ms Trish van der Merwe (Northlink College DCEO: Innovation and Development). Seated, from left to right: Ms Joanne Johnston (Chief Director: Trade and Sector Development; Western Cape Department of Economic Development), Mr Bob Williamson (TASA Chairperson) and Mr Dirk van Dyk (CEO: NTI)

Editor’s Note:

The National Tooling Initiative (NTI) is an initiative that has, as a national objective, the rehabilitation of the South African Tool, Die and Mould Making (TDM) industry. The initiative acts as a strategic growth stimulator for manufacturing and technical skills development. The NTI has been developed as a national, multi-stakeholder initiative and structured as a Public Private Partnership (PPP), working with the Department of Trade and Industry. TASA (Tool-making Association of South Africa) has played a founding role in the establishment of the NTI. A subsidiary of TASA, NTIP (Pty) Ltd., was founded and is acting as the Management and Delivery Agency for the NTI. For more information visit www.ntipweb.co.za

In a further development, a launch of the new pre-apprenticeship programme of TDM Powered (a project of Intsimbi and NTIP), which in the Western Cape is being delivered in partnership with Northlink College, took place on 18 March at the College’s Wingfield Campus. This pre-apprenticeship programme partnership has been created to address the skills shortage in the Tool, Die and Mould (TDM) sector in Southern Africa.

Thanks to Angelique Jordaan, Internal Communication & Events officer, Northlink College, for her report on the launch and the photograph for this article.

RAPHALA MOGASE

The Tool, Die and Mould-making sector, a key support sector for

the country’s manufacturing industry,

receives a boost with comprehensive training geared to increase South Africa’s competitiveness. A new pre-apprenticeship programme created to address the skills shortage in the South

African Tool, Die and Mould-making (TDM) sector was officially launched in Cape Town. Classes opened doors for the first time in February 2010 and the programme has harnessed global best practice to ensure that the right candidates are trained and properly prepared to pursue careers in the industry and boost the declining sector.

The TDM-Powered Pre-apprentice Orientation Programme is a joint initiative between the National Tooling Initiative (NTI), the Tool-making Association of South Africa (TASA) and the Department of Trade and Industry (DTI), and is being launched at seven pilot sites around the country, namely Northlink FET College in Western Cape, The Ekurhuleni East College and Missouri Secondary School in Gauteng, Nkangala FET College in Mpumalanga, Umgungundlovu FET College in Kwa-Zulu Natal, Lephalale FET College in Limpopo, and Coega Skills Centre in Eastern Cape.

NTI Chief Executive Officer, Dirk van Dyk, says there is a high turnover rate of people who begin training for a career in the manufacturing industry and then throw in the towel before completing the process. “Globally, the manufacturing industry battles to keep people in manufacturing-related training programmes.

SA-based research, which scanned “entry rate” versus “qualification rate” across three manufacturing related feeder subjects, showed a staying rate of less than 15%. In similar research conducted in Minnesota in the United States (US), the staying rate was between 30% and 35%, prior to the introduction of any form of pre-apprenticeship intervention.

“A large part of the problem lies in getting the right people onto the programmes in the first place. We realised that only using mathematics and science as indicators of success was not enough. We needed to attract people with a real interest in manufacturing,” says Van Dyk.

In choosing people to attend its first TDM-Powered Pre-apprentice Orientation Programme, NTI developed new techniques and tools to assess which candidates would be most suitable. “It was not only a matter of looking at their maths and science qualifications, but also assessing a

number of other factors such as self-drive and resilience,” says Van Dyk.

In addition to brushing up on mathematics and science, the TDM-Powered Pre-apprentice Orientation Programme will incorporate remedial work in areas where weaknesses may have been picked up - for example, technical English. This process is designed to raise candidates’ level of competency prior to their following a specific manufacturing path.

Van Dyk says the pre-apprentice programme route has worked well in Minnesota, increasing qualification rates from between 30% and 35% up to 75% and more. “After a thorough research, we are following the US model, which includes improved youth-based marketing and career guidance; using enhanced assessment tools to get a more detailed profile of people in order to identify key success drivers; and a one-year orientation programme to prepare them for a more formal study path in manufacturing,” he says.

Van Dyk says the programme has been adapted for South Africa, drawing on similarities between the two manufacturing environments. These similarities include: multiple cultures; English not being the mother tongue (more than 26 languages in Minnesota); and weak rural schooling systems, especially relating to maths and science. “In South Africa these weaknesses are exacerbated, so we’ve expanded the life skills part of the programme to include additional remedial work on maths, science and English,” he says.

Altogether 175 candidates (25 per campus) have been selected to attend the TDM-powered Pre-apprentice Programme.

Once successfully completed, the programme will provide candidates with deep insight into the tooling and manufacturing industries and a comprehensive foundation for possible advancement to the TDM-Powered Competency-based Apprenticeship Programme, which is due to be launched by NTI in 2011.

For more information contact Dirk van Dyk, Chief Executive Officer, National Tooling Initiative, on Telephone 0126439360 or Email: dirkvd@ntipweb.co.za

FET COLLEGE TIMES June 20104

Manufacturing sector gains with launch of pre-apprenticeship programme

MOVERS & SHAKERS

An expert in his own right, Dr Chris Merts joined False Bay College as

the Business Development Manager in October 2009. Armed with a PhD and a great sense of humour, Dr Merts has a strong and relevant background in education and brings to False Bay College many years of experience in training interventions and design.

During his tenure in the SA Navy, Chris implemented various training interventions which he combined with his studies at the University of Stellenbosch. In 1997 he was awarded

an MEd degree for research done on the design and evaluation of bridging courses. This was followed by a PhD in instructional design in 2003.

Chris was the Academic Head of City Varsity before joining False Bay College as Business Development Manager on 1 October 2009. His role as the Business Development Manager (BDM) is to identify potential training partners that would use False Bay College as their preferred training provider. This can be accomplished by the identification and development of new programmes in response to training needs.

Once a client chooses False Bay College as its preferred training provider, the business partnership must be formalised by the BDM and the resulting business relationship must be monitored and nurtured to ensure client satisfaction. Another important aspect of the BDM’s responsibilities is to ensure that existing business relationships are formalised by means of memoranda that capture the roles and functions of the respective parties.

Partnerships boosted

An organisation can justifiably pride itself on developing its

students when it does so in a holistic, balanced manner. Keeping young people active has become a focus of various government departments, and Boland College supports this idea by encouraging students who not only show academic promise but excel on the sports field. We focus on one such student, Muneeb Daniels.

Muneeb, a Level 4 Marketing student at Boland College Strand Campus,

Boland College ambassadorrepresented Boland Touch Rugby at the SA Touch Rugby Tournament in Pretoria. He has also been nominated for the World Cup 2011 tournament, and all indications are that he stands a pretty good chance.

Muneeb attended Strand High School until Grade 11. While there he played for the first rugby team in 2004 and 2005. He then joined Boland College and started the NCV Marketing course, in which he is achieving exceptional marks. Muneeb started playing touch rugby last year on the beach and was subsequently selected for the Boland Touch Rugby Team. He has represented Boland Touch rugby for two years in a row. He was also invited to the WP Cricket Academy trials, but because of his studies and his rugby he chose the latter.

Muneeb will undoubtedly always be a true ambassador, not only for Boland College but for the entire FET Sector. We hope to see him in a Springbok jersey soon!

FET COLLEGE TIMES June 20105

Mrs Rhazia Hamza has been appointed to the position, Deputy Chief Executive Officer: Innovation and Development. She cut her teeth as a Lecturer in Business Studies at the College of Cape Town, and also served as Student Liaison Officer and events coordinator organising student balls and SRC functions. She has been involved in the FET sector for ten years, and has extensive experience in Learnerships and Skills Programmes. As Academic Manager for the last two years she was managing Student Support, and prior to this was the manager for Linkages and Partnerships. Her formal qualifications include an M-Tech in Commerce Education at Cape Peninsula University of Technology (2005).

As a registered assessor and moderator with various SETAs, Ms Hamza has vast experience in Linkages and Programme Units. She describes her strengths as “perseverance, loyalty, dedication and enthusiasm”. Her weaknesses? “Too goal-orientated. I’m working at striking a balance in my life…”, says Rhazia.

New appointments at West Coast CollegeGERT WITBOOI

During his long career he has been involved in many academic and professional activities, including being responsible for the management of the post-graduate programmes in both the Institute for Social Development and the Department of Geography and Environmental Studies at the UWC. He was centrally and extensively involved in the supervision of a large number of Master and Doctoral graduands and

achieved a high throughput rate. He still has an interest in postgraduate supervision and would welcome an opportunity to make a further contribution in this regard. According to the National Plan for Higher Education transformation relates to increased access to higher education, to equity of access and redress of past inequalities, to ensure the diversity of the higher education system, to build high-level research capacity, and to build new institutional and organisational forms. Throughout his career Prof Redlinghuis promoted these goals in a variety of ways. With his proven leadership track record as academic and university administrator within the academic institutions in which he served, West Coast College management look forward to learn from his wisdom and experience.

Mike Mavovana was appointed Deputy Chief Executive Officer: Academic of West Coast College after acting in the post for the last six months.

He was born in Stellenbosch and matriculated in the Eastern Cape. He continued his studies for the Secondary Teachers Diploma at Clarkebury College and started teaching at Nyanga Senior Secondary.

In 2001, following a period as deputy principal Kayamandi High School, he was appointed Principal of Hector FET School until his appointment to the college. During this period Mr Mavovana helped to transform the school from a dysfunctional one to a top-performing school. For the past six years the school’s pass rate has been above 82%.

In 2006 he was nominated by one of his students as the Move Magazine Teacher of the Year. In 2007 Mr Mavovana was nominated by the staff for the National Teachers Award, for the category: Excellence in Secondary School Leadership.

Mike has travelled abroad on a study tour exploring different education systems in the UK, Sweden, Denmark and USA. He brings with him vast experience in facilitating school strategic planning and curriculum planning for staff; organising and facilitating camps, and developing school curriculum programmes according to the needs of the community and job market.

Dr Chris MertsMuneeb Daniels

West Coast College has been boosted with a fresh round of

appointments of senior staff and a new college council. The incoming Council Chairperson Professor Aubrey Cliffton Redlinghuis is a former Deputy Vice-Chancellor of the University of Johannesburg and currently Extraordinary Professor at the University of the Western Cape.

Professor Redlinghuis

ADRIAN BEZUIDENHOUT JANDRE BAKKER AND CECILE VAN ROOYEN

CAMPUS MATTERS

Siyathemba Ntete strikes a note in Fabrication

Philharmonic False Bay Fabrication student takes the lead

ADRIAN BEZUIDENHOUT

From the dusty streets of Khayelitsha hails a young man with a passion

to take the classical music arena by storm. Siyathemba Ntete, a National Certificate (Vocational) level-four Fabrication student at False Bay College Westlake Campus, was selected to perform with the Cape Philharmonic Orchestra earlier this year under the internationally acclaimed conductor Professor Victor Yampolsky.

The down-to-earth young man explains why he chose to play the violin: “Growing up in Khayelitsha, it was tough and still is. I remember as if it was yesterday, when my mom came to me and asked

me if I wanted to play classical music, not knowing what classical music was I just said yes. Little did I know that that day would be the turning point in my life.

“I then met Cathleen Garity, who taught classical music in Khayelitsha. Mrs Garity introduced me to the violin and I immediately fell in love with this instrument. When I came from school I couldn’t wait to play my violin. At first my friends were negative about it, but when I started playing for them they immediately warmed to the idea and wanted me to teach them to play classical music.

“The first ensemble I started playing

DR ADRIAAN LANDMAN

One of the mandates of the FET sector is to train students in the

necessary, relevant workplace skills as determined by a given industry. One of the key areas that the government identified for critical skills development is carpentry and furniture-making.

During 2009 the Art and Design Department of the College of Cape Town identified the need, at their Guguletu Campus, to introduce a course in upholstery and train prospective students from the township. As the College of Cape Town is an accredited provider for the FIETA Seta, it is in an ideal position to train prospective students for the furniture industry. Mr Peter Hendricks, a qualified cabinetmaker by profession,

Guguletu students showcase their skillswas commissioned to initiate the upholstery course.

The course in Upholstery provides future entrepreneurs with the necessary skills to start their own businesses as it is relatively inexpensive to begin. An upholstery business could easily be run from a garage or any other appropriate space. Hand-tools are usually used to cover furniture, and a staple gun and sewing-machine are the two most important pieces of equipment that the prospective businessman needs to set up an upholstery studio.

The course provides students with knowledge of the basic health and safety practices in this industry and concentrates on good housekeeping practices, accurate measuring and how to read and interpret basic

engineering drawings. Students are taught the basic restoration techniques and to perform preliminary and final coverings of upholstery frames. They are also introduced to the design and manufacture of basic soft furniture and taught to use hand-tools to cover them.

A good knowledge of the characteristics and bearing capacity of different fabrics, colour theory and co-ordination, and current trends and styles in interior decorating prepares the student for the world of work. As Mr Hendricks is familiar with the needs of industry, he trains students to work economically with fabric and plan and execute assignments with care, dedication and accuracy.

As a result of this dedicated approach towards training, the management

of the College of Cape Town decided that the Guguletu upholstery students should re-cover the old boardroom chairs at their Head Office in Salt River. The boardroom was recently repainted in the corporate colours of the College: red, white and black. To match the new look of the boardroom, the chairs were covered in durable monochrome black chenille, while the backs of the chairs were covered in red and black stripes to complement the red wall. Art work done by Art and Design students completes the new and sophisticated look.

The Guguletu Campus of the College of Cape Town can be contacted at (021)638-3131 for more information on the Upholstery Course. Consult Mr Peter Hendricks or Ms Esmarie du Plooy in this regard.

with was Efidyoly and things grew from there. The first time I auditioned for the Cape Philharmonic Orchestra I was extremely nervous, but as time went on it became like second nature.

“This year was my fourth year playing for the Cape Philharmonic Orchestra and I was chosen as the leader of the second violins. I love what I do – I practise for more than six hours a week.”

Asked about his future in music and his studies, Siyathemba, laughs and says, “After I complete my level four this year I’ll apply to enter the University of Cape Town’s music programme and further my music career.”

Boland goes baldJANDRE BAKKER

As part of the commitment of Boland College’s Student Representative

Council to help the College to become an even more deeply responsible Corporate Citizen, it launches various activities throughout the year. These initiatives are not done only in isolation by a group but are integrated with all other initiatives such as the Community Projects driven by the Mr and Miss Boland College finalists.

One such event was the CANSA Shavathon. Armed with enthusiasm, staff and students of the Paarl Hostel, Huis Bruwer, set off to the local mall and started shaving, spraying and collecting money, led by Residence Head, Riel Stofberg. “We are not sure who enjoyed it more, the students or staff”, said San-Mari Gillespie, Student Support Officer, “but enjoy it we did.”

All proceeds were given to CANSA for the fight against Cancer.

Boland College, Paarl Campus, resident students and Student Council members busy shaving and spraying hair in the course of Shavathon 2010

FET COLLEGE TIMES June 20106

SHARON GROBBELAAR

“Quality education is the cornerstone of the opportunity

society. Expanding access to a quality education for all is the best affirmative action there is.” These words of wisdom, recently spoken by Western Cape Premier Helen Zille in her State of the Province address, echo the principles by which the College of Cape Town operates and the involvement of Grand West Corporate Social Investment (CSI) in education initiatives within its surrounding areas.

The College of Cape Town recently launched the newly upgraded Open Learning Centre (OLC) at the College’s Thornton Campus, the third operational OLC in the College’s portfolio. The much-needed upgrade was made possible through a partnership between the College and GrandWest CSI, an organisation with which the College has

a long-standing relationship through GrandWest’s Bursary Fund.

The Centre, which boasts a brand new look, will be used extensively by Thornton Campus students for study purposes, which include research facilities using PLATO (a computer-based supplementary learning programme), access to Internet, up-to-date textbooks and reference material, journals and DVDs, and other learning initiatives to increase their level of general knowledge.

New and upgraded computers, electronic cataloguing/security and a smart card system, and laminating and binding services are only a few of the facilities that provide an improved experience for these learners in an area where resources are limited. There is no public library or internet café service available to residents in the Thornton area, and with these facilities

GrandWest invests in Open Learning Centre

Unveiling the plaque commemorating the opening of the Thornton Open Learning Centre are, from left, John Fraser, GrandWest CSI, Jannie Isaacs, CEO College of Cape Town, Heidi Abrahams, GrandWest CSI, and Alex Abercrombie, GrandWest

the College has the potential to provide these services to the local community in future. Speaking at the launch, Grandwest CSI Chairperson John Fraser said: “Like the College of Cape Town, GrandWest CSI places significant importance on education and, more particularly, the important role it plays in nation-building generally. Through

our Bursary Fund we already had a healthy working relationship with the College and so we happily undertook the upgrade.” Students at the campus echoed the excitement of the College CEO Mr Jannie Isaacs’s words: “This new centre is a step in the right direction as it has raised the standards for all students.”

JANDRE BAKKER

The battle for the coveted title of Mr and Miss Boland College has started

with the crowning of the Campus finalists. “It is easy to crown the pretty people, as most organisations do,” said Morné Meyer, Marketer for Events Management and Community Liaison, “but to make sure that those finalists are true ambassadors for a college is a whole different ball game.”

Campus finalists form groups that have to identify a project with which they can become involved. The aim of this intervention is to establish which individuals are not afraid to “get their hands dirty” in really serving the community, something the College does as well. The project identified must address a specific need in the community in which the campus is located, and it must yield tangible results. Sustainability of the project is

Beauty the Boland waytaken into consideration and the project must contribute towards establishing and maintaining the college as a corporate citizen. These projects are then judged by a panel of judges consisting of members of the media, the private and entertainment sector and Boland College.

Projects that have been identified for this year include:• The Anna Foundation. This assists

previously disadvantaged schools by means of academic, social and environmental support to farm children.

• The Pebbles Project. This project works with 11 wine farms, 9 crèches and after-school clubs in Lwandle and Kayamandi, and reaches approximately 500 children.

• The Paarl Provincial Hospital. This project focuses on providing support programmes for the paediatric ward.

Now isn’t that beautiful!

David Sproxton (Aardman Animation), Lungisa Mbulawa (False Bay College), Laurence Mitchell (Cape Film Commission) and Karin Hendricks (False Bay College) with the Imbongi (praise-singer) at the opening of the Animation Academy

False Bay College to animate the Cape FlatsADRIAN BEZUIDENHOUT

In March the Cape Film Commission (CFC) and False Bay College in

partnership with the Services Seta officially launched the Animation Academy at the False Bay College, Good Hope campus, in Khayelitsha. According to the Cape Film Commission the South African Animation industry is losing billions of rand because of the lack of skilled animators in South Africa.

The Cape Film Commission animation initiative kicked off at False Bay College in July 2009 as a pilot project. This pilot project was developed to train up-and-coming animators from the Cape Flats at the Khayelitsha Campus, which is ideally situated near the

almost completed Cape Film Studios. Phase One of the project was already completed in February 2010, with 50 young talented animators all receiving creative, technical, business and life-skills training.

“False Bay College is privileged to be partnering the Cape Film Academy in establishing this prestigious Animation Training Academy. The college is committed to developing a Centre of Excellence that can be benchmarked against the best animation training facilities in the world,” said Mr Cassie Kruger. The successful graduates will be absorbed into the full-time bursary programme in 2D Animation, and altogether funding has been secured for 100 learners at a cost of R25,000 per learner from the Services Seta. Students will study towards a National Certificate in 2D Animation.

The Cape Film Commission has contributed to the capacity development at FBC’s Good Hope Campus, and the Services Seta will contribute funding to cover tuition costs. False Bay College will host these programmes at its Good Hope Campus. Laurence Mitchell, CEO of the Cape Film Commission, stated that the film industry has committed itself to creating a strong animation and new media industry, and to this end it has pledged its support to help facilitate the creation of 10,000 jobs by 2030 within the Animation Industry on the Cape Flats.

“I am convinced that through this training we’ll be able to fill a significant skills gap within the Animation and

New Media Industries. I believe that the quality of our services and content will ultimately be the main contributor to drawing even more international animation productions to our shores. I want to thank False Bay College and the Services Seta for having come to the party in partnering the Cape Film Commission in rolling out this ambitious project,” said Mr Mitchell.

The course is offered at the Good Hope and Mitchell’s Plain campuses.

Students will be taught the art of Animation Principles (Learning of the 28 Principles of animation), Digital Drawing (Learning to draw on a computer using a tablet) and much more. Once enrolled, students have the opportunity to explore a career that was once a distant dream for many on the Cape Flats.

For further information call: 021361-3430. Or contact False Bay College (contact details on back cover).

FET COLLEGE TIMES June 20107

DEON HALLS

Following their previous successes in being recipients of several awards

during 2007, the College of Cape Town’s Cisco Local Academy was once again honoured, this time by being short-listed as one of the finalists of the Achiever Awards 2010 in the Science and Technology category.

The Inaugural Achiever Awards was designed to honour and recognise companies, government departments and organisations which have implemented effective and relevant skills development and training programmes for their employees. The Awards cover all aspects of the winning programme and pay tribute to the HR practitioner who coordinated the programme and the service provider that implemented it.

Theobjectivesincludethefollowing: • To highlight the core issues of skills

development and training.• To identify specific constraints on

skills development within economic sectors, and to provide solutions.

• To bring together decision-makers and organisations affected by and

Cisco Programme short-listed for Awards

involved in skills development, and to reach consensus on the way forward.

• To create opportunities for organisations to form new business relationships in pursuit of the skills and training agenda.

• Breakaway sessions at the summit bring attention to specific issues affecting the various sectors. Breakaways serve to allow participants to gain insight into various topics that may affect their businesses. Participants also have the opportunity to raise issues of concern.

The Skills and Training Summit is

designed to create awareness of, and solutions to, these and other issues. Delegates will work towards understanding South Africa’s skills shortages and developing a platform for sharing their experiences and knowledge.

Theawardcategoriesinclude:• Best Training Programme: Small

company (approx 120 employees)• Best Training Programme: Medium-

sized company (approx 120 – 250 employees)

• Best Training Programmes: Large company (approx 250 + employees)

• Best Training Programme: Public Sector

• Science and Technology: Sector Award

• Finance: Sector Award• Green-Collar Skills & Training Award

The gala event was held at the CSIR International Convention Centre in Tshwane as part of a broader Skills Summit programme that took place

on 9 and 10 March 2010. The event was attended by College of Cape Town CEO Mr Jannie Isaacs, DCEO Academic, Mr Ebrahim Peters and the Academic Manager, Mr Deon Halls, who represented the Cisco Networking Academic Programme on behalf of the college.

While the Cisco Programme did not win the category which ultimately was awarded to the CSIR together with a prize purse of R100,000, the honour of being nominated is of course an achievement in itself. The nomination of the Cisco Acadamy highlights the excellent service that it renders as a sought-after ICT skills programme that assists in addressing the skills shortage in the country. Continued professional development and skills training is a key requirement in the attainment of sustained and positive growth in the economy. The College of Cape Town is proud of the unit’s achievements.

Integral to the summit was the Skills and Training Exhibition where organisations showcase and promote their products focusing on skills and development. This exhibition was open to the public sector, the private sector and the general public. Topics covered during the summit were very relevant to FET, with an emphasis on SETA involvement in the newly established Higher Education and Training environment. We thoroughly enjoyed the highly informative Skills Summit, as well as the Achiever Awards Ceremony, and we hope to participate once again during 2011.

Attending the Achiever Awards Gala Dinner and Award Ceremony for College of Cape Town were from left, Mr Ebrahim Peters (Deputy CEO: Academic), Mr Jannie Isaacs (CEO) and Mr Deon Halls (Academic Manager)

Editor’s Note:The Achiever Awards is hosted by Achiever Magazine. Achiever Magazine identified the need to recognise and reward those who contribute and align themselves with the skills and training agenda. The Skills Summit and Achiever awards are endorsed by BUSA, ITA and the South African Board of Peoples Practices. A panel of independent judges is selected to adjudicate nominations.

FET COLLEGE TIMES June 20108

School secretaries sharpen their skillsFELICITY HABELGAARN

The Western Cape Education Department and South Cape FET

College recently signed an agreement whereby South Cape College would provide training to school secretaries. The training comes in the form of the prestigious “Certificate in School Business Administration” course (CSBA). The CSBA course is currently being offered to 50 secretaries from different schools in the Eden and Central Karoo Region.

The CSBA was researched and initially developed in the UK and aims to enhance the abilities and skills of school secretaries. The course aims include: improving information management (collecting, analysing, organising, critically evaluating information); effective communication; effective use of science and technology; and critically showing responsibility

towards the environment and the health of others.

The course started on 1 April 2010 and will end in June 2011. The “students” were inducted on the CSBA (Certificate in School Business Administration) on 14 & 15 April 2010. WCED representatives and the College

CEO, Mr Ngubelanga, attended the induction session and launch of this course in George. Further aspects of the course include modular training on the following:• Financial Management• Risk Management• Human Resource Management• Office systems

At the launch were (front row): Mr G de Bruyn, the WCED Project Manager, Ms F Sfanqane, South Cape College CFO, Ms M van Wyk, the WCED Project coordinator, Mr L Ngubelanga, CEO, South Cape College, and Ms D Groenewald, course facilitator, with some of the trainees

• Facilities Management• Individual case studies• Power Point presentation

The main purpose of the training is to empower the relevant trainees with the necessary knowledge and skills to improve administration at their respective schools.

ANGELIQUE JORDAAN

Northlink College is the first and currently the only Further

Education and Training (FET) College to be admitted to participate in the annual “inter-tertiary” Cyber Junkyard automation competition. The competition has been successfully running since 2003 and has increasingly become popular among engineering students, as well as among participating companies and organisations.

Partnered by Siemens, Festo and Lappcable and co-sponsored by IBC Solar, Blueginger and Westplex, the project’s main objective is to prepare young engineers entering industry by presenting them with real-life applications (on a slightly smaller scale). The competition is facilitated through sponsorships. Through the competition, students and lecturers gain exposure to cutting-edge industrial equipment, software tools and training in these new technologies. The competition also provides opportunities

International ICT education connections strengthened

LARA MOSES AND MIKE VAN DER HEEVER

During the coldest UK winter recorded in 30 years Mike van

der Heever, Senior IT Lecturer at the College of Cape Town, and a group of educators and principals from schools in the Grassy Park (Cape Town) area attended the BETT show at Olympia in London during January 2010, at the invitation of Haugaland Technical College, Norway.

As the world’s leading educational information and communications technology (ICT) event, the BETT show celebrates its 26th year in 2010. The theme of this year’s show was “learning together through technology”. The event has drawn close to 30,000 visitors in the past and this year saw over 700 educational suppliers and exhibitors participating in this spectacular showcase. The event brings together

the global teaching and learning community for four days of innovation and inspiration, showcasing the best in UK and international educational technology products, resources and practices. “To be exposed to and experience first-hand a platform where current technologies are discussed and displayed from the major technological roll players in the UK is quite an honour,” said Mr van der Heever.

During his visit to London he also visited the College of North West London, Willenden Centre, where he witnessed some inspiring educational tools and methodologies. With a similar LSM group attendance to The College of Cape Town, the College of North West London boasts a variety of exciting programmes including a software programme called “Second Life”.

This programme is used for Distance Learning where all students are virtual

The delegation to the Bett Show 2010 London pause for a moment in front of Kensington Palace. From left to right, Odd H. Johannessen, Rector of Haugaland Technical College, Norway; Terence Klaasen, Principal Fairmount SSS Grassy Park; John September, Gift Primary, Grassy Park; Edward Baker, Principal Stephen Road Primary, Grassy Park; and Mike van der Heever, Senior IT Lecturer, College of Cape Town

Northlink College participates in Higher Education Cyber Junkyard

The group of students from Northlink College partaking in the Cyber Junkyard 2009 / 2010 are (from left to right) Johann Holtzhausen (lecturer), Brandon Windvogel, Bernard Visser, Ryan Wyngaard, Wynand van Jaarsveld and Eric le Keur

for institutions to showcase their talent and for establishing valuable networks with personalities representing leading industries. The overall effect is to foster ongoing and developmental relationships between industry and education.

The competition encourages tertiary institutions from across southern Africa to participate and construct a fully automated machine from scratch, meeting the given project specifications and requirements.

The theme of each year’s challenge is chosen to reflect the latest trends in high-tech manufacturing and automation industry sectors, together with a reflection of socially relevant topics. This year’s “Play the Game, Save the Planet” themed project is based on a mobile technology demonstration unit in the form of a high-tech soccer game using renewable energy.

The successful finalists selected to partake in the competition are: Tshwane University of Technology, University of Johannesburg, Central University of Technology, Cape Peninsula University of Technology, North West University, Durban University of Technology, Namibian Institute of Mining and Technology, Copperbelt University (in

Zambia), Nelson Mandela Metropolitan University, Northlink College and Mangosuthu Technikon.

The competition includes a focus on the 2010 Soccer World Cup and will culminate in a “head-to-head” challenge after which the winners will be announced at a gala dinner, held in May, marking the final judgement of the 2009 / 2010 Cyber Junkyard competition.

Des Burrows, Business Manager for Training and After Sales Service and Support at Siemens Southern Africa’s Industry Sector, says: “Besides the developmental benefits of industrial technology and its national exposure, institutions are encouraged to advance their skills and capacity by the competitive nature of the project, with the teams and their results being adjudicated and the winners rewarded.”

According to Burrows, other benefits for institutions of successfully entering the challenge include: exposure to the latest engineering tools and technologies; networking with industry representatives; accessing employment opportunities; and much sought-after training at the Siemens SITRAIN campus, the Festo Didactic and the Lappcable Training Facilities.

animated people in a virtual classroom doing the prescribed lesson for that day. Animated lecturers present their lessons and all learners can interact with one another by asking questions, commenting on the lesson or giving input concerning the lesson, without

leaving the comfort of their homes. Mr van der Heever had a trip that was both informative and entertaining. He said about it, “The experience and lessons learnt have truly been an eye-opener, and I personally have gained a lot from it.”

FET COLLEGE TIMES June 20109

The huge collage of former President Nelson Mandela prepared by students in the foyer of the City Campus, College of Cape Town

Art and Design students commemorate former President Mandela’s release

DR ADRIAAN LANDMAN

The day 20 years after Nelson Mandela was released from prison,

11 February 2010, was a historic one for all South Africans. Most South Africans remember what they were doing 20 years ago when the news was

announced that Nelson Mandela would address the nation that evening from the balcony of the Cape Town City Hall. To commemorate this event the Art and Design Department of the College of Cape Town’s City Campus constructed a larger-than-life-size collage portrait of the former president.

The project formed part of a combined project between exchange students from Norway and the Art and Design students from the College of Cape Town. The Norwegian delegation consisted of the Haugaland College’s Art and Design Programme Manager, Mr Joakim Lund, accompanied by two students from his own Department and a further two students from Bergeland College. The students from Haugaland College were Caroline Smedsvig and Hanne Lystad, and the students from Bergeland College, Rachel Ravonsheed and Marie Tunheim.

It was after a visit to Robben Island that the students decided to honour President Mandela and his contribution towards peace and democracy in the form of a portrait. The portrait was constructed in the foyer of the College of Cape Town’s City Campus so that all the students from the campus could follow its progress. The material used was recycled paper such as newspaper and old notes. The students from the “Introduction into Art and Design”

classes were asked to sort the paper according to the grey scale. They also shaded their own paper by writing notes about Mandela in different drawing materials. A rough layout of the basic colour-coding for the face was done on the floor and afterwards hung from the roof. During this stage the more subtle shades were added to give the portrait depth and definition. As an added bonus the portrait was viewed by the Minister of Higher Education and Training, Mr Blade Nzimande, and the Danish Ambassador, Mr Dan Frederiksen, when they visited the College on 17 February 2010 for the SESD Project handover event.

The impact of this famous face on all the College students was extremely positive. All realised that the message of peace is universal and a binding factor between people of all races and colours. In the words of Carl Gustav Jung: The meeting of two personalities is like the contact of two chemical substances: if there is any reaction, both are transformed.

The Green MileJANDRE BAKKER AND IRENE VAN JAARSVELD

In 2008 all Public FET Colleges in the Western Cape committed themselves

to Going Green campaigns. As front runners, Boland College won the MACE Award for their Go Green campaign in the same year. In keeping with its commitment interventions are continuously launched. In the latest initiative Boland College (Stellenbosch Campus) is (still) going green...with passion!

All students from level 2 to 4 participated in an awareness campaign during the entire first term. This formed part of the English First Additional Language Programme, and all documentation, skills and knowledge gathered linked with this. Students committed themselves to keeping their campus clean, living and eating healthily, and collecting and recycling plastic and cans.

Their enthusiasm was inspirational, and guest speaker Mr Johan van Taak, First Technician, Disposable Waste from Hermanus, couldn’t believe the energy he encountered in the hall. The

sea of green-clad students watched his slide-show in awe. To them the highlight of the event was the announcement of the winners of the cash and other prizes for the Collect-a-Can and Logo competitions. Sponsors were pleased to see the results in the form of exceptional logos. Projects such as these encourage the students to accept responsibility for more than just the here and the now – for more than just themselves.

Excited green students pictured here during Mr Van Taak’s address

DR ADRIAAN LANDMAN

Workplace experience is of the utmost importance in the training

of prospective graphic designers. It is through contact with industry that the student realises the demands and standards that are expected from a prospective employee. Graphic Design is one of the most important fields in design-related careers and is flourishing at the moment. We live in a visually oriented world where visual communication is a determinant for promotion, advertising and sales. Corporate identities are visual symbols that remind customers of the ethos, philosophy and style of a company. Just think about well-known logos and you immediately associate the product and company with the visual image.

During 2009 the Western Cape Education Department contacted the Art and Design Department of the College of Cape Town to design the corporate identity for THEPSA (Tourism, Hospitality, Sport Education Providers South Africa). Under the leadership of Ms Danita Welgemoed, Chief Operations, FET Colleges, it was decided to employ the N6 Graphic Design students to design the corporate identity as a client design project. The WCED provided the students with a detailed design brief. From the almost 30 designs the Graphic Design Riyaadh Emjedi

THEPSA designer wins workplace internshipstudents produced, two final designs were selected. These were the works of students Muhammad Riyaadh Emjedi and Leanne Staebler. Riyaadh’s design was chosen as the final option to be used by the Department and THEPSA.

After consultation with the client, Riyaadh prepared the final design for THEPSA. As a result of the professionalism and high quality of work the Department offered him an internship. The hours that he will be in the service of the Department will form part of the 2,000 hours needed to obtain his National Diploma in Graphic Design. This collaboration between the corporate client and the student shows the importance of in-service training and the benefits for both parties.

FET COLLEGE TIMES June 201010

Danish support to skills development programme formally concluded

SHARON GROBBELAAR

“Only transformation in Education can truly provide freedom in

South Africa.” These were the words of Dr Blade Nzimande, Minister of Higher Education and Training, at the official Support to Education and Skills Development (SESD) Project handover function, hosted at the College of Cape Town’s City Campus on 17 February.

The function was attended by His Excellency Mr Dan Frederikson, the Danish Ambassador to South Africa, and more than thirty dignitaries representing The Department of Higher Education and Training, the Western Cape Education Department, DANIDA and participating FET Colleges and Students.

During his visit to the College of Cape Town with Mr Frederiksen, Dr Nzimande was provided with an insight into the achievements of the SESD project, an inter-governmental development project

with the Department of Education and DANIDA, the Danish International Development Agency, as executive partners.

The project, valued at R200-million involving selected public FET Colleges, was implemented at seven colleges throughout South Africa, three of which are based in the Western Cape. The project focused on the implementation of policy development, capacity building of staff, and student development through the introduction of dedicated Student Support Services at the campuses of the College of Cape Town, West Coast College and South Cape College. Students who have benefited from the investment used the opportunity to convey their appreciation to the Danish Government by highlighting their experiences of the project.

Dr Nzimande’s dedication to the development of public FET Colleges and his drive to simultaneously eradicate

POLICY AND OPERATIONAL SHIFTS

Attending the SESD terminal function were Mr Jannie Isaacs, CEO College of Cape Town, Dr Blade Nzimande, Minister of Higher Education and Training, and His Excellency Mr Dan E Frederiksen, the Danish Ambassador

the negative perception of FET Colleges are clearly seen in his focus on extending the number of programmes available at colleges in future, and in his vision of establishing FET Colleges as “career centres”. “The perception of colleges must change so that they are no longer seen as the younger siblings of universities, but as the first choice for potential students”, he said.

The Danish Government’s commitment to transformation in the education sector is evident through the SESD Project, their active participation in improving educational services available to college students, and their intention to further invest in South African FET Colleges. This is a commitment in which we are proudly honoured to be partners.

ANGELIQUE JORDAAN

Northlink College is taking the first step towards expanding post-school

opportunities in higher education and training with the establishment of their new partnership with the Cape Peninsula University of Technology (CPUT).

Dr Blade Nzimande, Minister of Higher Education and Training, during his recent budget speech said, “The new higher education and training landscape represents an important shift towards expanding post-school opportunities. Working together with stakeholders, we are determined to build a solid base for a post-school education and training system that will be the lifeblood of the social and economic development of our country for generations to come.”

Northlink College and CPUT (with campuses in Bellville and Cape Town) have entered into a partnership arrangement for the College to train students who did not meet the minimum entrance requirements to enter the Engineering Programmes at

Engineering higher education access programme launched at Northlink College

CPUT and want to improve their results.

This one-year Engineering Access Programme is offered on a full-time basis at the Table Bay Campus of Northlink College. The programme consists of four subjects, namely Engineering Mathematics, Engineering Science, Engineering Drawings, and Communications.

The top 50 successful students in this Engineering Access Programme, who meet the minimum entrance requirements of 50%, will be guaranteed access to the programmes of the Engineering faculty of CPUT in 2011.

The other students will apply to CPUT following the standard procedures. Eighty-six students are currently enrolled in the programme and classes started in March 2010.

The establishment of this partnership proves that Northlink College truly lives up to its mission of providing quality, relevant and accredited education and training which addresses the skills and developmental needs of all concerned.

A group of students currently enrolled in the programme, practising their skills in the Engineering Drawing class

FET COLLEGE TIMES June 201011

Programme Director, Honourable Ambassador for Germany,Chairpersons and Chief Executive Officers of SAQA,Council on Higher Education and Umalusi, Nominated members of the Quality Council for Trades and Occupations (QCTO), Chairperson and members of the National Skills Authority, Chairpersons and Chief Executive Officers of the Sector Education and Training Authorities (SETAs),Sam Morotoba, Deputy Director-General Employment and Skills Development Services in the Department of Labour, Distinguished Guests, Ladies and Gentleman.

This is a landmark moment which brings us together to launch the QCTO and appoint the members of the Board today.

In the light of the skills development challenges we face as a country, the launch of the QCTO represents an important milestone and achievement. It commemorates a decade of hard work with regard to skills development and the National Qualifications Framework (NQF) in South Africa.

In 1995 the SAQA Act heralded a new and empowering NQF. In 2001 a study team was appointed to assess and review its implementation. At this stage the general perception amongst implementers and beneficiaries (learners, providers and industry alike) was that the NQF had become bureaucratic, rigid and characterised by a plethora of bodies responsible for standards generation and quality assurance. The reality was that the important relationships and integrated yet different approaches required were difficult to achieve. It was seen as complex and too technical, with the quality of some qualifications questionable and not fit for purpose. Industry was particularly worried about the quality of qualifications linked to learnerships, and the relative demise of the trades.

This review was extensive, and characterised by sharp and seemingly irreconcilable philosophies about what deserves to be called a qualification. This review ultimately culminated in the Joint Policy Statement released by the Ministers of Education and Labour in October 2007. This Statement recognised the need for a differentiated qualifications dispensation that can give structure and recognition to the different forms of learning. This gave rise to the need for the Quality Council for Trades and Occupations to be established as a body to support and improve quality assurance for learning in, and for, the workplace. The agreements in the Joint Policy Statement

have been reflected in new and amended legislation on NQF implementation.

The National Qualifications Framework Act, 2008 (Act 67 of 2008) makes provision for the establishment of three Quality Councils (QCs), each to manage its own sub-framework – one for Higher Education Qualifications for universities, one for General and Further Education Qualifications for colleges, and one for Occupational Qualifications.

These coordinated sub-frameworks fall within a single National Qualifications Framework and are broadly overseen by the South African Qualifications Authority (SAQA).

The Statement also precipitated an amendment to the Skills Development Act which made provision for the establishment of the QCTO (SD Act, 2008).

With the existence of the two councils – the Council on Higher Education to monitor learning at universities, and Umalusi overseeing learning in the general and further education institutions – our NQF can only take firmer ground when we provide structure for learning in and for the workplace. We are gathered here today to celebrate the launch of the third Quality Council: the Quality Council for Trades and Occupations (QCTO). As the Minister of Higher Education and Training, I am delighted to be able to launch the QCTO today for at least four reasons.

Firstly, the bringing together of higher education institutions, Further Education and Training (FET) Colleges, Adult Education and Training and the skills development sector into a single Department of Higher Education and Training provides a powerful basis for addressing education and training in an integrated way. Our department has the responsibility to develop the country’s education and training institutional capacity and resources into a coherent but diverse and differentiated post-school learning system, serving adults and youth within the framework of the Human Resource Development Strategy for South Africa (HRD-SA) and relate with industrial policy.

The important role that the QCTO will play within this landscape cannot be over-emphasised because learning at and for work is necessary if workplaces are to become more productive, if workers are to rise to more decent jobs and if the unemployed and community members are to initiate and improve ventures in the informal economy. This dimension of learning is also vital for young graduates who, without workplace learning, are more likely to remain unemployed.

This pipeline must be further cemented by the establishment of the National Artisan Moderating Body (NAMB) which will accredit decentralised centres to provide trade testing facilities across the length and breadth of the country, especially at our FET colleges. We expect the QCTO to support the establishment of the NAMB as one of its priorities. By so doing the QCTO is key to my department’s vision of strengthening FETs to play a major role in artisan development in order to serve a growing number of young people and adults.

Secondly, my department aims to improve entry points into, and pathways through, the learning system and enhance the quality of learning wherever it takes place. The QCTO will bring the needs of industry closer to the education and training system to better meet the aspirations of youth and adults and to ensure that education, training and skills development initiatives respond adequately to our social and economic needs. It will ensure that qualifications are not only linked to labour market needs but that they are also linked to, and build on, qualifications from the other institutions. More learners from HE and FE institutions need to proceed to the skills development system and the workplace seamlessly, with easy pathways across the different learning sites. We regard the QCTO as the glue in this system.

To achieve this, we expect the QCTO to work closely with the South African Qualifications Authority, the Council for Quality Assurance in General and Further Education and Training (Umalusi), and the Council on Higher Education. My department will set in place mechanisms to ensure that this happens and is not left to chance. Given the contested terrain and journey traversed, I would like to emphasise that the success of our work is dependent on our quality councils’ working in unison.

Thirdly, the QCTO has to play the role of developing and sustaining public confidence

Quality Council for Trades and Occupations launched by Minister Nzimande

OWN CORRESPONDENT

Editor’s Note:Minister Mzimande states in his speech below: “The QCTO is key to my department’s vision of strengthening FETs to play a major role in artisan development in order to serve a growing number of young people and adults.” From this statement alone it should be sufficiently evident that the establishment of the Quality Council for Trades and Occupations is going to have a profound effect on the way public FET Colleges operate. It is imperative that we understand the full implications and ready ourselves for this exciting new dispensation that holds so much promise for effective skills delivery. FET College Times brings you the full text of the Ministers’ speech.

Address by the Minister of Higher Education and Training, Dr Blade Nzimande, at the launch of the Quality Council for Trades and Occupations,23 February 2010.

FET COLLEGE TIMES June 201012

in the quality assurance of skills development. The public must have confidence in the QCTO as it exercises its professional duties and its certification process.

The QCTO has a major contribution to make in the skills development arena and to our country. We have some very fine traditions in our skills development community which we must cherish and nurture, and we also have some bad habits which we must weed out. The QCTO should be able to distinguish those and act as a guide and guardian as we strive to improve the quality of our skills development system and ensure the competence of learners who have been certified through the Occupational Qualifications Framework.

Lastly, the QCTO completes the architecture of the South African National Qualifications Framework. When we set out to develop our reconstruction and development framework in education and training, it embodied the dreams of many South Africans for recognition, affirmation and portability for ongoing learning and development. We must continue to develop a NQF that also includes recognition of prior learning and these other goals.

For example, too little research has been done on workplace learning, and its theoretical underpinnings. The QCTO must help to reverse this shortcoming and deepen our understanding of this important dimension of learning. It must also find ways to afford recognition to the skills of those adults in the workplace who have worked for years and learnt a great deal while working. At all times it must remain sensitive to the challenges that people with disabilities face and endeavour to find ways to overcome the many hurdles they face.

It must also remain sensitive to class, racial and gender inequalities. And critically it must work with my department and other players to assist young people to undertake workplace learning so that they can achieve employment after learning. The ANC manifesto in the early years of democracy emphasised the need to integrate education and training. In this way the QCTO becomes the gateway in ensuring workplace learning gets its proper credentials, and that the lives of ordinary workers are revolutionised.

Ladies and Gentlemen, to build a culture of ongoing learning in our workforce is not empty rhetoric. It is critical for a vibrant economy that is inclusive and whose benefits are shared by all, especially the workers. If the vision of COSATU for example was that the South African NQF must provide a learning pathway from sweeper to engineer, then the QCTO should work towards the achievement of this vision. Let sweepers actually become operators, let operators rise to trades-people, let trades-people become technicians and they in turn must be able to become technologists and engineers. Second-chance foundational learning opportunities for adults must lay the basis for such progressions and ensure that those who were previously disadvantaged can pursue their dreams.

We are much clearer as a government today that our education and training policy needs to serve the youth, as they still have a lifetime ahead of them and much to contribute. The statistics of young people not in education, training or employment – some 2.8 million people – provides a stark reminder of the urgency of this task. We face huge challenges in trying to correct this situation, and we must continue to build the capacity of our public institutions to absorb higher numbers of young people wanting to study and train.

Chairperson, meeting this challenge goes beyond the work of the QCTO. All engaged in the work of education, training and skills development have a role to play to help meet this challenge. However, the QCTO has a vital role to play. We now know that college training is, on its own, not enough. If workplace learning does not complement the learning done at colleges, we could well find that the youngsters we work so hard to train remain unemployed after they qualify. Finding ways to align the workplace qualifications to those provided at institutions like the colleges will be a major help in addressing this problem.

The QCTO can also assist us by ensuring that the learning that takes place in workplaces is of a high quality so that the pass rates of those that take trade tests and other similar exit assessments pass at an increasing rate and swell the ranks of our skilled workforce. We certainly do not need poor-quality workplace training as this will fuel the fears of trade unionists that young people are simply brought in as cheap labour to displace older workers. Needless to say, we expect the quality of learnerships and other skills programmes, as well as learning and workplace opportunities for all our young people, to improve.

Before I announce the Board, I would like to extend my gratitude to the Minister of Labour, Minister Membathisi Mdladlana, and the previous Minister of Education, Minister Naledi Pandor, on their role in finalising the NQF review. In particular I would like to thank the Minister of Labour who supported, through his department, the work of the NQF / QCTO Project Steering Committee and the inclusion of the

QCTO in the Skills Development Amendment Act, 2008.

I also want to make special mention of GTZ (The German Technical Co-operation) which provided technical support to the study team which brought us to where we are today and played a critically important supportive role in preparing drafts for discussion and background work which enriched the work every step of the way. Their contribution to the work done on the Organising Framework for Occupations is worth special mention as it provides a foundation on which the work of the QCTO has been built.

GTZ has indicated its willingness to continue supporting skills development following its transfer to the Ministry and Department of Higher Education and Training, for which we are most grateful.

In appreciation, I hereby would like to extend my sincere gratitude to the GTZ Country Director, Mr Peter Conze, GTZ and the staff of GTZ for the commitment and support that the South African Government has received from you. I look forward to continuing a positive relationship with you.

To the Board of QCTO, I want to say that as we today celebrate the launch of the QCTO and your appointment we have many expectations which I have all the confidence you will fulfil.

There are many challenges and hard work that lies ahead and I look forward to receiving your advice on the policy propositions that have been prepared for your consideration.

And now for the big moment: I want to welcome the members of the QCTO and ask them to stand up as I mention their names. The members of the QCTO are: Chairperson of the QCTOCoastal KZN FET College / SACPO - MrWilsonNzimande

Acting Executive Officer: QCTODHET - MsAdriennePBird

The executive officer of the SAQASAQA - MrSamuelBAIsaacs

The executive officer of the NSANSA - MrFirozPatel

Acting CEO of the CHE and Chairperson on the Higher Education Quality Committee CHE - ProfRolfStump

The chief executive officer of UmalusiUmalusi - DrMafuSRakometsi

Two members nominated by NEDLAC to represent organised labourPOPCRU – MsBonnyMarekwa - NUM – MrEcliffTantsi

Two members nominated by NEDLAC to represent organised businessMsStellaCarthy - MrWillieMatthiae

Two members nominated by NEDLAC to represent organisations of community and development interestsNCASA – MrThulaneMabuza FSCC – MrFrancisMaleselaMaleka

One member nominated by the Minister of Education to represent the interests of public education and training providersDHET (FET) - DrBhekiMahlobo

One member nominated by the private providers of education and training to represent the interests of private education and training providersAssociation of Private Training Providers of Education Training and Development - DrMarinaleGrange

Two additional members to represent the members of the StateDHET – MsElizabethThobejaneDTI – DrJuliusNyalunga I congratulate you and thank you all for your willingness to serve on the QCTO. I do believe that the QCTO Board comprises a combination of very good skills, knowledge and expertise. Therefore I have confidence that you will excel in your duty. I thank you.

FET COLLEGE TIMES June 201013

INTELLECTUAL DEBATE

ZUKISWA NOMNGANGA

If finance, economy and share trading spark your interest, the JSE/Liberty

Investment Challenge is your game. Learn more about the world of the stock market and try your hand at investing on the Johannesburg Stock Exchange (JSE) without running the risk of losing money.

South African learners and students are once again offered an opportunity to participate in the 2010 JSE/Liberty Investment Challenge. The Investment Challenge starts in March and registrations are now open with more than R240,000 worth of prizes plus an all-expenses-paid overseas trip to be won. The Investment Challenge offers high school learners and university/college students an opportunity to learn about investments through managing a virtual portfolio of a whopping R1-million.

The JSE/Liberty Investment Challenge is an ongoing annual competition that enables learners and students to become aware of the fundamentals of investment, encouraging them to research and strategise on issues surrounding the trading of JSE-listed shares and other financial instruments. This simulated trading programme provides a real-life environment for

JSE competition worth R240 000 plus triptesting one’s share-trading skills against other entrants, with performance being tracked over six months.

“The 2009 JSE/Liberty Investment Challenge proved to be a great success, drawing an increased number of registration figures in comparison to the previous year. This growth serves as proof that the Investment Challenge is fulfilling its aim of increasing financial literacy among the South African youth, therefore securing them a better future,” says Senior General Manager of JSE Education, Maureen Dlamini.

For more than 35 years the JSE/Liberty Investment Challenge has been helping to educate school learners and university students about the ins and outs of investing in the stock market, and the larger role that such investment plays in the country’s economy, with the idea of securing a better future for them. Thus it is the most focused and far-reaching educational youth programme in the South African financial sector.

The JSE/Liberty Investment Challenge runs from March to September and is open to all grade 8 to 12 learners from any South African high school. Students from universities and FET colleges are also eligible to participate. All school entrants must be in teams of four and have to be supervised by a

teacher or mentor selected by schools. Investment Challenge Co-ordinators at the JSE will also provide assistance on a daily basis. Grade 12 learners will need permission from their principal to enter. University/college teams must consist of a minimum of two members and a maximum of four.

Howard Fox, Divisional Director of Marketing at Liberty, says, “Liberty takes pride in partnering the JSE for this initiative. The Investment Challenge is an excellent tool to encourage financial education in South Africa. It plays a beneficial role in preparing learners and students for long-term saving and wealth creation”.

Entrants have a choice of selecting one or more risk portfolios that they wish to take part in for the competition. The portfolio options are Income (low risk), Equity Growth (moderate risk) and Speculator (high risk). Teams choose the portfolio according to their level of experience and risk adversity. High-risk shares and other financial instruments can result in high returns over a short period of time, but at the same time there is a higher probability of the share price suddenly dropping. It is therefore recommended that learners in grade 8 and 9 participate in the Income Portfolio game as this is more suited to beginners.

Throughout the Investment Challenge the team with the best performance for the month in each portfolio will win R500 per team member. A further R500 will be awarded to their school as well as another R500 for their teacher or mentor. At the end of the competition, five prizes amounting to R60,000 per portfolio will be awarded to the overall winners of the Income, Equity Growth and Speculator Portfolios. In addition to winning amazing prizes, entrants will gain exposure and experience in life skills such as budgeting, research and team work, and they will identify new career opportunities.

Registration forms are obtainable from the JSE/Liberty Investment Challenge website http://schools.jse.co.za or http://university.jse.co.za, also from the Investment Challenge Co-ordinators on 011–5207116/7344/7168.

Each team will be required to pay a registration fee of R120 per team per portfolio entered for the school and R150 per team for the universities/college. Learners and students can refer to the websites for more details.

For media information please contact:Chatroom Tel: +27(0)214222806Cell: +27(0)825577877 Email: zukiswa@chatroom.co.za

FET COLLEGE TIMES June 201014

ABSTRACT

This article is focussed on the year 2000 initiative of the DoE that highlighted the dire need for a Values in Education programme at all Educational Institutions. It also places in perspective the Values in Education debate in that there are many contentious arguments as to “Whose values and what values?” However, the emphasis here is not on an ongoing debate that achieves little, but in highlighting

Refocussing on the Department of Education’s Values in Education InitiativeEditor’s Note:Dr Rajesh Maharaj has been involved with Values Education since 1983. In December 2008 FET College Times published a joint paper co-authored by Dr Maharaj and Prof Jan Nieuwenhuis entitled “Values in Further Education and Training Institutions: Whose values, what values and how imparted?” Dr Maharaj would like to see the values education experience leave the confines of the home and enter the classroom and ultimately corporate management and the workplace.

Readers are welcome to contact Dr Maharaj for further engagement on this subject at rajeshm@writeme.com

that South Africa’s Constitutional Values are universal and serve as a core set of values that all South Africans may uphold without fear or favour – in short “Live the Values”. Further, the author, by virtue of extended research and concomitant consensus of various experts on Values Education, emphasises that Values build Character and that practicing Values on a daily basis as proposed by the Working Group on Values and Democracy is sufficient to achieve the goal of Total Character Development over time.

Jan Jung asked about Goodness. The Master said, Behave when away from home as though you were in the presence of an important guest. Deal with the common people as though you were officiating at an important sacrifice. Do not do to others what you would not like yourself. Then there will be no feelings of opposition to you, whether it is in the affairs of a state that you are handling or the affairs of a family - Confucius

INTRODUCTION

Notwithstanding that the Department of Education has initiated a Values in Education initiative in the year 2000, it is evident that much more has to be done to usher in an appropriate integrated Values in Education Programme in public educational institutions in South Africa. This article sets the scene for exploring such debates and ultimately a proposed integrated Values in Education programme for all concerned to “Live the Values”.

DR RAJESH MAHARAJ

FET COLLEGE TIMES June 201015

Exploring the Values DebatesThere is a minefield of contentions regarding values and moral education (Ling and Stephenson, 1998: 15; Mc Lean, 1992: 10). The mere mention of values education elicits the common response: “Whose values?” (Cf. Johnson, 1992: 72; Rubin, 1978: 199). Such a question is valid insofar as one considers certain values to be different for different cultures and nations. Straugham and Wrigley (1980: 3) suggest that the claims that education must embody values may be interpreted in at least three different ways. Each of these interpretations embodies different implications and hence requires different arguments to defend the claim.

In the first instance, the claim that education must embody values could be taken as a factual statement. Values inherent in the hidden curriculum cannot be disputed because of the psychological nature of the learners and educators. Likewise, due to the sociological nature of institutions, value judgments have to be made consciously or unconsciously. The vision and mission of the institution also embody values, and in order to achieve the mission implicit values must of necessity also be addressed.

The second interpretation may be that a moral claim is being made. The argument goes that education is imperative for the permanent formative development of children as “… it influences and perhaps determines their future intellectual, social, moral, and emotional development.” (Ibid: 3) This has major implications on the type of person the child will become. Thus education must be decisive in positively improving individuals and the society in which they will mature. This can only be done if education institutions stand for and nurture certain values in the learners.

The third claim may be viewed as logical or conceptual. Straugham and Wrigley (1980: 4) state: “The argument in this case would be that education must, by definition, embody values, and that anything which does not embody values cannot be called ‘education’.” Accordingly, values must “enter” into both the subject matter and the methods of any activity that is termed education. If questions are raised regarding the desirability of what is being taught or the way in which it is being taught, then doubt may be raised as to whether education is truly going on.

The Aim Of Values EducationIt seems from the above that values are necessary for learners to be truly educated. The particular values that need to be emphasised or brought to the awareness of the learners may depend on the institution’s ethos and value system, not forgetting “unconscious” or “hidden” values. Furthermore, psychological and democratic values may be highlighted, as only human beings can be educated and they live in a democratic society with regard to the South African situation, among others.

As previously inferred, the aim of values education insofar as this article is concerned is to encourage the total or holistic development of the individual. Therefore, psychologically speaking, values inherent in the human being will obviously be the appropriate ones to highlight. Looking at democratic values, Mc Laughlin (1996: 14) points out that democratic societies consist of people holding varied and often “incompatible” views of life as a whole. For example, people of different religions “… live alongside atheists and agnostics.” He adds that many of the above-mentioned groups offer holistic education in one form or another. However, a democratic country worth its salt cannot impose any of these on its citizens. As a result, the “liberal democratic” perspective takes the route of establishing consensus and unanimity regarding basic or “public” values. The aforementioned thinking requires that the debate regarding universal or common values be explored. However, the debate will be futile if we do not have a clear picture of what values are or seen to be. Also it should be clear that the debate on values is a philosophical one and that there is a need to pronounce on what a value is according to various sources.

What are Values?Related to the core question mentioned above is the notion of universal or common values that are or may be acceptable to all members of the human race. Prior to reaching an agreement as to which values may be considered universal it was necessary to pronounce on what values are. The thrust of the debate would be that values may be conceived of in different ways, but from a practical point of view may be seen in two ways: those verbalised and those actually lived. Manuel refers to the aforementioned as an ought-to-be and an ought-to-do.

Certain human values are universal and could be termed moral values:• Moral values are objectively grounded in human nature and experience. • Moral action is not due to rational or cognitive factors, but springs from moral

personality, which includes affective qualities as well as intellectual processes. • The “rational subject” needs moral education to crown his efforts toward self-

realisation with success.• An adequate approach to value education must build on a comprehensive,

integrative view of the moral agent, a view that does justice to the multi-dimensionality (thought, feeling, action) of the moral agent.

• Moral life requires that we hold competing values in balance.

The Universality of Intrinsic ValuesIt is also noted that values might have an intrinsic (internally motivated) and extrinsic (externally motivated) orientation. The extrinsic orientation is not likely to provide an impetus for constant and consistent value practice. Dewey and Manuel mirror the above views, seemingly intimating that intrinsic values help the individual build character or realise a higher level of functioning.

In order to determine the universality of values, inter alia, the following questions would have to be asked:• Are the identified values intrinsic or extrinsic values?• Is it a human value or functional/organisational value?• Does the value have universal status?• What are the meanings imparted to the values by lay people, subject experts

and others?

The question: “How does one experience values?” brings to the fore the personhood of the individual. Scheler refers to a person as the abode of the spirit that transcends nature. The deduction by Hersh of the spiritual, emotional and intellectual domains relative to values such as caring, judging and acting seemingly alludes to the universal structure of human beings and the integrated use of all aspects of their being in making moral decisions.

ConclusionOn a more practical note, the Working Group on Values and Democracy (James, 2000) suggested:

We also believe that the ritual of declaring a pledge of allegiance or vow at weekly school assemblies will serve as a reminder of the fundamental values to which South Africans in a democracy aspire. We offer the following text as illustration of the spirit that we believe ought to be conveyed and would invite responses as to its suitability in various contexts:

I promise to be loyal to my country, South Africa, and to do my best to promote its welfare and the well-being of all of its citizens. I promise to respect all of my fellow-citizens and all of our various traditions. Let us work for peace, friendship and reconciliation and heal the scars left by past conflicts, and let us build a common destiny together. Your views. What set of values do you the reader think South African’s should be guided by? Contact the writer: rajeshm@writeme.com with your views/questions.

BIBLIOGRAPHYDewey, J. c1916. Democracy and Education: An Introduction to the Philosophy of Education. N.Y.: Macmillan.

Hersh, R.H., Miller, J.P., & Fielding, G.D. c1980. Morals of Moral Education: An Appraisal. N.Y.: Longman.James, W. Et al. 2000. Values, Education and Democracy - Report of the Working Group on Values in Education. http://www.info.gov.za/otherdocs/2000/education.htm

Johnson, H.C., Jr. c1992. Society, Culture and Character Development. In Ryan K. And Lickona, T. (eds). c1992. Character Development In Schools And Beyond. 2nd ed. Washington: The Council For Research In Values And Philosophy.

Ling, L. c1998. Conclusion. In Stephenson, J., Ling, L., Burman, E., & Cooper, M. (eds). c1998. Values In Education. London: Routledge.

Manuel, B. DY JR. c1994. The Philosophy of Value, the Value of Philosophy. In Manuel, B. DY JR. & Mc Lean, J.F. (eds.) c1994. Values in Philippine Culture and Education: Philippine Philosophical Studies, 1. Washington: The Council For Research in Values and Philosophy. Cultural Heritage and Contemporary Change, Series iii. Asia, Vol.: 7.

McLaughlin, T.H. c1996. Education of the Whole Child? In Best, R. (ed.) c1996. Education, Spirituality and the Whole Child. London: Cassel.

Rubin, L. (ed). c1978. Educational Reform for a Changing Society: Anticipating Tomorrow’s Schools. Boston: Allyn and Bacon.

Straughan, R. & Wrigley, J. (eds). c1980. Values And Evaluation In Education. London: Harper Row.

Tlakula, P. 2001. Pride Versus Arrogance. The Educators’ Voice. June/July: 16.

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