SENWABARWANA CAMPUS .1 Facts and figures

LITERATURE REVIEW

4.4 SENWABARWANA CAMPUS .1 Facts and figures

4.4 SENWABARWANA CAMPUS

4.4.2 Critical factors

4.4.2.1 Funding

The campus manager specified that the campus is funded by the Department of Higher Education and Training, but she further indicated that funding is nevertheless insufficient.

One educator pointed out that, in order to secure more funds for the campus, stakeholders and partnerships should become involved. He added that the campus arranges fundraising events, when learners are supposed to contribute a certain amount of money. Sometimes private companies are involved in funding the college.

According to learners who receive NSFAS, the amount is insufficient.

4.4.2.2 Curriculum

One educator stated that in general learners at the campus are not skilled for the job market and therefore they are encouraged to take part in the Work Based Experience process to gain practice in the career they want to pursue.

Learners feel that the programmes are not linked to the job market, for quite a number of college graduates are unemployed. None of the interviewees know how many graduates from the college found employment since 2006.

4.4.2.3 Assessment

The campus manager explained that Continuous Assessment (CASS) marks are obtained from tests, assignments and oral presentations in all learning areas and that Internal Continuous Assessment builds a CASS mark for the learners. The CASS and exam marks are added together for a final mark of a learner. Learners must obtain at least 30% in all learning areas to obtain a pass. One reason for the low pass rate is that some learners perform poorly in class and are reluctant to submit assignments set to them by educators.

4.4.2.4 Staffing

According to the campus manager, educators at the campus hold various qualifications: some have technical qualifications (N6) while others possess BA degrees, and still others have a Master’s degree in a technical field.

The University of Witwatersrand trains educators in workshops dedicated to facilitation and assessment. They are also taught how to plan lessons since many do not have a teaching background.

4.4.2.5 Registration

Registration for both the NCV and NATED programmes starts in January. Registration for the second semester takes place in July for new learners or those attending both programmes.

Challenges during registration are, inter alia, the huge number of learners who want to register, while some want to register for courses that are unavailable at the campus.

Other learners do not know for which courses they should register. Educators assisting during registration should be guided by such learners’ results.

4.4.2.6 Learner recruitment

Learners are recruited through three ward councillors from three municipalities in the area, namely Aganang, Molemole and Blouberg. Most learners on campus are from this area: apparently it is difficult to register at the college if a learner is not from this area. One of the learners said the he was recruited by word of mouth.

4.4.2.7 Infrastructural resources

The campus manager admitted that the campus have insufficient infrastructural resources. There are no enough workshops for practical application. She added that the workshops are always overcrowded with learners. Computer laboratories do not have enough computers to accommodate all the learners.

One of the educators mentioned the lack of campus hostels. Learners are obliged to find their own accommodation, often far from the campus, where they have to pay rent.

Other learners have to travel long distances each day.

4.4.2.8 Teaching and learning

The campus manager pointed out that teaching at the campus is faced with a number of challenges. Few educators are familiar with teaching methodology and therefore most find it difficult to teach the theory component of programmes. Many are not qualified as educators.

4.4.3 Findings from the observations

Observations regarding the following issues were made:

4.4.3.1 Lesson presentation

Educators at this campus use an OBE approach. Learners, rather than the educators, do the work. They are tasked with group discussion topics which are presented to the rest of the class. However, the method is not effectively managed by the educators since some are unfamiliar with this teaching methodology.

4.4.3.2 Punctuality

Learners don’t arrive on time for lessons and also leave early. Not being dedicated to their studies, it is no surprise that these learners also do not show progress as expected of them.

4.4.3.3 Teaching and learning materials

The shortage of teaching and learning materials at the campus deters the efficient operation of the campus. Some learners do not have textbooks and therefore find it difficult to study.

Another problem is the serious shortage of teaching and learning materials. It is thus difficult to teach with insufficient materials at their disposal. There are not enough computers to accommodate all the learners; the campus also doesn’t supply stationery.

4.4.3.4 Teacher-learner ratio

The teacher-learner ratio is not appropriate as required by the National Policy of South Africa of Department of Education. According to this policy the teacher-learner ratio should be 1:30 per learning programme.

4.4.4 Document analysis

Travers (2003) regards a qualitative researcher as a person who can learn a lot about the world by looking at documents. In this tract of data collection, documents such as college prospectuses, annual reports, and minutes of meetings were reviewed. This factual data illustrated the educational needs of Capricorn College for FET.

College prospectus

The college prospectus of Capricorn College for FET of 2012/2013 contains a brief explanation of the college in the overview. It further contains a vision and mission statement of the college as well as the programmes offered. The names of the three campus managers, together with those of all the educators at the three campuses, are listed.

Vision

Capricorn College for FET‘s vision is “to be the leading Vocational and Career Training Institution of Excellence” (Capricorn College for FET Prospectus 2012/2013). At the college various stakeholders strive for successful academic achievement by all learners.

Mission

The college’s mission is to achieve its vision by offering responsive, flexible and quality programmes that are accessible to all learners through formal learning, skills development and learnership. This is achieved by forming partnerships with relevant stakeholders by using committed human capital and employing appropriate physical and fiscal resources (Capricorn College for FET Prospectus 2012/2013).

The following learning programmes are offered at the Capricorn College for FET:

National Curriculum Vocational Programmes

NATED programmes Skills Development Programmes

 Information Technology and Computer Science

 Mechatronics

 Finance, Economics and Accounting

 Marketing

 Office Administration

 Transport and Logistics

 Hospitality

 Safety in Society

 Tourism

 Electrical Infrastructure

 Construction

 Engineering and related design

 Civil Engineering and Building construction

 Process plant operations

 Education and development

 Human Resource Management

 Marketing Management

 Business Management

 Financial Management

 Public Management

 Management Assistant

 Tourism

 Hospitality

 Clothing Production

 Electrical Engineering

 Mechanical Engineering

 Civil Engineering

 Laboratory Assistant/Chemical Plant Operation

 Furniture Manufacturing

 Leather Work

 Clothing Production

 Annual report

The annual report of 2012 reflects all college budgets for the current year. The balance sheet statement about income and expenditure of funds allocated to the

college was drafted, recording all the funds received by the college, and the funds used for purchasing any necessities were recorded. It proved that the college funds were insufficient. The college sometimes ask donations from companies.

All the important college events were recorded, e.g welcoming of the first-time learners to the college, graduations ceremonies, and the year-end function.

 Minutes of meetings

All the meetings convened at the college were recorded in a minute book. According to the dates in the minute book, each campus convenes a fortnightly meeting. Important agreements and a checklist of all present were documented, as were the punctuality of educators for their classes. Some educators were not punctual or did not attend their classes, causing learners to bunk, which in turn resulted in poor performance.

After each test, learners’ results were recorded and they were given feedback. Some educators, however, do not monitor learners’ work, neither do they provide feedback.