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Waterberg TVET College Strategic

Plan 2014 - 2019

Department of Higher Education and Training

Publication Version

11/7/2014

Waterberg TVET College Strategic Plan 2014 - 2019 Page 2

Version Control

Version number Date Submitted Comments

01 25/09/2014 Submitted to Council for comment and approval

02 30/09/2014 Submitted to DHET

03 14/10/29014 Signed-off hard copy submission to DHET (with

changes)

04 07/11/2014 Signed-off hard copy submission to DHET (with

new changes)


TABLE OF CONTENTS

Foreword .......................................................................................................................................... 4

Message from the Principal .............................................................................................................. 5

Key Priorities:................................................................................................................................. 5

Critical and Scarce skills programme offered by the college currently and planned in future ........... 7

HE Collaboration ............................................................................................................................ 7

OHS Compliance ( Current and planned activities ) ........................................................................ 8

Provision of effective student support services; (academic support, WBE, career guidance) ............ 9

Any other pertinent strategic focus for the College ....................................................................... 12

Vision, Mission and Values ............................................................................................................. 14

Vision .......................................................................................................................................... 14

Mission ........................................................................................................................................ 14

Values ......................................................................................................................................... 14

College Situational Analysis ............................................................................................................ 15

Sectorial analysis ......................................................................................................................... 15

Information systems to monitor progress ..................................................................................... 20

Coordination and linkages with other stakeholders ...................................................................... 21

Legislative Mandate ........................................................................................................................ 22

Risk Management ........................................................................................................................... 24

College Strategic Plan ..................................................................................................................... 26

7.1 Strategic Goal 1 ................................................................................................................ 26

7.2 Strategic Goal 2 ................................................................................................................ 28

7.3 Strategic Goal 3 ................................................................................................................ 28

7.4 Strategic Goal 5 ................................................................................................................ 29

Summary of Strategic Targets ......................................................................................................... 31


1. Foreword

This strategic plan for Waterberg TVET College is submitted to the DHET as required

by legislation and takes into account that colleges must:

increase enrolment and expand access for the youth;

increase the academic achievement of students;

have adequate infrastructure and systems in place to provide effective services

to its students;

increase the number of students who are adequately prepared to enter the

labour market; and

be responsive to the needs of labour market.

In drafting this strategic plan the College Senior Executive Team went through a

strategic planning process taking into cognizance the national strategic plan directives

and targets. The plan also outlines a situational analysis of the College, the local

economic drivers and linkages with other institutions including Sector Education and

Training Authorities (SETAs) and Higher Education Institutions.

DR. LJ TEFFO

CHAIRPERSON OF COLLEGE COUNCIL


2. Message from the Principal

This college strategic plan takes into account the following priority areas to ensure

more effective teaching and learning in the TVET Colleges sector. These priority

areas are:

Collaboration with SETAs and/or other professional bodies to enable and

expand the contribution of the college to skills development, especially with

regards to scarce skills and other priorities for skills development;

Collaboration with institutions of Higher Education, especially in terms of

offering Higher Certificates and for articulation purposes;

Compliance with occupational health and safety legislation and standards;

Provision of effective student support services;

Accommodation of and provision of effective support for special needs

education (SNE) students;

Any other pertinent strategic focus for the college.

2.1. Key Priorities:

2.1.1. SETA Collaboration:

2.1.1.1. The Lead SETA and the role that it plays i.e. FASSET

The FASSET Office was launched on 6 February 2014 and the office is

utilized by other SETA’s as per the mandate of the Minister to bring SETA’s

to the College. The Brand Ambassador programme is implemented in the

College to advocate FASSET and other SETA’s by doing career guidance

and recruitment for learnerships, internships and skills programmes.

Enrichment of Life Orientation by preparing students for interviews and in

September 2014 started training students and staff in (Associate Accounting

Technician (AAT) NQF Level 3.

The College would like to introduce a new AAT qualification at NQF Level 4

in 2015 for students who completed NCV Level 4 in Finance, Economics and

Accounting.

2.1.1.2. College collaboration with other SETAs

ETDPSETA: The College is currently training 55 disabled students funded

by ETDPSETA, 10 are being trained for ICDL and 45 for IT End User

Computing NQF L 3.


AGRISETA: The College has 10 apprentices under the trade diesel

mechanic and are funded by AGRISETA. An MOU has been signed with

Agri- SETA for students who completed Primary Agriculture at the college to

be funded for experiential learning starting from the 1st October 2014.

HWSETA: As the custodian of the NCV Primary Health qualification,

supports the college and assist with placement of students.

MICTSETA: Awarded bursaries for 3 years for 140 NCV/Report 191

qualifications. The beneficiaries are students from the rural village of Ga-

Ledwaba Community.

SASSETA: Is funding internship for 96 students who completed their

studies

CATHSSETA: Funded Work placement for 3 staff members June/July 2014

and one in September 2014

2.1.1.3. College accreditation by SETAs

The College has accreditation with:

2.1.1.3.1. ETDPSETA:

ECD NQF Level 4 and Level 5

Further education and training certificate: School Business

Administration NQF Level 4.

2.1.1.3.2. AGRISETA:

Plant Production NQF Level 1 and Level 2,

Mixed farming NQF Level 2,

Animal Production NQF Level 2,

Horticulture NQF Level 1,

Landcare Facilitation NQF Level 5

Landscaping NQF Level 3.

2.1.1.3.3. PSETA:

National certificate: Public Administration NQF Level 5,

2.1.1.3.4. MICTSETA:

IT End User Computing NQF Level 3

2.1.1.3.5. FP & MSETA:

General education and Training certificate: Clothing and

Manufacturing process SAQA ID 50584.


2.1.1.3.6. CATHSSETA:

Applied for extension of scope in 2014 National Certificate: Professional

Cookery NQF Level 4, National Certificate: Accommodation Services NQF

L 2 and National Certificate: Food and Beverages NQF L 4.

2.2. Critical and Scarce skills programme offered by the college currently and

planned in future

The College is intending to develop 60 students under the trades diesel mechanic and

electrician. The College is working towards full accreditation for our workshops in our

Engineering and Skills Training Centre. The workshops will then be an Artisan Trade

Centre.

The College is currently in the process of applying for extension of scope with

MERSETA for the National Certificate Automotive Repair NQF Level 2 as well as

MQA for National Certificate: Diesel Mechanic NQF Level 3 and National Certificate:

Electrical NQF Level 4.

The College also will apply for extension of scope with CETA for Community house

building NQF L 2 and Community development (Youth) NQF L 4 in 2015.

The College will train 90 youth for IT End User Computing NQF L 3 in 2014/2015.

The College is intending to offer the following programmes: National Certificate:

Professional Cookery NQF L4, National Certificate: Accommodation Services NQF L

2 and National Certificate: Food and Beverages NQF L 4 CATHSETA. The College

will continue to train Chefs to address the urgent need for cooks and chefs in South

Africa's growing hospitality industry. These have become scares and critical skills.

2.3. HE Collaboration

2.3.1. UNIVEN-JET-EDTPSETA Collaboration

The University of Venda (UNIVEN) trained Maths and Maths Literacy Lecturers from

all Colleges in the Province and our Lecturers who do not have professional

qualification were participating in the programme. The programme focuses on


content and methodology aligned to the NCV syllabus. The programme was funded

by the ETDPSETA and 7 of our Lecturers are graduating on 26 September 2014.

2.3.2. UL Collaboration

Discussions are at an advanced stage regarding collaboration with the University of

Limpopo (UL) for the College to offer Animal production NQF Level 5, a full

qualification registered by UL. This will also assist NCV Primary Agriculture Level 4

students with articulation to a Higher Education Institution. Primary Agriculture will

only be the starting point while exploring other faculties.

2.3.3. TUT Collaboration

The College was part of the discussions regarding collaboration to map the career

path for NCV students to progress into Mechanical Engineering, and Hospitality

Management at National Diploma level. The ultimate goal is that Higher Certificates

and Advanced Certificates should be delivered by TVET colleges.

2.3.4. UFS Collaboration

The School of Open Learning, in conjunction with the Faculty of Education of the

University of the Free State, is presenting the Short Learning Programme (SLP) in

Vocational Education Orientation Programme (VEOP) administered and logistically

supported by the Open Learning Group (OLG). This programme is a UFS accredited,

30-credit, short course at NQF Level 5.

The VEOP is aimed at providing orientation to part-time and full-time FET-college

lecturers from industry, commerce or the services sector and to general education

teachers from schooling or higher education systems wanting to teach in TVET

colleges. 60 Lecturers are identified to engage in this training starting from October

2014.

2.4. OHS Compliance (Current and planned activities )

The College has a permanently appointed OHS Officer to ensure compliance of all

Centres to OHS Act. JET supports the College with compliance by issuing a Manual.

Audits conducted:

Already the Department of Labour conducted an audit on the farm in

2013.OHS Training was done on the farm and in 2014 some of the high risks


were addressed. MERSETA, PSETA/NAMB and VULA also audited the

workshops at the Engineering and Skills Training workshops. The OHS

Officer also visited Centres to conduct audits.

Campuses will establish OHS Committees to ensure that there are structures that are

responsible for OHS Act implementation and will be monitored by the recently

appointed Internal Auditor.

JET offered a workshop on 27-28 August 2014 to build capacity on OHS

Compliance. A flow chart on how to address lapses was developed. The OHS

Officer worked on an action plan to address risks. Elections for safety Officers were

held in September 2014. These Officers will be the OHS Committee of the College

appointed by the principal. The OHS Officer also developed checklists to address

findings in the audits. Training for the OHS Committee will still be done in 2014. The

Committee will actively start in 2015 to ensure the College complies with the OHS

Act.

Accreditation of workshops and their compliance to OHS.

The College wants to ensure the following workshops are accredited to start

with Artisan development: Automotive and welding Workshops and the

Electrical Workshop. One of the key issues is OHS Compliance (chemical

consumable storage, demarcation and layout as well as storage of tools and

management of the workshops must be addressed. Through the JOVC

Programme the College received a Japanese Volunteer to assist with all

automotive workshop challenges. In September 2014 he already audited the

workshop and starting to assist the College to ensure the College workshop

will be accredited by MERSETA and MQA. The College is also busy to

procure outstanding equipment for the workshops to ensure the College fulfil

the mandate from MERSAT and MQA Qualifications to train artisans.

2.5. Provision of effective student support services; (academic support, WBE, career

guidance)

2.5.1. Academic support

The Student Support Service identifies the students who need academic support

by using the CAP test management report on entry. Identified students are

immediately referred for remedial classes coordinated by the Remedial

Facilitators.


Students who failed and are carrying over subjects to the next level are assisted

with extra classes, as well as students who obtain marks below 50% in their tests.

Peer Tutors who meet the following criteria are appointed; former students who

graduated from the College and had a 80% pass in the subject that one wants to

tutor and students who have shown good conduct while they were still at the

college. Peer Tutors are monitored by Remedial Facilitators.

Remedial Facilitators report the progress and challenges about tutoring to the

Senior Education Specialists as well as their progress

The College is planning to implement electronic programmes that can assist to

improve Language proficiency and Mathematics competency of students in all

campuses.

2.5.2. Career guidance

The College is assisted by Career Officers funded by the ETDP SETA over a

period of three years to give career guidance to prospective and already enrolled

students.

Future plan- To promote the career guidance services in campuses so that the

students can use the services throughout the year rather than it being an adhoc

service.

2.5.3. Accommodation of and provision of effective support for special needs education

(SNE) students;

The college managed to assist special needs with a bursary as well as assistive

devices.

2.5.4. Work Placement Partners

Workplace Names Number of students Hosted for

2014 NCV Level 4

Mokopane Hospital 05

Saps Masemola 01

Thabamoopo Hospital 02

Department Of Education 02

Nashua Mobile (Polokwane) 06

Miladys 02

Zebros 02

Polokwane Municipality 01

Spur Teak Ranches 01

Ditswammung Business Finance 02

Tshwane Municipality 01

Folang medical Centre 02

Cashbuild Mahwelereng 04

Joshua Door 01


Tony’s Cash & Carry 02

Palala South Circuit 01

Mookgophong Municipality 01

Voortrekker hospital 01

Ismail Hardware Store 03

Intenda(pty) htd 01

Mokopane Quality Printers 02

John Craig 01

Lewis Store 01

Modimolle Municipality 01

Moroke Circuit 01

Lebowakgomo Hospital 01

Lebowakgomo Police Station 01

Lebowakgomo Circuit 01

Zebediela Hospital 01

Mokopane Police station 06

Mahwelereng Circuit 04

Mokopane Magistrate Court 06

Mokerong Magistrate Court 05

George Masebe Hospital 04

Jane Furse Police Station 01

Leola Circiut 01

Apel police Station 01

Matlala Saps 01

Matlala District 01

Entabeni Game Reverve 11

Col John Hotel 02

Zedra Lodge 05

Ashleigh Jerome 01

The park (Protea Hotel) 05

Euphoria Golf Estate 03

Lalaphanzi conference Hotel 02

Union Hospital 01

Debonars Kriel 01

Moorddrift dairy 03

Komatla Agricultural Projects 01

Creation Home & Garden 01

Lennes Poultry Projects 01

VenCor Holdings(Ababattoir and Feedlot) 06

Tt Unik IT Solution 01

Satellite Software 01

Oasis lodge 03

Zanami Lodge 01

Economic Dev Environment And tourism 01

John Craig 01

Matakanye Construction 03

Mw Civil Jvc Vlaming 01

Motlokwa Transport and Construction 01

Monala General Trading 04

M W Civil Earth Works 05

Pekwane Trading(pty)ltd 01

George salome 01

Maduludi cc 02

Mahuleng Construction 01

Bahwaduba Tradings 01

Arend Dedricks 01

Mukhumiki Construction 01

Lebowakgomo Saps workshop 03


10 N6 students will be placed at Voortekker Hospital, Mokopane Hospital and

COGHSTA to complete their qualification.

2.5.4.1. 2015 Work placement Planning

To place 85% of NCV Level 4 on course students for workplace based

experience.

40% of post NCV Level 4 students to be placed for workplace

Experience/Experiential training

50% for Level 3 students as most of our host employers will place our

NCV Level 4 students as well as Report 191 N6

Educational tours and Excursions for Level 2 as these students are still in

their first year of Vocational Studies.

Formal MOUs will be signed with various employers who host our

students.

2.5.5. Bursaries

The Student Support Services of the College managed to claim 100% of its Final NCV

Allocation and also managed to claim 99% of the Final Report 191 (NATED)

Allocation.

2.6. Any other pertinent strategic focus for the College:

2.6.1. Collaboration with Government Departments (National Dept. of Tourism, Provincial

Dept. of Education)

2.6.1.1. SACA (South African Chefs Association) and National Department of Tourism:

Waterberg TVET College embarked on a training project nationally to take part

in the training of 800 chefs. The programme started in 2011. The programme

was funded through the National Tourism Department and in collaboration with

Extended Public Works Programme, South African Chefs Association and City &

Limpopo Steel Structures 06

Burgersfort Midas 01

Vaal Toyota 01

PnP Motors 02

Limpopo Toyota 04

Autec Service and repairs 02

NTT Toyota 01

JS Makhubela 01


Guilds. In 2011 the College had 30 students enrolled for the Certificate in Food

Preparation and Cooking and 22 pass. In 2012/13 the College enrolled 35

students for a Certificate and Diploma and 31 passed. In 213/14 the College

enrolled 19 students in the certificate and all 19 passed. The offering of the

SACA/NYCTP Programme was to address the urgent need for cooks and chefs

in South Africa's growing hospitality industry as a scares and critical skill.

2.6.1.2. Provincial Department of Basic Education

The College also work in collaboration with the Provincial Department of Basic

Education in the training of 173 ECD Practitioners in all the five districts. These

practitioners are employed at crèches.

2.6.1.3. ETDP SETA in partnership with the Limpopo Department of Education

ETDP SETA in partnership with the Limpopo Department of Education intend

supporting a total of 50 educators in IT End User Computing NQF L 3 for the

2014/15 Financial Year. The recruitment of educators to be beneficiaries in the

programme is underway and should be completed soon. The College will

facilitate the programme.

As the Accounting Officer of Waterberg TVET College I commit myself and the resources of

the college to achieving the targets outlined in this plan.

___________________

MS. SE LEKOLOANE

PRINCIPAL


3. Vision, Mission and Values

3.1. Vision

The Leader in the provision of quality learning and marketable skills.

3.2. Mission

To ensure quality Human Resource development through sound policies.

To provide adequate, relevant and accredited infrastructure

To provide quality and effective management

To ensure accessibility and affordability of programs

To provide programs that meets the needs of the place of work

To ensure sustainable partnerships

3.3. Values

The College lives the slogan: ‘Together ensuring success’. We recognize that our

success in Further Education and Training requires:

Honest dealings

Excellent services

Upholding integrity to build confidence

Being accountable for own actions

Accepting ownership of one’s actions

Unity in our work

Recognition of richness in diversity

Respect for differences of opinions

Waterberg FET College will strive to exceed the expectations of all the customers,

with the aim of attaining excellence in aspects of training provision.

The College undertakes to continuously improve all the training services and

programs that are provided to satisfy the Customer’s needs.

The College will provide a framework for Quality Improvement that incorporates

transparent processes of planning, evaluation and review.

The College will obtain this through the setting of quality objectives which will be

reviewed on a regular basis.


4. College Situational Analysis

4.1. Sectorial analysis

Waterberg FET College is a merger between Potgietersrus Technical College and

Lebowakgomo Commercial College. Since 2002 the two colleges were merged into

one college by the DoE to increase the size of learner numbers and to ensure

efficient use of scares resources.

The College operates currently across two municipalities namely, Lepelle-Nkumpi

and Mogalakwena, through Central Office, 3 Campuse/Centres and 2 Practical sites:

Central Office (36 Hooge Street, Mokopane)

Business Studies Centre (located in Mahwelereng, 7km from Central Office)

Information Technology & Computer Science Centre (located at former

Mokopane Teachers Training College in Mahwelereng, 5km from Central

Office)

Engineering and Skills Training Centre (located in Lebowakgomo Township,

76km from Central Office)

Hotel School – practical site (located in Mokopane, next to Central Office)

Rooywal Farm – practical site (located at Sterkrivier, 40km outside

Mokopane)

With a new campus to be constructed in Thabazimbi, as part of the 12 new

campuses attached to existing FET College from the Budget Speech of the Minister

of Higher Education and Training, the College will also operate within the

Thabazimbi Municipality.

Thabazimbi Campus (300km from Mokopane)

4.1.1. Mogalakwena Municipal Area:

Mogalakwena Municipality is situated in the western quadrant of the Limpopo

Province, within the Waterberg District Municipality, and is bordered by

Aganang Local Municipality to the East, Mookgophong Local Municipality to the

South, Lephalale Local Municipality to the West and Blouberg Local Municipality

to the North. Mogalakwena Municipality consists of three towns, 117 villages, 9

traditional leaders and various farms. Mogalakwena Local Municipality

contains over 50% of the Waterberg District Municipality’s total population that

is estimated at approximately 596 094 of which 124,000 is under the age of 14


and more than half are females. The average household is home to 4, 4

persons. Many households are home to more than ten persons. It should,

however, be noted that the population size of the Municipality could be more

than the number of people indicated as many people live on farms throughout

the area. The Mogalakwena municipal district covers 1683sq km.

The population is generally unskilled which is of great concern given the

mismatch which emerges between the economic growth sectors and the ability

of the general labour force to be absorbed in the economy. The unemployment

estimates in the Municipality vary between 45% and 70% of the economically

active population (people between the ages of 15 and 64 years). Women, and

especially rural women, form the greatest number affected by the lack of job

opportunities as well as other social problems. As far as education is

concerned, only 17.1% of the population has Grade 12 education and only 3.2%

achieved a tertiary education qualification.

4.1.2. Lepelle-Nkumpi Municipal Area

Lepelle-Nkumpi is one of the local municipalities within the Capricorn District

Municipality in Limpopo Province and is located in the southern part of

Capricorn District. The municipality is pre-dominantly rural with a population of

approximately 241 414 people and covers 3,454.78 km², which represents 20.4%

of the District's total land area. The municipality is divided into 27 wards which

comprises a total of 110 settlements. Approximately 95% of its land falls under

the jurisdiction of Traditional Authorities. The Municipality has a proportionately

high number of 13% of functionally illiterate people as indicated in the graph

here below. 31% attended school up to primary level, while 30% attained

secondary level only. These categories of people are functionally unemployable

as their education level is below the minimum requirements for most skills

development programs offered by various SETA‟s. The high level of secondary

school-leavers accounts for low levels of matriculates and graduates. 37% of

the population in the Lepelle-Nkumpi municipal area has no income while only

0.2% of the population earns more than R12 800.

The minimum subsistence income (breadline) for households to survive in

Limpopo is considered to be R15 600 per year or R1 300 per month. 72% of the

population of Lepelle-Nkumpi lives under the breadline. 68.7% of households in

the Lepelle-Nkumpi municipal area do not have an income. The situation calls


for accelerated poverty alleviation and local economic development

programmes.

4.1.3. Economic Niche Areas:

The Limpopo Provincial Growth and Development Strategy is based on taking

advantage of the province’s competitive factor conditions in Mining, Agriculture

and Tourism to turn the economy of the province around.

The Department of Labour draws relevant data from Seta Sector Skills Plans,

from various government departments and complement the information with

commissioned sectoral research studies to draw up a National Master Scarce

Skills List that are being updated annually. According to the list scare skills

identified are: Farm Managers, Construction, Distribution and Production /

Operations Managers, Information and Communication Technology (ICT)

Managers, Small Business, Office, Programme and Project Managers,

Hospitality, Retail and Service Managers, Sales, Marketing and Public Relations

Professionals, Business and Systems Analysts, and Programmers, Agricultural,

Medical and Science Technicians, Building and Engineering Technicians,

Automotive Electricians and Mechanics, Mechanical Engineering Trades

Workers, Panel beaters, and Vehicle Body Builders, Trimmers and Painters,

Bricklayers, Carpenters and Joiners, Plumbers, Electricians, Agricultural

Produce Graders and Supervisors, Child Carers and Education Aides,

Hospitality Workers, Personal Service and Travel Workers, Personal Assistants

and Secretaries, General Clerical Workers, Receptionists, Accounting Clerks

and Bookkeepers, Financial and Insurance Clerks, Clerical and Office Support

Workers, Sales Assistants and Salespersons, Cleaners and Laundry Workers,

Food Process Workers, Farm, Forestry and Garden Workers.

The Waterberg FET College offers programmes that directly link to the list of

scares skills mentioned above. The mandate for FET Colleges after the move to

the Department of Higher Education requires that SETA's should achieve their

mandate in collaboration with FET Colleges. The Municipalities together with

various governments have identified FET Colleges as centers that can deliver

on their skills needs.

The PGDS asserts that smart partnerships are essential among stakeholders in

development if Limpopo is to realize its vision of sustainable and integrated

development. It is only through the collaboration of all stakeholders that the


proposed development targets contained in the PGDS will be achieved and

whereby the vast development potential of Limpopo and the region can be

realized.

4.1.4. New Economic Growth Path

If employment can grow by five million jobs by 2020 (around three million more

than the anticipated growth if we extrapolated from 2002 to 2009), over half of

all working-age South Africans would have paid employment and narrow

unemployment would drop by 10 percentage points from 25% currently to

around 15%.

4.1.5. Local Demand Assessment

The IT and Computer Science Centre opened the doors of its state of the art

Hotel School in 2011. Money from Recapitalization was used to erect this

facility as Tourism/Hospitality was included in the PGDS as one of seven

selected industrial clusters.

Priority skills needs of the cluster in the Tourism industry is: Food preparation,

Housekeeping, Tour operating, Entertainers and Game ranching.

The Job creation target in Limpopo Province is to reduce unemployment from

30% in 2008 to 25% by 2014, requiring the creation of 60,000 new jobs or

12,000 per year. Wages for these jobs should not be less than R1, 250 per

month during 2009. The economic growth target is to accelerate the average

growth rate of 4.5% (2004-2007) to 6% for the period 2009-2014, in line with

ASGISA growth targets for the country. An associated target is to improve

diversification of the provincial economy.

The action plan is to promote six areas or clusters of competitiveness where

Limpopo has demonstrated its comparative advantage85. The intention should

be to increase the competitiveness of these clusters through infrastructure, skills

development, innovation and other productivity improvements so as to attract

private sector investment to new production lines within them and thereby

achieving the provincial job creation and economic growth targets.

4.1.6. Local Stakeholders and partners:

in biodiversity and has three national centres of endemism (Soutpansberg

Centre, the Wolkberg Centre, and the Sekhukhune Centre). They are under


pressure and require conservation to protect the provincial biodiversity and

ecosystems. The map below shows 8 biodiversity conservation priorities in the

country, of which the top three are in Limpopo.

National priority one is the North-eastern escarpment, including the

Soutpansberg and the Drakensberg. Priority two is the Sekhukhune Centre of

Endemism and priority three is wet grasslands in the Waterberg District. Two of

the three transfrontier parks (Greater Limpopo and Mapungubwe), as well as

two of the three biosphere reserves in the country (Waterberg and

Kruger2Canyon are also located in Limpopo. It has two UNESCO World

Heritage sites namely the Mapungubwe Cultural landscape and the Makapan

Valley (close to Mokopane).

The area where Waterberg FET College is situated lies in the Waterberg

Biosphere and therefore there are a lot of Lodges, Recreational areas Golf

Estates and Hotels. The Tourism and Hospitality industry is booming and the

retention on staff turnover is high. Waterberg FET College want to provide

qualified and quality students to find employment near home. Currently

Waterberg FET College has a partnership with Protea Park Hotel where

students are exposed to industry. The College also has a partnership with

SACA (South African Chefs Association) and the National Tourism Department

the College where 30 young chefs from Limpopo are trained to find

employment. These students are placed with Protea Park Hotel, Oasis Lodge,

Landmark Lodge and Town Lodge.

4.1.7. Meat Production

Limpopo had a gross farming income of R1.65 billion from animals and R38223

million from animal products in 2007. Full time employment is probably below

6,000. The main product lines are beef, poultry, pork and goats. Turnover and

employment from this industry is lower in Limpopo than most provinces, but the

proportion of stock held on communal land is high. Low average productivity

rates in these areas create an opportunity for considerable increases in output,

employment and value-chain development. A meat cluster development

strategy is therefore appropriate24 and should be aimed at increased

economies of scale and higher but sustainable levels of productivity as a basis

for value chain promotion. The entire province is suitable for grazing, although

the carrying capacity of the veld varies from west to east according to rainfall


and soil conditions. Average carrying capacity is 10-15 hectares per large stock

unit.

4.1.8. Stock Census 2007

Cattle numbers have been decreasing over the last decade in favour of game,

but the trend has been changing back during the past two years. Cattle herds

on communal land are more or less the same size in all districts except in the

Waterberg, where the commercial herd is the largest. The herd on communal

land comprises 65% of the total, implying that constructive intervention will

contribute significantly to rural development. The pig herd in Limpopo is

400,000, which is 24%25 of the national herd. Poultry and pork production

areas are constrained according to climatic and infrastructure conditions, due to

the intensive nature of these enterprises. There is no footprint of commercial

goat production in Limpopo as yet. It is anticipated that the meat cluster

development process will begin with the beef industry and then be gradually

expanded to include poultry, pork and goats. Venison can also be gradually

incorporated.

4.2. Information systems to monitor progress

Middle Management report on a monthly basis during Management Meetings on

activities linked to the Strategic and Operational Plan of the College. Monthly reports

are also forwarded to the Limpopo Department of Education to monitor the progress

on achieving the set goals (using their template).

On a quarterly basis, Middle Management report progress to all structures of Council

(Academic Board, Human Resource Committee, Finance Committee, Audit

Committee, EXCO and Council). Quarterly Reports are also forwarded to the Limpopo

Department of Education (using their template) and DHET (using their template).

In July every year, the College organise a Strategic and Budget Review Session with

Management, HOD’s and College Council, where the achieved activities are

scrutinized against the set activities.


4.3. Coordination and linkages with other stakeholders

4.3.1. SETA Collaboration:

4.3.1.1. The Lead SETA and the role that it plays i.e. FASSET

The FASSET Office was launched on 6 February 2014 and the office is

utilized by other SETA’s as per the mandate of the Minister to bring SETA’s

to the College. The Brand Ambassador programme is implemented in the

College to advocate FASSET and other SETA’s by doing career guidance

and recruitment for learnerships, internships and skills programmes.

Enrichment of Life Orientation by preparing students for interviews and in

September 2014 started training students and staff in (Associate Accounting

Technician (AAT) NQF Level 3.

The College would like to introduce a new AAT qualification at NQF Level 4

in 2015 for students who completed NCV Level 4 in Finance, Economics and

Accounting.

4.3.1.2. College collaboration with other SETAs

ETDPSETA: The College is currently training 55 disabled students funded

by ETDPSETA, 10 are being trained for ICDL and 45 for IT End User

Computing NQF L 3.

AGRISETA: The College has 10 apprentices under the trade diesel

mechanic and are funded by AGRISETA. An MOU has been signed with

Agri- SETA for students who completed Primary Agriculture at the college to

be funded for experiential learning starting from the 1st October 2014.

HWSETA: As the custodian of the NCV Primary Health qualification,

supports the college and assist with placement of students.

MICTSETA: Awarded bursaries for 3 years for 140 NCV/Report 191

qualifications. The beneficiaries are students from the rural village of Ga-

Ledwaba Community.

SASSETA: Is funding internship for 96 students who completed their

studies

CATHSSETA: Funded Work placement for 3 staff members June/July 2014

and one in September 2014

4.3.1.3. College accreditation by SETAs

The College has accreditation with:


4.3.1.3.1. ETDPSETA:

ECD NQF Level 4 and Level 5

Further education and training certificate: School Business

Administration NQF Level 4.

4.3.1.3.2. AGRISETA:

Plant Production NQF Level 1 and Level 2,

Mixed farming NQF Level 2,

Animal Production NQF Level 2,

Horticulture NQF Level 1,

Landcare Facilitation NQF Level 5

Landscaping NQF Level 3.

4.3.1.3.3. PSETA:

National certificate: Public Administration NQF Level 5,

4.3.1.3.4. MICTSETA:

IT End User Computing NQF Level 3

4.3.1.3.5. FP & MSETA:

General education and Training certificate: Clothing and

Manufacturing process SAQA ID 50584.

4.3.1.3.6. CATHSSETA:

Applied for extension of scope in 2014 National Certificate: Professional

Cookery NQF Level 4, National Certificate: Accommodation Services NQF

L 2 and National Certificate: Food and Beverages NQF L 4.

5. Legislative Mandate

The Constitution of the Republic of South Africa (Section 29(1)-(4)) provides for the

right of basic and further education to everyone in the official language of their choice

provided equity, redress and practicability are taken into account. In addition, the

Further Education and Training (FET) Colleges Act (Act 16 of 2006) and the FET

Colleges Amendment Act (Act 3 of 2012) provide for the regulation of further education

and training through the establishment, governance and funding of public further

education and training colleges and the promotion of quality in further education and

training.

Further sets of legislation that impact on the FET colleges sector and its strategic and

national imperatives are listed below:


The National Qualifications Framework (NQF) Act 67/2008;

The Higher Education (HE) Act 101/1997;

The Skills Development Act 97/1998 and Amendments;

The Higher Education Laws Amendment Act 21/2011;

The Higher Education and Training Laws Amendment Act 23/2012;

The National Student Financial Aid Scheme (NSFAS) Act 56/1999;

South African Council of Educators (SACE) Act 31/2000;

Labour Relations Act 66/1995 and Amendments;

Employment of Educators Act 76/1998;

General Further Education and Training Quality Assurance Act 58/2001.


6. Risk Management

The management of Waterberg FET College wants to ensure that risks across the

College are identified and managed on an ongoing basis and that best practice

governance requirements are consistently complied with.

The ultimate outputs of the business risk assessment are:

The update of risks that have the highest potential to impact (positively or

negatively) on the achievement of the College's strategic objectives.

Inclusion of emerging risks in the existing risk universe.

Ranking and rating of inherent risk impact and likelihood, as well as an

assessment of current perceived control effectiveness.

The risk assessment will form the basis of an ongoing review and re-rating process of

strategic risks at the College, and will also assist you:

With the determination of the proposed focus of the detailed risk management

approach (i.e. risk management plan).

With the development and rollout of mapped controls and an action plan

process.

The risk categories have been aligned with strategic objectives in order to identify

those risks that directly affect and/or impede your ability to achieve your strategic

objectives. Information of business objectives were obtained through discussions with

senior management.

-

5

10

15

20

25 20

21 19

21 20 20

23

18

22

17

21 20

16

20 20 18 17 17 16 16 16 15 14 14 14 14 13 13 13 13

8 9 8 8 8 8 9 7

9 7

8 8 7

8 8

2014 Inherent Risk 2014 Current Residual Risk Desired Residual Risk

7. College Strategic Plan

Annually the College attends a Briefing Session from DHET for a walk through the

templates and the data the College must gather to complete the required templates.

The Chief Executive Officer/College Principal with an Operational Planning staff

member attends the briefing session and manages the process back at the College.

The College gather relevant data through consultation processes; e.g. each Centre

Manager meets with HOD’S/Senior Lecturers and Lecturers to plan all aspects

required. Inputs from Centres as well as Middle Management are combined and then

interrogated during a College Strategic Planning Session where Governance (Council

and the Students Representative Council) are part of the decision making. The College

Strategic Plan is submitted to Council and approved at the end of each year by

College Council.

Taking into account the situational analysis as described above, the College has

developed the following strategic plan in consultation with Governance structure and

Labour Representatives.

7.1. Strategic Goal 1

Increase the number of skilled youth by expanding access to education and

training for the youth.

The Waterberg FET College adheres to the Minister of Higher Education’s call to

increase the intake at the FET Colleges to 1 million students enrolled by 2014.

A new centre at Thabazimbi will be completed by April 2014 which will increase the

student intake.

The College will face challenges of student repeaters who are accommodated

during normal hours to assist the students to complete their studies.

The repeaters at the College occupy the space of new students who are enrolling for

the first time. The College will work on a strategy to identify the repeaters in the

underperforming subjects


Subjects and students and provide classes after normal College hours to

accommodate them. This will then ensure that the College can enrol more students

per programme.

The total planned student intake for 2014 is 4623 students spread over four (4)

Centres and two (2) practical sites. College infrastructure at this stage only allows

for growth at the new Thabazimbi Campus.

Financial burdens on the College will increase if all students applying for bursaries

do not receive such will not pay outstanding college fees which increase the student

debtors.

The College sets achievable pass and certification rates and achieve it.

Challenges faced:

Adequate and appropriate infrastructure needs to be built and acquired for continued

growth. Currently the Information and Technology Science centre is occupying the

EMPC building and sharing the space with the Department of Education. Upgrading

and refurbishing of the provided office space, cleaning of the facility and

maintenance causes major problems for staff and the Department.

The College provides hostel accommodation at the EMPC hostels for 375 students

but the hostels are in urgent need of refurbishing and upgrading to comply with

DHET minimum standards for student accommodation. The College can only do

minimum maintenance on the building due to budget constraints.

To cater for more students and to provide hostel accommodation for students the

College requested that an unused hostel, near to one of our training sites be

awarded to the College. The Department provided the necessary permission, but

the site cannot be utilized due to a private school illegally occupying the building.

The building is very strategically positioned as it is located opposite the Hotel School

training site and will provide hostel accommodation for at least 380 students. The

matter is currently elevated to the High court for litigation for eviction of the illegal

occupants; however the private school has appealed the High Court decision.

The College signed in 2013 two (2) Service Level Agreements with Private Service

Providers to assist with the accommodation challenge the College face as the space


for student accommodation is only 18% of the total enrolment and unable to cater for

a large portion of students.


Adequately capacitated individual institutions for effective provision or

facilitation of learning

The College and Council have also targeted Management and Council members to

be trained on effective Management and governance e.g. corporative governance,

Labour Relations and other management skills as a new Senior Management team

and Council is now in place.

Lecturers and Support Staff are trained, but as the College only has 1% of the

College budget available for training, it still remains a challenge. Additional funding

needs to be secured to make sure all relevant training can take place.

The College has appointed a Work-placement Officer in March 2013 and this

Officer has managed to place 220 students during the College holidays to date.

Although it is a start, the College acknowledges that the placement should be

increased and the College have targeted 85% of Level 4 students to be placed in

2015.


Increase the number of students successfully entering the labour market upon

completion of training.

A Business Unit was established in 2012 with the specific task to ensure that

linkages and partnerships with industries are established and maintained, and to

ensure that the College benefits with additional revenue.

Council members have been tasked to assist the College with acquiring donors for

projects to be completed and funds to be generated.

The College is an affiliated member to the local business forum to smooth

opportunities for both students and lecturer placement. The College on a yearly

basis have a Business Dinner to inform local businesses, municipalities as well as


the mines of programmes the College offers and to link business with education by

placing students and lecturers for work place exposure.

The Business Unit attends IDP meetings from Mogalakwena Municipality to inform

the College of the training needs of the community as well as the infrastructure

development plans from the Municipality for the next 5-years. The College then

aligns our Strategic goals to those of local government.

Through Student Support Service the College encourage strong moral and ethical

values amongst its students by focusing more on governance. Student Support

partnered with Red Cross and is active members of COSA for cultural and extra-

curricular support.


A college curriculum that is responsive to the demands of the market place

and can transform and adapt quickly and effectively to changing skills needs,

with a special emphasis on artisan training.

The College is focusing on three niche areas, Hospitality, Agriculture and

Engineering as indicated through the Provincial Growth Plan.

The College piloted the National Youth Chef training programme with SACA and the

National Department of Tourism to train chefs in Limpopo. The programme

commenced in 2011 and up to now approximately 95 students were trained. While

studying at the College students are also placed at Hotels and Lodges in Limpopo to

gain valuable work place experience. As a result one of the students who completed

his Diploma in Food Preparation and Culinary Arts, is in an exchange programme for

chefs and placed at the Ritz Hotel in California.

SETA’s were mandated by the Minister of Higher Education to open offices at

Colleges to ensure that Colleges are the first choice to provide a service/training to

communities.

FASSET partnered with the College to be the Lead SETA at the College to run the

FASSET Brand Ambassador programme at the College as well as the enrichment of

Life Orientation by preparing students for interviews etc. and to start training

students in AAT NQF Level 3 – Level 5.


One of the responsibilities of the FASSET Brand Ambassador is to facilitate career

guidance at learner level for careers in the Finance and Accounting Services Sector.

Due to the mandate to SETA’s to establish linkages with Colleges, BANKSETA

trained community members and Finance Economics and Accounting students as

part of a road show campaign on Micro-Financing.

8. Summary of Strategic Targets

Strategic Goal Strategic Objective Strategic Target

Strategic Goal 1:

Increase the number of skilled

youth by expanding access to

education and training for the

youth.

1.1. Improve recruitment,

placement and selection

processes.

1.2. Effectively manage

bursary administration

system.

1.3. Improve throughput rates

in NC(V) and Report 191

programmes

1.4. Improve certification

rates in NC(V) and Report

191 programmes.

Target

2014 2015 2016 2017 2018 2019

(Number) of learners enrolled in AET Level 1 -4

Headcount enrolment in FET College programmes:

(Number) of headcounts enrolled in NC(V) Level 2 1440 1430 1460 1490 1520 1550

(Number) of headcounts enrolled in NC(V) Level 3 1597 1089 1110 1140 1170 1200

(Number) of headcounts enrolled in NC(V) Level 4 761 649

660

690

720 750

(Number) of headcounts enrolled in Report 191

Trimester programmes

150 180 200 230 260

(Number) of headcounts enrolled in Report 191

Semester programmes

520

948 960 990 1020 1050

(Number) of headcounts enrolled in HE or Level 5

programmes

60 60 30 30

(Number) of students enrolled in Occupational and

other programmes

486 2651 2680 2710 2740 2770

Bursaries awarded

(Number) of College students awarded bursaries 2011

2540

2590

2640 2690 2740

Throughput rates in TVET qualifications increasing to:

GETC or NASCA (%)

NC(V) Level 2 (%) 70 71 72 73 74 75

NC(V) Level 3 (%) 85 86 87 88 89 90

NC(V) Level 4 (%) 87 88 89 90 91 92

N1-N6 Trimester (%) 50 51 52 53 54

N4-N6 Semester (%) 65 66 67 68 69 70



Certification rates in TVET qualifications increasing to:

GETC or NASCA (%)

NC(V) Level 2 (%) 48 56 58 60 62 64

Target 2014 2015 2016 2017 2018 2019

NC(V) Level 3 (%) 48 60 62 64 68 70

NC(V) Level 4 (%) 66 68 70 72 74 76

N1-N6 Trimester (%) 50 52 54 56 58

N4-N6 Semester (%) 44 52 54 56 58 60

Pass rates in Maths and Maths Literacy increasing to:

Maths NC(V) Level 2 (%) 44 47 50 53 56 59

Maths NC(V) Level 3 (%) 34 37 40 43 46 49

Maths NC(V) Level 4 (%) 37 40 43 46 49 52

Maths Lit NC(V) Level 2 (%) 61 64 67 70 73 76



Certification rates of bursary recipients increasing to:

NC(V) Level 2 (%) 48 56 58 60 62 64

NC(V) Level 3 (%) 48 60 62 64 68 70

NC(V) Level 4 (%) 66 68 70 72 74 76

N1-N6 Trimester (%) 52 54 56 58

N4-N6 Semester (%) 44 52 54 56 58 60


Strategic Goal 2: Adequately capacitated individual institutions for effective provision or facilitation

2.1. Improve lecturer capacity to effectively deliver college curriculum.

Target 2014 2015 2016 2017 2018 2019

Lecturing and other staff trained to support curriculum delivery:

(Number) of lecturers trained towards improved subject knowledge

5 35 35 35 22 24



of learning 2.2. Improve capacity of management and administrative staff in management, planning, performance and financial systems.

2.3. Improved capacity of lecturers and student support practitioners to provide on-programme academic support.

2.4. Ensure that College Council is effective in its governance and performance management of college management and staff.

2.5. Implement an effective integrated data management, tracking and reporting system.

2.6. Provide adequate systems and infrastructure for improved teaching and learning.

(Number) of lecturers trained towards improved classroom practice

10

111 111 111 26 27

(Number) of lecturers gaining workplace exposure 25 32

32 32 42 43

Target 2014 2015 2016 2017 2018 2019

(Number) of lecturers with teaching and/or professional qualifications

2

65

15

15 3 3

(Number) of lecturers and SSS practitioners trained to implement on-programme academic support

6 6 6 7 7

Management and administrative staff trained to support curriculum delivery:

(Number) of personnel trained in planning 20

30

35 36 37

(Number) of personnel trained in performance management

13

23 28 30 32

(Number) of personnel trained in financial management

8

4

18

23 23 23

College Council constituted and effective

(Number) of Council fully constituted 20 13 11 11 11 11

(Number) of Council members inducted 5 11 11 11 11

(Number) of Council members trained in corporate governance

11 15 11 11 11 11

Effective and integrated MIS

(Number) of personnel trained in data and information management

39 6 50 50 20 20

Improved College Infrastructure & Systems

(Number) of classrooms and other (e.g. workshops and training centres) built (Building a New Campus in Thabazimbi. (500

1 1 1 1 1



students), Mining related courses, DHET with

College will co-ordinating the building process.)

(Number) of classrooms and other (e.g. workshops and training centres) upgraded or refurbished

4 4 2 1 1 1

(Number) of structures installed with modern equipment (fit for purpose)

4

3 2 5 3 2

(%) of staff with direct access to personal college e-mail

40

50

60

70 70 74


Strategic Goal 3: Increase the number of students successfully entering the labour market upon completion of training.

3.1. Improve the capacity of student support service practitioners and lecturers to implement work-based learning.

3.2 Improve learner employability by providing increased workplace- based learning opportunities.

Target 2014 2015 2016 2017 2018 2019

Lecturing & SSS staff trained to support work-based learning:

(Number) of Lecturers and SSS practitioners trained to implement work-based learning

10 5 5 5 10 8

Placement of students and graduates

(Number) of students placed in workplaces for workplace exposure in programme

477 649

700 750 800 850

(Number) of students placed in workplaces for

apprenticeship training

182 10 10 10 10 10

(Number of students) placed in workplaces for

learnerships (L2 – L5)

170 200 250 300 300 330

Number of post NC(V) Level 4 students placed in work places for experiential learning

14 120 120 120 150 150

Number of post N6 students placed in work places to complete diploma studies

13 106 100

100 50 50

Number of student supported for self-employment 1 5 5 5 5 5




Strategic Goal 5: A college curriculum that is responsive to the demands of the market place and can transform and adapt quickly and effectively to changing skills needs, with a special emphasis on artisan training.

4.1. In consultation with SETAs and local industry develop and implement an expanded PQM that reflects local economic demand.

4.2. Facilitate partnerships with industry, government departments, community organisations and donors.

Target 2014 2015 2016 2017 2018 2019

(Number) new programmes introduced following consultation with industry

3 2 1 1 1 1

(Number) programmes being reduced 2

(Number) SIPS programmes relevant to college responded to

1 1 1 2 2

(Number) of lecturers trained to support new occupational programmes

2 4 4 4 4

(Number) of partnerships with industry, government departments, community organisations and donors

3 5 5 5 5 5

Documents

Waterberg TVET College Strategic Plan 2014 - 2019 - 2019 Strategic... · Waterberg TVET College Strategic Plan 2014 - 2019 ... Waterberg TVET College Strategic Plan 2014 ... The College